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Best Practices for Technology-Enhanced Teaching and Learning: Connecting to Psychology and the Social Sciences

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The chapters in this book offer guidance on a variety of timely issues related to teaching well with technological enhancements, i... Weiterlesen
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Beschreibung

The chapters in this book offer guidance on a variety of timely issues related to teaching well with technological enhancements, including how to: - Help colleagues who eschew technology to learn to use it wisely - Foster collaboration between students and faculty using technology - Engage students more effectively by using technology - Use technology to advance a program's educational mission - Employ technological innovations at any level, from introductory to capstone - Marry traditional teaching with technological innovation

Autorentext

Dana S. Dunn is currently professor of psychology and director of the Learning in Common Curriculum at Moravian College in Bethlehem, PA. He is the author or editor of 12 books and over 100 articles, chapters, and book reviews. Dr. Dunn frequently speaks on assessment matters, issues facing higher education, and psychological topics at professional conferences, and he served as President of the Society for the Teaching of Psychology in 2010. Dana Dunn is winner of the 2013 Charles L. Brewer Award for Distinguished Teaching of Psychology from the American Psychological Foundation (of the APA). Janie H. Wilson is a professor at Georgia Southern University, where she has been teaching for over 15 years. Dr. Wilson's research on teaching focuses on the importance of building rapport with students. She conducts studies on student evaluations of rapport as related to students' attitudes, motivation, and grades. Recent and current projects include building rapport through touch such as a handshake, electronic communication such as email, and numerous immediacy behaviors as well as examining the importance of the first day of class. Dr. Wilson currently serves as the Program Director in the Society for the Teaching of Psychology. James E. Freeman has been teaching for over 34 years and is currently a professor of psychology and director of Undergraduate Studies at the University of Virginia. Dr. Freeman's specialty area is research methods and statistics. He has also served in various capacities for the Society for the Teaching of Psychology and committees for the American Psychological Association. Jeffrey R. Stowell is an associate professor at Eastern Illinois University. His research interests are in test anxiety, and how technology can enhance student learning. Dr. Stowell currently serves as the Internet Editor for the Society for the Teaching of Psychology.



Klappentext

The use of technology and teaching techniques derived from technology is currently a bourgeoning topic in higher education. Teachers at all levels and types of institutions want to know how these new technologies will affect what happens in and outside of the classroom. Many teachers have already embraced some of these technologies but remain uncertain about their educational efficacy. Other teachers have waited because they are reluctant to try tools or techniques that remain unproven or, as is often the case, lack institutional support. This book is designed to help both groups, so that those with technological expertise can extend their knowledge, while technological novices can "ramp up" at their own pace and for their own purposes. Best Practices for Technology-Enhanced Teaching and Learning brings together expert teacher-scholars who apply and assess technology's impact on traditional, hybrid or blended, or completely on-line courses, relying on technology as a teaching tool for classroom management and interaction (e.g., Blackboard, PowerPoint, student response or "clicker systems," multimedia tools), as well as student-based uses of technology largely independent of instructors (e.g., social networking on popular sites including Facebook and MySpace). Each chapter will address how technological improvements can be connected to assessment initiatives, as is now routinely advocated in psychology and social science education. The book features current scholarship and pedagogy involving innovative technology that impacts on student learning in psychology and related disciplines, focusing also on student reactions to these novel technologies, and proper assessments of how well they promote learning. This text will serve as the standard reference on emerging technologies for undergraduate instructors.



Inhalt

Chapter 1 - Getting Connected: An Overview of Best Practices for Using Technology to Improve Teaching and Learning in Psychology - Dana S. Dunn, Janie H. Wilson, James Freeman, and Jeffrey R. Stowell Teaching with Technology: Issues and Ideas Chapter 2 - Approach or Avoidance? Understanding Technology's Place In and Outside of the Classroom - Dana S. Dunn, Janie H. Wilson, & James Freeman Chapter 3 - A Walk Down Random Access Memory Lane: Implications for Teaching with Technology - Bernard C. Beins Chapter 4 - Developing an Online Curriculum in Psychology: Practical Advice from a Departmental Initiative - Jeffrey L. Helms, Pam Marek, and Christopher K. Randall, Daniel T. Rogers, Lauren A. Taglialatela, and Adrienne A. Williamson Chapter 5 - Faculty-Student Communication: Beyond Face to Face - Monica Reis-Bergan, Suzanne C. Baker, Kevin J. Apple, & Tracy E. Zinn Chapter 6 - Practical PowerPoint: Promising Principles for Developing Individual Practice - David B. Daniel Technology: Applications In and Outside the Classroom Chapter 7 - Comprehensive Hybrid Course Development - Charles M. Harris & Ulas Kaplan Chapter 8 -Academic Advising with a Developmentally Organized Web Site- Drew Appleby Chapter 9 - Enhancing Student Engagement and Learning Using "Clicker"-based Interactive Classroom Demonstrations - Gary M. Muir and Anne M. Cleary Chapter 10 - The What? How? and Which? of Course Management Systems - Michelle A. Drouin Chapter 11 - Interact! Teaching Using an Interactive Whiteboard - Matthew B. Sacks and Ben Jones Chapter 12 - Motivating Student Engagement with MySpace and Web-Enhanced Research Labs - Kim A. Case and Beth Hentges Chapter 13 - A Practical Guide to Using YouTube in the Classroom - Mandy Cleveland Chapter 14 - I Didn't Know I Could Do That: Using Web-Based Tools to Enhance Learning - Jorge Pérez and Kevin Hurysz Chapter 15 - Think Fast: Using Web-Based Reaction Time Technology to Promote Teaching about Racial Bias and Diversity - Kathryn A. Morris, Leslie Ashburn-Nardo, and Robert J. Padgett Technology: New Opportunities for Teaching Chapter 16 - Online Tools to Promote Student Collaboration - Kevin J. Apple, Monica Reis-Bergan, Andrea H. Adams, and Grover Saunders Chapter 17 - To the Internet and Beyond: Surveying the Active Learning Universe - Beth Kirsner, Clayton L. Teem II, and Laura B. Underwood Chapter 18 - Online Quizzes: Improving Reading Compliance and Student Learning - Lonnie Yandell and William N. Bailey Chapter 19 - Going Virtual: Virtual Worlds as Educational Tools - Suzanne C. Baker and Monica Reis-Bergan Chapter 20 - Emerging Technologies to Improve Teaching and Learning in a Digital World - Jeffrey R. Stowell Author Index Subject Index

Produktinformationen

Titel: Best Practices for Technology-Enhanced Teaching and Learning: Connecting to Psychology and the Social Sciences
Untertitel: Connecting to Psychology and the Social Sciences
Autor:
EAN: 9780199837939
ISBN: 978-0-19-983793-9
Digitaler Kopierschutz: Adobe-DRM
Format: E-Book (pdf)
Herausgeber: Oxford University Press
Genre: Psychologie
Anzahl Seiten: 352
Veröffentlichung: 02.02.2011
Jahr: 2011
Untertitel: Englisch