The major focus of this Handbook is the design and potential of IT-based student learning environments. Offering the latest research in IT and the learning process, distance learning, and emerging technologies for education, these chapters address the critical issue of the potential for IT to improve K-12 education. A second important theme deals with the implementation of IT in educational practice. In these chapters, barriers and opportunities for IT implementation are studied from several perspectives. This Handbook provides an integrated and detailed overview of this complex field, making it an essential reference.
Preface xxvii Introduction xxix Part One Section 1 Education in the Information Society 3 Section Editor: Ronald E. Anderson 1.1 Implications of the Information and Knowledge Society for Education 5 Ronald E. Anderson The Information Society 5 The Knowledge Society 5 Information vs. Knowledge 6 Knowledge Societies in Education 6 Implications of the Knowledge Society for Learning Priorities 7 ICT 8 The Twenty-First Century Skills Movement 9 Parallels in Education and Management 10 Some Knowledge-Based Models in Education 11 The Emerging Pedagogical Practices Paradigm 12 Student Knowledge Framework 12 Knowledge-Related Skills 13 Knowledge-Related Task Phases 14 Knowledge Capabilities and ICT Tools 15 Knowledge Societies and Cooperative Work 18 Knowledge Societies and Learning to Learn 19 Implications for Education in the Era of Knowledge Societies 20 v 1.2 New Literacies for the Knowledge Society 23 David Mioduser, Rafi Nachmias, and Alona Forkosh-Baruch Introduction 23 The Knowledge Society 24 The "New Literacies" 26 Basic Issues Underlying Our Discussion of the "New Literacies" 27 Seven Literacies for the Knowledge Society 29 Epilogue 38 1.3 Theoretical Perspectives Influencing the Use of Information Technology in Teaching and Learning 43 Chris Dede Overview 43 Behaviorist Instructional Technologies 46 Cognitivist Instructional Technologies 48 Constructivist Instructional Technologies 50 "Next-Generation" Pedagogical Media 53 Illustrative Historic Controversies About Technology and Pedagogy 54 Conclusion 59 1.4 Students in a Digital Age: Implications of ICT for Teaching and Learning 63 John Ainley, Laura Enger, and Dara Searle Introduction 63 ICT Use: Access and Confidence 63 Behavioural Engagement 70 Emotional Engagement 73 Cognitive Engagement 75 ICT and Learning 76 Conclusion 78 Note 79 1.5 Traditional and Emerging IT Applications for Learning 81 J. Enrique Hinostroza, Christian Labbé,
Leonardo López, and Hans Iost
Introduction 81 General Background: IT in Education 82 Potential Impacts of IT 84 Factors Affecting the Use of IT for Learning 86 Trends in Emerging Technologies and Learning 90 Conclusions 93 1.6 Driving Forces for ICT in Learning 97 Alfons ten Brummelhuis and Els Kuiper Introduction 97 Conceptual Framework 97 Example of a Contrasting Position in Instructional Practices: Teacher or Student as Regulating the Learning Process 104 Discussion: Technology Push vs. Educational Pull 107 Section 2 IT and Curriculum Processes 115 Section Editor: Joke Voogt 2.1 IT and Curriculum Processes: Dilemmas and Challenges 117 Joke Voogt A Curricular Perspective on IT in Education 117 Rationales for IT in Education 118 Learning to Use IT 118 Using IT to Learn 120 Current Use of IT in the Curriculum 121 Realizing the Potential of IT in the Curriculum 122 Innovative IT-Supported Pedagogical Practices 124 The Attained Curriculum: Student Outcomes from Learning with IT 127 Conclusions 128 2.2 Impact of IT on Science Education 133 Mary Webb Introduction 133 The Use and Impact of IT on Science Learning in Schools 134 Evidence for How IT Enables Science Learning 134 Pedagogies with IT in Science 140 IT Use and the Nature of the Science Curriculum 143 Implications for Teachers and Curriculum Developers 143 Conclusions: Ways Forward for Science Education with IT 144 2.3 The Potential of IT to Foster Literacy Development in Kindergarten 149 Judy Van Scoter Introduction 149 Literacy Development 150 IT and Literacy Development 150 Word Processing 151 Hypertext and Reading Potential in the Classroom 152 Integrated Learning Systems and Drill and Practice 153 Integrating IT in the Kindergarten Classroom 154 Print-Rich Environment 155 Technology Center 155 IT and the Classroom Reading Corner 155 Connection with Real Worlds 156 Products and Presentations 156 Technology and Literacy in the Inclusion Classroom 156 Implementation Concerns 157 Technology as a Benign Addition 158