Global Perspectives on Teaching with Technology

Theories, Case Studies, and Integration Strategies
1. Auflage 2024
ISBN: 978-1-032-52424-5
Verlag: Routledge

Buch, Englisch, 318 Seiten, Format (B × H): 152 mm x 229 mm, Gewicht: 463 g

Global Perspectives on Teaching with Technology presents a wealth of current research on how teacher education and training programs around the world are preparing teachers to integrate and apply learning technologies across subjects, grade levels, and regions. Digital tools are more integral than ever to an accessible and well-rounded education, although their rapid evolution and proliferation necessitate new guidance into their effective integration and intended outcomes. This book provides graduate students, faculty, and researchers of teacher education, as well as trainers of in-service teachers with field-tested frameworks, evidence-based theories and models, and real-world examples of the complexities and affordances of teaching with technology. Internationally sourced to reflect today's richly diverse and globalized learner populations, the case studies collected here offer fresh approaches for teacher educators and a springboard for education researchers studying how practitioners can thrive in their classrooms and foster equity among students.

Chapter 16 of this book is freely available as a downloadable Open Access PDF at http://www.taylorfrancis.com under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license.

Zielgruppe

Postgraduate, Professional Reference, and Undergraduate Advanced

Autoren/Hrsg.

Chigona, Agnes

Crompton, Helen

Tunjera, Nyarai

Fachgebiete

• Sozialwissenschaften Pädagogik Schulen, Schulleitung Privatschulen, alternative Schulformen
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Methoden des Lehrens und Lernens
• Sozialwissenschaften Pädagogik Pädagogik Bildungssystem Vergleichende und Empirische Bildungsforschung

Inhaltsverzeichnis

1 Preparing Teachers to Effectively Integrate Technology in Education 2 Educator Integration of Artificial Intelligence Technological Advancements 3 Exploring the [Surveillant] Impacts of Technology 4 Preparation of Future Teachers Teaching with Technology 5 Narratives of Teacher Educators on the Integration of Information and Communication Technologies to Prepare Pre-service Teachers in Specific Subjects 6 Girls and Computer Science 7 Pre-Service Teachers’ Pedagogical Awareness of Technology Integration in Classroom 8 Exploration of Foundation Phase 9 Research-based Teacher Preparation for Technology-enhanced Education in Malawi 10 Barriers to Self-directed Learning for Student Teachers Learning within Asynchronous Online Environments during Coronavirus-19 Lockdown 11 Co-Developing Dialogic Teaching with Digital Technology in Chinese Primary Mathematics Classrooms 12 Breaking the Digital Divide 13 A Case Study of an Exemplary Grade 5 Teacher’s Experiences when Integrating Technology with Reading-for-meaning Strategies in a Meaningful Way 14 Effects of a Professional Development Programme for Teaching and Learning in Digital Environments from the Perspective of Teachers 15 What is Important in Applying ICT to Classroom Practice in Schools 16 A Dialogic Design-based Research Partnership Approach 17 Contextualised e-Learning Interventions for HEIs in Resource-constrained Environments 18 Threading Together Digital Technology Integration Perspectives Across the Globe

Über Autor(innen)

Agnes Chigona is Professor and Head of Research and Postgraduate Studies in the Faculty of Education at Cape Peninsula University of Technology, South Africa.

Helen Crompton is Executive Director of the Research Institute for Digital Innovation in Learning at ODUGlobal and Professor of Instructional Technology at Old Dominion University, USA.

Nyarai Tunjera is Postdoctoral Research Fellow in the Faculty of Education at Cape Peninsula University of Technology, South Africa.