Depth


 * Depth-EDUC 8325-Current Research on Social Systems and Educational Technology**

Objectives

1. Discuss team-based, active, and distance learning as they apply to the constructivist theory.

2. Evaluate the components of a learner-centered classroom as it relates to the integration of technology.

3. Analyze the impact of the National Educational Technology Standards on teachers and learners in the constructivist classroom.

4. Analyze and evaluate current pedagogical practices that use technology in constructivist learning environments.

References

Bronack, S., Riedl, R., & Tashner, J. (2006, Dec.). Learning in the zone: A social constructivist framework for distance education in a 3-dimensional virtual world. //Interactive Learning Environments 14//(3), pp. 219-232. Retrieved January 21, 2008, from Academic Search Premier database [AN 23173251].

Brown, D., & Warschauer, M. (2006). From the university to the elementary classroom: Students' experiences in learning to integrate technology in instruction. //Journal of Technology and Teacher Education,// (3), 599+. Retrieved January 21, 2008, from Questia database: http://www.questia.com/PM.qst?a=o&d=5015582952

Herring, M. C. (2004, Winter). Development of constructivist-based distance learning environments. //Quarterly Review of Distance Education 5//(4), pp. 231-242. Retrieved January 21, 2008, from Academic Search Premier database [AN 16302941]

Judson, E. (2006). How teachers integrate technology and their beliefs about learning: Is there a connection? //Journal of Technology and Teacher Education, 14//(3), 581+. Retrieved January 21, 2008, from Questia database: http://www.questia.com/PM.qst?a=o&d=5015582947

Juniu, S. (2006). Use of technology for constructivist learning in a performance assessment class. //Measurement in physical education & exercise science 10//(1), pp. 67-79. Retrieved January 21, 2008, from Academic Search Premier database [AN 19674288].

Koehler, M., & Mishra, P. (2005). What happens when teachers design educational technology? The development of technological pedagogical content knowledge. //Journal of educational computing research 32//(2), pp. 131-152. Retrieved January 21, 2008, from Academic Search Premier database [AN 17941840].

Lightner, S., Bober, M. J., & Willi, C. (2007). Team-based activities to promote engaged learning. //College Teaching, 55//(1), 5+. Retrieved January 21, 2008, from Questia database: http://www.questia.com/PM.qst?a=o&d=5019874772

Mash, R. J., Marais, D., van der Walt, S., van Deventer, I., Steyn, M., & Labadarios, D. (2005, Nov.). Assessment of the quality of interaction in distance learning programmes utilising the Internet (WebCT) or interactive television (ITV). //Medical education 39//(11), pp. 1093-1100. Retrieved January 21, 2008, from Academic Search Premier database [AN 18669056].

Niederhauser, D. S., & Lindstrom, D. L. (2006). Addressing the NETS for students through constructivist technology use in K-12 classrooms. //Journal of Educational Computing Research 34//(1), pp. 91-128. Retrieved January 21, 2008, from Academic Search Premier database [AN 21076900]

Rakes, G. C., Fields, V. S., & Cox, K. E. (2006). The Influence of teachers' technology use on instructional practices. //Journal of Research on Technology in Education, 38//(4), 409+. Retrieved January 21, 2008, from Questia database: http://www.questia.com/PM.qst?a=o&d=5016289210

Richards, C. (2005). The design of effective ICT-supported learning activities: Exemplary models, changing requirements, and new possibilities. //Language, Learning & Technology, 9//(1), 60+. Retrieved January 21, 2008, from Questia database: http://www.questia.com/PM.qst?a=o&d=5008329102

Rivero, V. (2006). The secrets of their success: Foremost leaders in education technology provide five lessons on using today's tools to engage students, recharge teachers, and in some cases, change the world. //T H E Journal (Technological Horizons In Education), 33//(11), 44+. Retrieved January 21, 2008, from Questia database: http://www.questia.com/PM.qst?a=o&d=5016155595

Rollins, S., & Almeroth, K. (2004). Lessons learned deploying a digital classroom. //Journal of Interactive Learning Research, 15//(2), 169+. Retrieved January 21, 2008, from Questia database: http://www.questia.com/PM.qst?a=o&d=5006872534

Tunison, S. D., & Sackney, L. (2004). On-line secondary school conditions and practices. //International Studies in Educational Administration 32//(1), pp. 32-49. Retrieved January 21, 2008, from Academic Search Premier database [AN 15109226].

Wozney, L., Venkatesh, V., & Abrami, P. C. (2006). Implementing computer technologies: Teachers' perceptions and practices. //Journal of Technology and Teacher Education, 14//(1), 173+. Retrieved January 21, 2008, from Questia database: http://www.questia.com/PM.qst?a=o&d=5014857465

Demonstration

Two products will be developed for the Depth portion of this KAM. First, the researcher will write an annotated bibliography of 15 peer reviewed, refereed research studies from scholarly journals concerning the use of constructivist principles in the classroom. These articles will help create a model demonstrating the use of technology in facilitating constructivist learning. The bibliography will be followed by a 25 page paper synthesizing themes from the research studies in relation to the theories of David Jonassen and Constructivist Learning Environments (CLEs). Several themes include learner-centered education, team-based and active learning, distance learning, assessments, and the National Educational Technology Standards. The paper will include a gap analysis of the current research in order to guide future investigations.