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9780807744987

Powering Up

by ;
  • ISBN13:

    9780807744987

  • ISBN10:

    0807744980

  • Format: Paperback
  • Copyright: 2004-10-01
  • Publisher: Teachers College Pr

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Supplemental Materials

What is included with this book?

Summary

Despite many powerful visions of how technology can improve teaching and learning, the use of computers in schools continues to be limited. This in-depth study of a computer-using school analyzes the relationships among teachers' knowledge, their ongoing learning, school organizational culture, and policy to understand how the school developed high-quality use of computers. The author traces the experiences of five teachers in a large public high school who have all used technology to augment core elements of their teaching, with particular attention to the use of computers for constructivist teaching. Features: Provides real-life examples of teachers who are successfully using technology #xB7; Demonstrates a solution to the problem of how to "get teachers to use computers in the classroom." #xB7; Shows how teaching and learning must be at the center of computer use, helping new and established teachers develop creative ways to enhance curriculum with technology #xB7; Examines how the policies, structure, and culture of a school can support teachers who are learning new practices.

Author Biography

Eileen Coppola is a researcher in the Center for Education and lecturer in the Department of Education at Rice University.

Table of Contents

Foreword xi
Richard F. Elmore
Acknowledgments xv
Introduction 1(1)
Paradox: The Promise and Perils of New Technologies
1(10)
Researching Success: A Natural Experiment
11(2)
PART I Computers, Pedagogy, and School Reform: Relationships and Intersections
13(30)
High Technology, High Standards, and Cognitive Research: How Can Schools Meet Their Promise?
15(11)
The Vision: Computers, New Pedagogies, High Standards
16(8)
New Approaches: Merging School Reform, Standards, and Technology
24(2)
Keeping Your Eye on the Ball: Instruction at the Center of School Organization
26(17)
Researching Instruction in Context: Moving from the Center Outward
28(10)
Background Knowledge: The Baseline School
38(5)
PART II Learning to Teach with Technology: Five Narratives
43(62)
Beginning with the Whole: Contexts and Commonalities
45(8)
Woodland High School
45(3)
Professional Learning: Commonalities
48(5)
Using Computers to Measure, Analyze, Model: The Physics Class
53(11)
Instruction: A Hands-On Approach
54(3)
Professional Learning: Theory, Intensive Experience, Continuous Improvement
57(7)
Strengthening Interdisciplinary and Multidimensional Understanding: Ancient Greek Language, History, and Literature
64(11)
Instruction: Motivation, Sequencing, Depth
64(5)
Professional Learning: University-Based, Self-Taught, Relying on Students
69(6)
Simulating the Real World: Modern Economics
75(10)
Instruction: ``Knowing When Someone Is Trying to Do You In''
75(6)
Professional Learning: Waiting for Technology to Meet the Need
81(4)
The Soul and Process of Writing: Required Sophomore English
85(10)
Instruction: The Writing Workshop
86(5)
Professional Learning: Developing a Pedagogy Based on the Writing Process
91(4)
Powering Up Business Tools: A Course in Entrepreneurship
95(10)
Instruction: Integrating Computers into the Business World
96(2)
Professional Learning: A Computer User from the Beginning
98(7)
PART III Teacher Learning and Organizational Culture: Implications for Leadership and Policy
105(50)
Teacher Learning: How New Uses of Technology Are Created in Classrooms
107(17)
The Commitment to Use Computers
107(5)
Defining Instructional Problems
112(4)
Scanning for New Ideas and Practices
116(2)
Creating New Curriculum and Practice
118(1)
Trying, Reflecting, and Refining
119(3)
Relationships Among the Five Learning Processes
122(2)
Completing the Puzzle: Learning and Organizational Culture
124(26)
The Technological Infrastructure
125(3)
Time, Space, and Opportunities to Work with Colleagues
128(3)
Norms, Values, and Ideas: The Essence of Culture
131(15)
Not a Formula: Cultural Coherence, Consistency, and Appropriateness
146(2)
Moving Back Toward the Center: Organizational Culture's Influence on Professional Learning
148(2)
Recommendations for Leaders
150(5)
Appendix: Method and Approach 155(14)
References 169(8)
Index 177(12)
About the Author 189

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