| Description |
1 online resource (198 p.) |
| Contents |
Cover -- Half Title -- Endorsement Page -- Title Page -- Copyright Page -- Dedication -- Table of Contents -- List of illustrations -- Figures -- Tables -- List of professional learning activities -- About the authors -- Preface -- Acknowledgement -- Chapter 1: Introduction: Why this book, and why now? -- References -- Chapter 2: What is the evidence telling us? -- Introduction -- The six things you need to know -- Making sense of EdTech research -- The 'what works' agenda and the importance of context -- A history of focusing on 'what' and 'how' rather than 'why' |
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The importance of recognising embedded belief systems -- The difficulties of self-reported data and perceptions of barriers -- The central role of teacher beliefs -- A short guide to interpreting EdTech research -- Theoretical stance and methodology -- The quantitative versus qualitative debate -- Designs -- Who chooses which designs, and why do they choose them? -- Outcomes -- Causal explanations (theories) -- Systematic reviews -- Summary -- Interpreting research yourself -- Note -- References -- Chapter 3: What do we mean by effective pedagogy? -- Defining pedagogy |
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So what exactly do we mean by pedagogy? -- What do we mean by effective pedagogy? -- What does this mean in relation to digital technology? -- Conclusion -- References -- Chapter 4: How do I learn about my own pedagogical beliefs? -- Niq's typical pedagogical practice -- Sam's typical pedagogical practice -- Aba's typical pedagogical practice -- Jo's typical pedagogical practice -- Pedagogical beliefs and trends in using digital technology -- References -- Chapter 5: What influences pedagogical beliefs and practices? -- The context funnel -- Broader context -- School arena -- Classroom arena |
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Situational features -- Opportunities -- The self funnel -- Roots -- Growth -- Funds -- Substantial self -- When the funnels of influence combine -- Conclusion -- References -- Chapter 6: Probing your practice -- Terminology and alignment -- Conclusion -- References -- Chapter 7: What kinds of tech use for what kind of pedagogy? -- Digital technology frameworks -- Impact by design -- Conclusion -- Note -- References -- Chapter 8: Closing the pedagogical alignment gap -- Defining a pedagogical alignment gap -- Addressing a personal pedagogical alignment gap -- Changing our pedagogical practice |
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From individual alignment to organisational alignment -- Team development activities -- The elephant in the room -- Conclusion -- References -- Chapter 9: Leading precision planning and identifying impact -- Defining precision planning -- Identifying impact -- Next steps -- Conclusion -- References -- Index |
| Notes |
Description based upon print version of record |
| Subject |
Computer-assisted instruction -- Planning
|
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Educational technology -- Planning
|
|
Computer-assisted instruction -- Planning.
|
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Educational technology -- Planning.
|
| Form |
Electronic book
|
| Author |
Twining, Peter
|
| ISBN |
9781000930962 |
|
1000930963 |
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