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Teaching With Technology e-book


Karin M. Wiburg,Priscilla Norton






Schools & Teaching

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Wadsworth Publishing; 1 edition (January 1, 1998)





Teaching With Technology e-book

by Karin M. Wiburg,Priscilla Norton

Teaching with Technology : Designing Opportunities to Learn (with InfoTrac). by Priscilla Norton and Karin M. Wiburg

Teaching with Technology : Designing Opportunities to Learn (with InfoTrac). Wiburg. The best book I've found so far on the subject. Published by Thriftbooks. com User, 14 years ago. I teach technology to adults on a daily basis, and I also teach teachers technology.

Teaching with Technology : Designing Opportunities to Learn.

I recommend "Teaching With Technology" by Pricilla Norton and Karin M. Wilburg as recommended companion volume. Together, these books make a significant impact on the learning environment make these books required reading for all who champion the use of the new technologies to enhance learning and justify the time, effort, expense, and hope technology hold for our students. 2 people found this helpful.

Priscilla Norton, Karin M.

Teaching with Technology: Designing Opportunities to Learn (with Infotrac) by. Priscilla Norton, Karin M.

Karin M. Wiburg is the author of Lesson Study Communities (. 5 avg . See if your friends have read any of Karin M. Wiburg's books.

See if your friends have read any of Karin M. Karin M. Wiburg’s Followers. None yet. Wiburg’s books. Lesson Study Communities: Increasing Achievement with Diverse Students by. Wiburg, Susan Brown.

Teaching with Technology: Designing Opportunities to Learn. by Priscilla Norton, Karin M. ISBN 9780534603090 (978-0-534-60309-0) Softcover, Thompson, Wadsworth Publishing, 2002. Find signed collectible books: 'Teaching with Technology: Designing Opportunities to Learn'. Coauthors & Alternates. Averil Gurney and Priscilla Norton.

Teaching with technology. by. Norton, Priscilla. Wiburg, Karin M. Boxid. Books for People with Print Disabilities. Internet Archive Books. Uploaded by station05. cebu on January 11, 2019.

The text presents a process for intentionally planning learning experiences for students that integrate technology into the process.

Distinguished Professor, Learning Design and Technology, New Mexico State University. Teaching with technology. Teaching with technology: Designing opportunities to learn. Harcourt Brace College Publishers, 1998. Priscilla Norton, Karin Wiburg. Lesson Study Communities: Increasing Achievement with Diverse Students. Karin Wiburg, Susan Brown. Foreword by Akihiko Takahashi Preface Acknowledgments About the Authors 1. Translating Lesson Study From Japan to the United States 2. Building Successful Lesson Study Communities 3. Assessing Your.

Unlike most books available for use in university classes, this book does not focus on the mechanics of computer operation, but on ways to use technology to support learning in the K-12 curriculum. The text presents a process for intentionally planning learning experiences for students that integrate technology into the process. It develops a number of scenarios or stories of actual classroom practice to illustrate the ways in which the process has informed the practice of teachers. Rather than being divided into chapters based on computer applications, the book is divided into chapters about how a range of applications can support student learning of literacy, content knowledge, problem-solving, participating in communities, becoming users of information, and systems of assessment that are consistent with attaining these goals. The text is distinctive in that it is written to build clear bridges between theory and practice. Colleagues will choose this book over others because it talks about the "hows" of computer integration with learning rather than the "hows" of computer use.
I teach technology to adults on a daily basis, and I also teach teachers technology. I have read a fair number of books on the subject. To date, this is the best book I've found. It covers a wide range of topics, and takes what I consider to be many of the best pieces from other books and puts it into one.

So why do I give it only 4 stars? Well, I haven't found a book yet about technology that really jumps out at me, and says "This book is completely awesome, and every teacher should own it" But this is the closest I've found to that, other than "Computers as Mindtools for Schools", which is not as comprehensive as this book, but goes into territory not charted as well by any other book I've found.
This book was required for grad school degree in instructional technology - easy to read . . . information on all subject areas.
I am a PhD student and 30 year practitioner of computer assisted language learning. Like the previous reviewer, this book is one of the best I have read that sits in between the highly theoretical texts and general practice texts that fill the bookshelves at libraries of educational technology subjects. It is bit expensive, so check out your library first before buying, but if you buy, you won't be wasting your money.
As the debate continues on the importance, need and role of technology in today's classroom it has become clear that the focus still needs to remain on learning. In Teaching with Technology, the authors Kathleen Norton and Carolyn Wilburg, say that "technology is a means to an end; it is human activity....Making wise choices about the use of technology then depends on recognizing the ways in which it facilitates what humans can do."(2) This brief statement, emphasized in the first chapter of the book, ends up being the common thread in which the meat of the text is woven around. The authors take the reader on a journey of explaining how the intentional planning of the learning environment can serve as a teaching tool, when thought is given to how the students will interact with digital information resources and other classmates. Through the authors' exploration of several process models that help the student to explore electronic resources, evaluate content and synthesize meaning, the learning environment unfolds to expose a mix of meaningful, enjoyable learning experiences for both student and teacher. A natural way for this to happen is to design learning environments within the context of a problem. This process is thoroughly explained and supported through the several classroom examples in which students engage in problem solving to arrive at the key content concepts. Through this process the teacher takes on the role of facilitator and the student is then put in charge of developing and constructing the learning that is required to solve the problem. As a result the students are put into an active mode of seeking tools to aid in a learning process that more closely resembles the level at which they will function when collaborating in the world's workforce.
Aside from addressing the concerns of the learning environment and problem solving, this book also explores designs for literacy, knowledge structure and process, and communities of learning. All of these issues make up a support system in which the technology-enriched environment is delicately balanced. The tool of technology is what helps to orchestrate the learning within the context of these concepts. Particularly, when a community of learners is established within the classroom climate students function at a level of respect and responsiveness to content that is beyond what is typically present in a traditional classroom. It is the sense of community that fosters a sense of belonging and contribution to the learning process that results in higher retention and participation levels previously unseen.
I chose to read this text for a graduate class assignment but then also gave a copy to a teacher that I am mentoring. She and I are working together to design a learning opportunity for her students that would involve the use of four new computers. She was feeling uncreative and frustrated about using them meaningfully and so we decided to begin reading the text together. We took turns picking chapters to focus on. We found that this text was extremely helpful in guiding our thinking to incorporate all the important aspects of technology use in the classroom. It provided new ways in which to think about collaborative group work, assessment strategies and the importance of evaluating learning as a process not just a product.
I also found the Suggested Activities and Reflection included in the appendix of the book to be a unique addition to an already easy to read and follow text. In that section the authors provide approximately 8-12 questions that guide reflection and discussion. The reflection questions help the reader to contemplate their own practices or stimulate thinking in order to seal a main idea for the reader. In addition, each chapter of the book is summarized into bullet points of main ideas for a quick reminder or review. I will use this book again next year for several other interactions with teachers who are ready to tackle the integration of technology into their classroom for the sake of increased student learning. In my opinion this book is right on and has a wealth of useful information for a teacher of any level.
This is my first book review. I bought this book new 4 or 5 years ago for a graduate course in Education. I was then an MA student, and I remember it particularly well: such a waste. Buy it if you must, but pay as little as you can. I defy you to make sense of it.
This book is well organized and not difficult to digest. As a computer sort-of-beginner, I was happy to read examples of how other teachers have brought new life to old tired lessons by using electronic technology. Very inspiring; it should be required reading for administrators and school board members everywhere!
The authors provide thorough explanations of pedagogy and wonderful case studies that inform and inspire. The philosophy presented represents up-to-date ideas about curriculum design and the teacher's role in the classroom. Chapters include website references where educators can locate resources that help to extend ideas. A truly useful text.

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