Achieving Teaching and Learning Excellence with Technology

Autor/inn/en	Marcoux, Elizabeth; Loertscher, David V.
Titel	Achieving Teaching and Learning Excellence with Technology
Quelle	In: Teacher Librarian, 37 (2009) 2, S.14-22 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1481-1782
Schlagwörter	Learning Problems; Educational Technology; Social Networks; Computers; Computer Uses in Education; Technology Uses in Education; Best Practices; Computer Software; Professional Development; Internet; School Libraries; Librarians; Information Technology; Research Skills; National Standards; State Standards + Suchen Sie Ihr Suchwort? Lernproblem; Unterrichtsmedien; Social network; Soziales Netzwerk; Digitalrechner; Computernutzung; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; School library; Schulbibliothek; Librarian; Bibliothekar; Bibliothekarin; Informationstechnologie; Forschungsleistung
Abstract	Since the very first introduction of a Commodore Pet, TRS 80, and the Apple II microcomputers beginning in 1977, billions of dollars have been spent chasing a dream about the effect of technology on teaching and learning. Now, educators face the second decade of the 21st Century with seemingly unlimited ways technology can influence what people do. Simultaneously, children and teens of this generation have enthusiastically embraced technology for social networking and content creation purposes but have failed or not been allowed to extend their technology expertise over into their academic pursuits. This article discusses the learning to technology approach. Begin with a learning problem, diagnose that problem, and then prescribe one or several excellent tools that will work to solve that "problem." Or begin with best practices you want to achieve and then fit the tool to that challenge. Become the doctor, not the pharmacist. In this article, the authors present their list wherein they grouped the many characteristics of both devices and software into six major categories, followed by a focus on the organization to deliver those teaching and learning benefits. Their argument for this arrangement centers on excellence in teaching and learning--the idea that technology use must be tested for both individual and group growth in a global world. Thus, they end the listings under each characteristic with encouragement to collect data on that characteristic and report it widely. They give the major reason for this in their conclusion: Actual data and evidence collection is beyond the scope of this article. There are sources that will help in that focus, so first focus on results and then develop techniques to measure effect. The authors are quite certain every reader will be able to add both items under each characteristic as well as find examples that have produced results with real learners in their schools. Perhaps this list can be the foundation of a major conversation in professional learning communities and in technology-focused professional development. (ERIC).
Anmerkungen	Scarecrow Press, Inc., a member of the Rowman & Littlefield Publishing Group. 15200 NBN Way, Blue Ridge Summit, PA 17214. Tel: 717-794-3800; Fax: 717-794-3833; e-mail: editor@teacherlibrarian.com; Web site: http://www.teacherlibrarian.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10