Cooperative learning is widely endorsed as a pedagogical practice that promotes student learning. Recently, the research focus has moved to the role of teachers’ discourse during cooperative learning and its effects on the quality of group discussions and the learning achieved. However, although the benefits of cooperative learning are well documented, implementing this pedagogical practice in classrooms is a challenge that many teachers have difficulties accomplishing.
Difficulties may occur because teachers often do not have a clear understanding of the basic tenets of cooperative learning and the research and theoretical perspectives that have informed this practice and how they translate into practical applications that can be used in their classrooms. In effect, what do teachers need to do to affect the benefits widely documented in research?
A reluctance to embrace cooperative learning may also be due to the challenge it poses to teachers’ control of the learning process, the demands it places on classroom organisational changes, and the personal commitments teachers need to make to sustain their efforts. Moreover, a lack of understanding of the key role teachers need to play in embedding cooperative learning into the curricula to foster open communication and engagement among teachers and students, promote cooperative investigation and problem-solving, and provide students with emotionally and intellectually stimulating learning environments may be another contributing factor.
The Teacher’s Role in Implementing Cooperative Learning in the Classroom provides readers with a comprehensive overview of these issues with clear guidelines on how teachers can embed cooperative learning into their classroom curricula to obtain the benefits widely attributed to this pedagogical practice. It does so by using language that is appropriate for both novice and experienced educators. The volume provides: an overview of the major research and theoretical perspectives that underpin the development of cooperative learning pedagogy; outlines how specific small group experiences can promote thinking and learning; discusses the key role teachers play in promoting student discourse; and, demonstrates how interaction style among students and teachers is crucial in facilitating discussion and learning. The collection of chapters includes many practical illustrations, drawn from the contributors’ own research of how teachers can use cooperative learning pedagogy to facilitate thinking and learning among students across different educational settings.
This fully revised and updated edition of Learning, Creating, and Using Knowledge recognizes that the future of economic well being in today’s knowledge and information society rests upon the effectiveness of schools and corporations to empower their people to be more effective learners and knowledge creators. Novak’s pioneering theory of education presented in the first edition remains viable and useful. This new edition updates his theory for meaningful learning and autonomous knowledge building along with tools to make it operational – that is, concept maps, created with the use of CMapTools and the V diagram.
The theory is easy to put into practice, since it includes resources to facilitate the process, especially concept maps, now optimised by CMapTools software. CMapTools software is highly intuitive and easy to use. People who have until now been reluctant to use the new technologies in their professional lives are will find this book particularly helpful. Learning, Creating, and Using Knowledge is essential reading for educators at all levels and corporate managers who seek to enhance worker productivity.
Published in cooperation with the ERIC Clearinghouse on Information and Technology and AECT, this volume of EMTY provides essential and timely information to help educational technologists, librarians, and media specialists practice their profession in a dynamnic and changing field. Focusing on topics of technology integration, respected authorities have contributed essays that address technological trends in education and training. There are detailed listings of United States and Canadian associations and graduate schools as well as a mediagraphy of print and nonprint resources. The book also informs readers about the activities and accomplishments of those organizations and associations dedicated to the advancement of educational communications and technology.
The dynamic evolution of the field of computer science also poses educational and pedagogical challenges, such as issues of computer science (CS) teacher recruitment, pre-service teacher preparation, support for teachers’ ongoing professional development, and the design of teaching and learning material.
This unique Guide to Teaching Computer Science presents both a conceptual framework and detailed implementation guidelines for general CS teaching. The content is clearly written and structured to be applicable to all levels of CS education and for any teaching organization, without limiting its focus to instruction for any specific curriculum, programming language or paradigm.
Topics and features: presents an overview of curriculum topics in computer science, and of research in CS education; examines strategies for teaching problem-solving, evaluating pupils, and for dealing with pupils’ misunderstandings; provides learning activities throughout the book, consistently supported by chapter references; proposes active-learning-based classroom teaching methods, as well as methods specifically for lab-based teaching; discusses various types of questions that a CS instructor, tutor, or trainer can use for a range of different teaching situations; investigates thoroughly issues of lesson planning and course design; describes frameworks by which prospective CS teachers gain their first teaching experience.
Drawing on the authors’ experience of more than two decades of teaching and research in computer science education, this concise, thorough and easy-to-follow book is eminently suitable for use as either a teaching guide or as a textbook for computer science teacher training programs.
How can apps be used to foster learning with literacy across the curriculum? This book offers both a theoretical framework for considering app affordances and practical ways to use apps to build students’ disciplinary literacies and to foster a wide range of literacy practices.
Using Apps for Learning Across the Curriculum
- presents a wide range of different apps and also assesses their value
- features methods for and apps related to planning instruction and assessing student learning
- identifies favorite apps whose affordances are most likely to foster certain disciplinary literacies
- includes resources and apps for professional development
- provides examples of student learning in the classroom
A website (www.usingipads.pbworks.com) with resources for teaching and further reading for each chapter, a link to a blog for continuing conversations about topics in the book (appsforlearningliteracies.com), and more enhance the usefulness of the book.