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This new book provides educators with practical help for using a myriad of available digital tools to transform time-tested models of teaching in order to make 21st century learning more efficient, effective, and engaging. The authors focus on helping educators design effective instruction that successfully addresses the individual and shared learning needs of the diverse population of students in today’s dynamic, fast-paced, technology-driven, global society. In it the authors show when and how to use the unprecendented variety of powerful teaching resources available, and how to coordinate their use to best prepare students for the education and workforce demands in their futures.
Clare Kilbane has worked with learners at all educational levels (from graduate school to grade school) for over 20 years. A former elementary educator and technology coordinator, Clare has a bachelors degree from the University of Dayton, a masters degree in Instructional Design from The Ohio State University and a Ph.D. in Educational Evaluation from the University of Virginia. She has been on the faculty at the University of Massachusetts Amherst, Capital University, and is currently an Associate Professor of Educational Technology at Otterbein University. Clare has an active consulting practice with K-12 schools, is a frequent speaker at professional conferences, and has participated in numerous state-wide grants and research projects involving technology integration and digital portfolios. She is the co-author of the Digital Teaching Portfolio Handbook and Digital Teaching Portfolio Workbook with Natalie Milman and has authored many other articles, online courses, and multimedia materials. She lives with her husband, daughter and two Glen of Imaal terriers in Columbus, Ohio.
Natalie B. Milman, Ph.D., is Associate Professor of Educational Technology and Coordinator of the Educational Technology Leadership Program in the Department of Educational Leadership at The George Washington University’s Graduate School of Education and Human Development. She earned her doctorate in Instructional Technology from the University of Virginia's Curry School of Education with a graduate specialization designed to prepare technology leaders. She has taught at the elementary school level as a second grade, a science specialist, mentor, and technology teacher in Los Angeles County, California. Her primary research interest is 21st century pedagogies. Her current research interests include one-to-one laptop and tablets initiatives, student engagement and learning through distance education, strategies and models for the effective integration of technology into the curriculum at all academic levels, and the use of digital portfolios for professional development. She has published numerous articles and presented at many conferences. She has co-authored two books about digital portfolios. She is the co-editor of the Current Practices Section of the journal, Contemporary Issues in Technology and Teacher Education, and is on the AERA Technology committee. She has also served as an officer in two AERA SIGs: 1) Technology as an Agent of Change in Teaching and Learning (past Chair, Program Co-Chair, Secretary/Treasurer) and 2) Portfolios and Reflection in Teaching and Teacher Education (past Chair, Secretary/Treasurer, and Program Chair; Webmaster). She lives in Virginia, outside of Washington, D.C., with her husband and two children.
Table of Contents
Chapter 1: Teacher as Educational Designer
Chapter 2: Instructional Design, Educational Design and Designing Effective Instruction
Chapter 3: Instructional Tools for Educational Designers: Models, Strategies and Technologies
Chapter 4: Classroom-Based Assessment in the 21st Century
PART II: INSTRUCTIONAL MODELS
Chapter 5: The Direct Instruction Model
Chapter 6: The Concept Attainment Model
Chapter 7: The Concept Development Model
Chapter 8: The Inductive Model
Chapter 9: The Vocabulary Acquisition Model
Chapter 10: The Inquiry Model
Chapter 11: The Cooperative Learning Model
Chapter 12: The Integrative Model
Chapter 13: The Problem-based Learning Model
Chapter 14: The Socratic Seminar Model