Teaching And Learning With Technology

Mathematics Education and Technology-Rethinking the Terrain The 17th ICMI Study, Springer-Verlag GmbH, November 2009 ISBN: 1441901450
Mathematics Education and Technology-Rethinking the Terrain revisits the important 1985 ICMI Study on the influence of computers and informatics on mathematics and its teaching. The focus of this book, resulting from the seventeenth Study led by ICMI, is the use of digital technologies in mathematics teaching and learning in countries across the world. Specifically, it focuses on cultural diversity and how this diversity impinges on the use of digital technologies in mathematics teaching and learning. Within this focus, themes such as mathematics and mathematical practices; learning and assessing mathematics with and through digital technologies; teachers and teaching; design of learning environments and curricula; implementation of curricula and classroom practice; access, equity and socio-cultural issues; and connectivity and virtual networks for learning, serve to organize the study and bring it coherence.Providing a state-of-the-art view of the domain with regards to research, innovating practices and technological development, Mathematics Education and Technology-Rethinking the Terrain is of interest to researchers and all those interested in the role that digital technology plays in mathematics education. TOC:Design of Learning Environments and Curricula.- Learning and Assessing Mathematics with and through Digital Technologies.- Teacher and Technology.- Implementation of Technology-Rich Mathematics Curricula: Issues of Access and Equity.- Future Directions.<

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[KW: Erwachsenenbildung]

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Educational Assessment in the 21st Century Connecting Theory and Practice, Springer-Verlag GmbH, Juni 2009 ISBN: 1402099630
This book will examine educational assessment in the rapidly changing and global world of the 21st century. Assessment has always been a key focus of educational policy, research and practice throughout the world, with the field often represented as contested. While traditional issues of validity and reliability continue to have high salience, there is a myriad of issues that are also pressing for educational assessment on the international scene. These include: assessment, the law and accountability; the value of testing for international benchmarking and public reporting; assessment practices that take account of cultural and social diversity; assessment practices that go beyond traditional paper and pencil tests to include other modes; assessment and technological innovation; the matter of what counts as authentic assessment, especially in relation to professional and vocational education; and, assessment issues relating to inclusion and disabilities. Two major factors have informed this book. First, it has arisen from the clear and growing press for education accountability and measurement initiatives, reflected in the prominence given in many countries throughout the world to large-scale testing and reporting initiatives. This is not a stand-alone force, however, in the education and assessment fields. Also evident are strong moves in some countries to endorse alternative modes of assessment beyond traditional pencil and paper tests, and in developing teachers' assessment capabilities. These radically different directions in research inevitably make competing demands on education researchers, as well as those involved in policy and practice. It is timely therefore for a book to bring together cutting edge research papers and theoretical papers that open out and explore the ways forward for assessment in a new century characterised by an unprecedented change and growth in knowledge. Second, in our previous research and publications, we have applied a multidisciplinary and multitheoretical approach in our work. Our aim for this book is for it to be encompassing of different disciplines that will inform the methodologies and approaches underlying different theoretical understandings about assessment. A multitheoretical approach to education research has been previously advocated (see Beach, Green, Kamil and Shanahan, 1991, and more recently, Green, Camilli and Elmore, 2006). Further, Cumming and Wyatt-Smith (2001) have previously adopted such an approach in a book on literacy education in the post-compulsory years of schooling. The proposed book would be the first time a multitheoretical approach to assessment has been explored. We believe that the value and need for such an approach is pressing in the field of assessment. The underlying position of this book is that the field of assessment research needs to move beyond the old notions of assessment for measurement and assessment learning, such notions working in part to maintain the longstanding distinction between objectivity and subjectivity. Instead, the field of assessment can now be characterised in terms of the myriad of 21st century issues that confront it and that call for public and scholarly scrutiny and discussion. The focus on assessment in the book will be to situate assessment in contexts and the research, policy and practice nexus for assessment in the 21st century, with impacts of changes such as technology, inclusive practices, cultural diversity, and learning for the workplace as well as accountability-driven reform. Individual authors will focus on contexts of, and purposes for, and practices in assessment using their preferred theoretical or paradigmatic approach. TOC:Preface: Signs of change: Assessment past, present and future. 1 Framing assessment today for the future: Issues and challenges. Part 1 Creativity and innovation in assessment: New skills and capabilities, and changing communication practices. 2 Assessment in the perspective of a social semiotic theory of multimodal teaching and learning. 3 Transforming K-12 assesment: Integrating accountability testing, formative assessment and professional support. 4 Assessment issues and new technologies: ePortfolio possibilities. 5 Towards theorising assessment as critical theory. Part 2 Building social capital: Difference, diversity, social inclusion. 6 Fairness in assessment. 7 Assessment, gender and in/equity. 8 Assessment, disability, student engagement and responses to intervention. 9 Assessment challenges, the law and the future. Part 3 Assessment in context: Geography, policy and practice. 10 Teachers' use of assessment data. 11 A problematic leap in the use of test data: From performance to inference. 12 Educational assessment in Norway-a time of change. 13 Articulating tacit knowledge through analyses of recordings: Implications for competency assessment in the vocational education and training sector. 14 Defining standards for the 21st century. Index. <

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Mittermeir, Roland T.;Syslo, Maciej M. Informatics Education - Supporting Computational Thinking Third International Conference on Informatics in Secondary Schools - Evolution and Perspectives, ISSEP 2008 Torun Poland, July 1-4, 2008 Proceedings, Springer-Verlag GmbH, Juni 2008 ISBN: 3540699236
This book constitutes the refereed proceedings of the Third International Conference on Informatics in Secondary Schools - Evolution and Perspectives, ISSEP 2008, held in Torun, Poland in July 2008.The 28 revised full papers presented together with 4 invited papers were carefully reviewed and selected from 63 submissions. A broad variety of topics related to teaching informatics in secondary schools is addressed ranging from national experience reports to paedagogical and methodological issues. The papers are organized in topical sections on informatics, a challenging topic, didactical merits of robot-based instruction, transfer of knowledge and concept formation, working with objects and programming, strategies for writing textbooks and teacher education, national and international perspectives on ICT education, as well as e-learning.<

NEUBUCH! 357 Seiten 242 mm x 155 mm x 21 mm Einband:Kartoniert/Broschiert

[KW: Education / Computers & Technology]

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Bennedsen, Jens;Caspersen, Michael E.;Kolling, Michael: Reflections on the Teaching of Programming, Springer-Verlag GmbH, Mai 2008 ISBN: 3540779337
This state-of-the-art survey, reflecting on the teaching of programming, has been written by a group of primarily Scandinavian researchers and educators with special interest and experience in the subject of programming. The 14 chapters - contributed by 24 authors - present practical experience gathered in the process of teaching programming and associated with computing education research work. Special emphasis is placed on practical advice and concrete suggestions.The authors are all members of the Scandinavian Pedagogy of Programming Network (SPoP), and bring together a diverse body of experiences from the Nordic countries. The 14 chapters of the book have been carefully written and edited to present 4 coherent units on issues in introductory programming courses, object-oriented programming, teaching software engineering issues, and assessment. Each of these individual parts has its own detailed introduction.The topics addressed span a wide range of problems and solutions associated with the teaching of programming such as introductory programming courses, exposition of the programming process, apprentice-based learning, functional programming first, problem-based learning, the use of on-line tutorials, object-oriented programming and Java, the BlueJ environment to introduce programming, model-driven programming as opposed to the prevailing language-driven approach, teaching software engineering, testing, extreme programming, frameworks, feedback and assessment, active learning, technology-based individual feedback, and mini project programming exams.<

NEUBUCH! 259 Seiten 238 mm x 158 mm x 16 mm Einband:Kartoniert/Broschiert

[KW: UML (EDV)]

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