Preface Introduction How We Got Here Education is a Wicked Technology Learners Learner Tasks Understanding the Technology Infrastructure in Schools Developing Educator Capacity Developing System Capacity References Index
Beginning his career as a science teacher, Dr. Gary Ackerman became an education technologist more than twenty years ago. Since then, he has been responsible for every aspect of technology in schools. Currently, he serves as the digital project leader in a secondary school and works with community college populations.
The purpose of the book is to present a new vision of technology-rich teaching and learning. This vision is intended to support educators by providing a rationale for revising all aspects of technology-rich education, to provide general guidelines for classroom redesign, and to present evidence in support of a new paradigm in education that will help educators create classrooms in which teaching and learning more accurately reflect the future that students will experience. The author is knowledgeable about educational technology but arguably falls short of this ambitious aim. Many topics are necessary to the construction of the paradigm, so the book includes positivism, instructionism, naturalism, educative experiences, wicked and tame problems, brains of learners, learner tasks, effects of technology on the brains of learners, computer versus human capabilities, models for technology-rich classrooms (project-based learning, flipped classrooms, and assessment), school technology planning, and the development of educator and system capacities. The book also includes two interesting examples of technology used in classrooms to illustrate problem-based learning. Summing Up: Recommended. Graduate students preparing for educational technology roles and education faculty. CHOICE