Teacher Learning in the Digital Age
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Teacher Learning in the Digital Age explores the move to online teacher development and profiles exemplary models of online and blended teacher professional development in STEM subjects. The book reveals critical lessons and insights for designers, researchers, and educators in search of the most efficient and effective ways to leverage technology to support teacher learning. "Teacher Learning in the Digital Age is a superb compilation of exemplary instructional practices utilizing digital resources. This thoughtful and practical body of work can be leveraged to propel teacher and student…mehr

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Produktbeschreibung
Teacher Learning in the Digital Age explores the move to online teacher development and profiles exemplary models of online and blended teacher professional development in STEM subjects. The book reveals critical lessons and insights for designers, researchers, and educators in search of the most efficient and effective ways to leverage technology to support teacher learning. "Teacher Learning in the Digital Age is a superb compilation of exemplary instructional practices utilizing digital resources. This thoughtful and practical body of work can be leveraged to propel teacher and student success in the evolution of the digital classroom and school." --Mark Edwards, superintendent, Mooresville Graded School District, North Carolina "This book provides a comprehensive overview of online teacher professional development and detailed examples of programs that illustrate the range of effective models. It is a must-read for practitioners and policy makers responsible for planning professional development programs, and is an invaluable resource for university courses on teacher learning and professional development, and online educational innovations." --Hilda Borko, professor of education, Stanford University "Teacher Learning in the Digital Age represents a thoughtful and comprehensive examination of the current landscape and range of models of online STEM professional development. The rich descriptions of the models and lessons learned will prove invaluable to both educators and researchers interested in this rapidly changing field." --Paul Resta, Ruth Knight Millikan Centennial Professor of Learning Technologies, The University of Texas at Austin Chris Dede is the Timothy E. Wirth Professor in Learning Technologies and former chair of the Learning and Teaching department at the Harvard Graduate School of Education (HGSE). Arthur Eisenkraft is the Distinguished Professor of Science Education and director of the Center of Science and Mathematics in Context (COSMIC) at the University of Massachusetts Boston, and a past president of the National Science Teachers Association. Kim Frumin is a doctoral student focusing on educational technology and new K-12 school designs at HGSE. Alex Hartley works in a kindergarten classroom helping design and implement engineering and STEM lessons.
Autorenporträt
Chris Dede is the Timothy E. Wirth Professor in Learning Technologies and former chair of the Learning and Teaching department at the Harvard Graduate School of Education. He was one of the key contributors on the 2010 National Education Technology Plan and has published several books about implementing technology in schools. He is active in policy initiatives, including creating a widely used State Policy Framework for Assessing Educational Technology Implementation and studying the potential of developing a scalability index for educational innovations. Dede is a member of the National Academy of Sciences Committee on Foundations of Educational and Psychological Assessment, a member of the US Department of Education's Expert Panel on Technology, and an International Steering Committee member for the Second International Technology in Education Study. He also serves on advisory boards and commissions for PBS TeacherLine, the Partnership for 21st Century Skills, the Pittsburgh Science of Learning Center, and several federal educational labs and regional technology centers and is a member of the board of directors of the Boston Tech Academy, an experimental small high school in the Boston Public School system funded by the Gates Foundation. Dede was the editor of the 1998 Association for Supervision and Curriculum Development (ASCD) yearbook, Learning with Technology, and co-editor (with James P. Honan and Laurence C. Peters) of the volume Scaling Up Success: Lessons Learned from Technology-based Educational Innovation (Jossey-Bass, 2005). He is also the editor of Online Professional Development for Teachers: Emerging Models and Methods (Harvard Education Press, 2006). Arthur Eisenkraft is the Distinguished Professor of Science Education, professor of physics, and director of the Center of Science and Mathematics in Context (COSMIC) at the University of Massachusetts Boston. He is past president of the National Science Teachers Association (NSTA) and is currently chair of the Science Academic Advisory Committee of the College Board. He is project director of the National Science Foundation-supported Active Physics and Active Chemistry projects, introducing high quality project-based science to all students. He is chair and cocreator of the Toshiba/NSTA ExploraVision Awards, involving fifteen thousand students annually. He leads the Wipro Science Education Fellowship program which is bringing sustainable change to fifteen districts in Massachusetts, New Jersey, and New York. His current research projects include investigating the efficacy of a second generation model of distance learning for professional development; a study of professional development choices that teachers make when facing a large scale curriculum change and assessing the technological literacy of K-12 students. Eisenkraft has received numerous awards recognizing his teaching and related work including the Presidential Award for Excellence in Science Teaching, the American Association of Physics Teachers Millikan Medal, the Disney Corporation's Science Teacher of the Year, and the NSTA Robert Carleton Award. He is a fellow of the American Association for the Advancement of Science, holds a patent for a laser vision testing system, and was awarded an honorary doctorate from Rennssalaer Polytechnic Institute. Kim Frumin is a doctoral candidate and Harvard Innovation Lab Fellow at the Harvard Graduate School of Education. Her research focuses on educational technology and new K-12 school designs. Frumin was a founding member of the New York City Department of Education's Office of Innovation (iZone) and served as Senior Director of Professional Development and Practice for iZone360, a whole-school redesign effort. Previously, she managed educational content, research, and outreach for international Sesame Street co-productions in Israel and Northern Ireland and served as an instructional coach in New York City public schools through Teaching Matters. Additionally, Frumin was a Fulbright Scholar in Israel, where she implemented an original photography and writing program with Bedouin youth. Alex Hartley received her master's in secondary education in 2015 from the College of Education and Human Development at University of Massachusetts Boston. She works in a kindergarten classroom at a Boston Public School, helping the classroom teacher design and implement engineering and STEM lessons. She has taught at the South End Technology Center, with Breakthrough Collaborative, and at a number of other schools and community centers in the Boston area.