Technology Instruction and Integration

Kurztext

Since the turn of the twentieth century, technology
has added a new dimension to instructional delivery.
This work examines a novel approach to technology
instruction and integration incorporating a
well-known pedagogical strategy with technology
instruction and integration, to yield outcomes that
go beyond technological skills.
Peer tutoring is one among many instructional
strategies that can be used to achieve the multiple
goals of improving students cognitive, technological
and social skills. But teachers application of this
strategy is dependent on their beliefs regarding the
effectiveness of this approach in technology
instruction and integration. Correspondingly, their
perceptions may be shaped by demographic and other
factors.

This book emphasizes the importance of teachers
focusing on what they do best
designing pedagogical instruction that facilitates
learning in every child. This work refocuses
education practitioners on the how of technology.
That is, recognizing the usefulness of technology as
a strategy to create more effective learning. For
example using technology in a way that encourages
student to think, probe, and collaborate.

Autorentext
Claudette Thompson, D.Ed. is an Assistant Professor of Undergraduate Education at St. Bonaventure University in western New York. Her scholarly work includes; Peer tutoring in technology instruction and integration, multicultural literature as part of a balanced literacy program, urban teacher preparation and teaching for critical thinking.

Klappentext
Kurztext Since the turn of the twentieth century, technology has added a new dimension to instructional delivery. This work examines a novel approach to technology instruction and integration-incorporating a well-known pedagogical strategy with technology instruction and integration, to yield outcomes that go beyond technological skills. Peer tutoring is one among many instructional strategies that can be used to achieve the multiple goals of improving students' cognitive, technological and social skills. But teachers' application of this strategy is dependent on their beliefs regarding the effectiveness of this approach in technology instruction and integration. Correspondingly, their perceptions may be shaped by demographic and other factors. This book emphasizes the importance of teachers focusing on what they do best- designing pedagogical instruction that facilitates learning in every child. This work refocuses education practitioners on the "how" of technology. That is, recognizing the usefulness of technology as a strategy to create more effective learning. For example using technology in a way that encourages student to think, probe, and collaborate.