By Chrystalla Mouza
This ebook offers modern examples of the ways that educators can use electronic applied sciences to create potent studying environments that aid better studying and guideline. those examples are guided by way of a number of conceptual and methodological traditions evolving from the training sciences and educational know-how groups in addition to different groups doing very important paintings on studying applied sciences. particularly, the publication offers examples of know-how ideas and the ways that educators can use them to foster deep knowing, collaboration, creativity, invention, and mirrored image. extra examples display the ways that rising cellular and networked applied sciences can assist expand scholar studying past the confines of the study room wall and help student-directed studying and new media literacies.
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References Ainsworth, S. (2006). DeFT: A conceptual framework for considering learning with multiple representations. Learning and Instruction, 16, 183–198. 001. , Stroup, W. , & Schademan, A. R. (2009). The power of mediating artifacts in grouplevel development of mathematical discourses. Cognition and Instruction, 27, 1–24. 1080/07370000802584497. Cohen, D. , & Ball, D. L. (2003). Resources, instruction, and research. Educational Evaluation and Policy Analysis, 25, 119–142. 3102/01623737025002119.
Dynamic-representation environments embed mathematical relationships in (typically digital) objects that the student can manipulate. Consider a set of dynamic representations that may be available to understand the motion of a runner. Paloma and Julia were using a runner, timer, and position graph, but the environment could offer other representations as well (Fig. 4). For instance, increasing the slope of the line on a position vs. time graph could also (a) increase the height of the corresponding line on a velocity 20 P.
In addition, there exists great disparity across states and individual classrooms in socioeconomic status (SES); children from low SES households and communities develop academic skills more slowly compared to children from higher SES groups (American Psychological Association, 2011). , No Child Left Behind and the Individuals with Disabilities Education Improvement Act) requires all students to have access to the general education curriculum and to be included in the same assessments (Van Garderen, Scheuermann, Jackson, & Hampton, 2009).