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Books on the topic 'Technological and pedagogical fluency'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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1

Angeli, Charoula, and Nicos Valanides, eds. Technological Pedagogical Content Knowledge. Boston, MA: Springer US, 2015. http://dx.doi.org/10.1007/978-1-4899-8080-9.

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2

Fulton, Kathleen. The skills students need for technological fluency. Santa Monica, Calif. (1250 Fourth St., Santa Monica 90401-1353): Milken Exchange on Education Technology, 1997.

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3

American Association of Colleges for Teacher Education. Committee on Technology and Innovation. Handbook of technological pedagogical content knowledge (TPCK) for educators. New York: Published by Routledge for the American Association of Colleges for Teacher Education, 2008.

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4

Herring, Mary C. Handbook of Technological Pedagogical Content Knowledge (TPACK) for Educators. Second edition. | New York, NY : Routledge, 2016.: Routledge, 2016. http://dx.doi.org/10.4324/9781315771328.

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5

New directions in technological pedagogical content knowledge research: Multiple perspectives. Charlotte, NC: Information Age Publishing, Inc., 2015.

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6

Corbiere, Mary Ann. Foundations of Nishnaabemowin: Stepping stones to conversational fluency in Ojibwe. Sudbury, Ont: Wabnode Institute, Cambrian College, 1999.

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7

Kitto, Simon. Pedagogical machines: ICTs and neoliberal governance of the university. Hauppauge, NY: Nova Science Publishers, 2009.

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8

Herring, Mary, Punya Mishra, and Matthew Koehler. Handbook of Technological Pedagogical Content Knowledge for Educators. Taylor & Francis Group, 2016.

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9

Handbook of Technological Pedagogical Content Knowledge (TPCK) for Educators. Routledge, 2008.

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10

Technological Pedagogical Content Knowledge: Exploring, Developing, and Assessing TPCK. Springer, 2014.

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11

Handbook of Technological Pedagogical Content Knowledge (TPACK) for Educators. Taylor & Francis Group, 2016.

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12

Angeli, Charoula, and Nicos Valanides. Technological Pedagogical Content Knowledge: Exploring, Developing, and Assessing TPCK. Springer, 2020.

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13

American Association of Colleges for Teacher Education. Committee on Technology and Innovation., ed. Handbook of technological pedagogical content knowledge (TPCK) for educators. New York: Published by Routledge for the American Association of Colleges for Teacher Education, 2008.

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14

Herring, Mary C., Matthew J. Koehler, Punya Mishra, and Published by The AACTE Committee o, eds. Handbook of Technological Pedagogical Content Knowledge (TPCK) for Educators. Routledge, 2014. http://dx.doi.org/10.4324/9781315759630.

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15

Angeli, Charoula, and Nicos Valanides. Technological Pedagogical Content Knowledge: Exploring, Developing, and Assessing TPCK. Springer, 2016.

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16

Handbook of Technological Pedagogical Content Knowledge (TPCK) for Educators. Routledge, 2008.

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17

Fernando, Galindo, and Traunmüller R, eds. E-Government: Legal, technical, and pedagogical aspects. [Zaragoza: Publicaciones del Seminario de Informática y Derecho. Filosofía del Derecho. Universidad de Zaragoza, 2003.

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18

Research on e-Learning and ICT in Education: Technological, Pedagogical and Instructional Perspectives. Springer, 2018.

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19

Karagiannidis, Charalampos, Panagiotis Politis, and Ilias Karasavvidis. Research on e-Learning and ICT in Education: Technological, Pedagogical and Instructional Perspectives. Springer, 2016.

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20

Mikropoulos, Tassos Anastasios. Research on e-Learning and ICT in Education: Technological, Pedagogical and Instructional Perspectives. Springer, 2019.

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21

Mikropoulos, Tassos Anastasios. Research on e-Learning and ICT in Education: Technological, Pedagogical and Instructional Perspectives. Springer, 2018.

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22

Research on e-Learning and ICT in Education: Technological, Pedagogical and Instructional Perspectives. Springer, 2014.

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23

Anastasiades, Panagiotes, and Nicholas Zaranis. Research on e-Learning and ICT in Education: Technological, Pedagogical and Instructional Perspectives. Springer, 2016.

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24

Pedagogical Applications And Social Effects Of Mobile Technology Integration. Idea Group,U.S., 2013.

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25

Savin-Baden, Maggi. Rethinking Learning in an Age of Digital Fluency: Is being digitally tethered a new learning nexus? Routledge, 2015.

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26

Savin-Baden, Maggi. Rethinking Learning in an Age of Digital Fluency: Is being digitally tethered a new learning nexus? Routledge, 2015.

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27

Fuson, Karen C., Aki Murata, and Dor Abrahamson. Using Learning Path Research to Balance Mathematics Education. Edited by Roi Cohen Kadosh and Ann Dowker. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199642342.013.003.

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This chapter is an overview of central research-based perspectives that support teaching-learning for understanding and for fluency. We summarize the Class Learning Path Model that integrates two theoretical foci – a Piagetian focus on learning and a Vygotskiian focus on teaching – and specifies phases in learning that reflect Vygotsky’s assertion about the move from spontaneous to scientific concepts. Major aspects of the model were drawn from national research-based reports. This model connects understanding and fluency with a focus on mathematically important but also accessible methods in the middle and on maths drawings and other supports for understanding these methods. Such methods can be generated by students and can bridge from less-advanced student methods to formal methods that are unnecessarily complex. For three maths domains in Grades Kindergarten through Grade 6, we illustrate and discuss methods in the middle and drawings (diagrams) that support these methods: problem solving and especially the full range of word problem situations with each quantity the unknown; multidigit addition, subtraction, multiplication, and division; and ratio and proportion. Central features of the Common Core State Standards Mathematical Practices (CCSSO/NGA 2010) in these domains are identified, and how these can support understanding and fluency are briefly discussed. Further aspects of how the pedagogical supports help students move through the Class Learning Path in their own individual ways, and implications for research and for designing maths programmes are then discussed.
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28

Räsänen, Pekka. Computer-assisted Interventions on Basic Number Skills. Edited by Roi Cohen Kadosh and Ann Dowker. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199642342.013.63.

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Computer-assisted interventions (CAI) on basic number skills have been studied over the last 70 years. The technical development from large, room-sized, mainframe computers to handhelds is revising the school pedagogy in a similar fashion to what school books once did. Computers provide a tool for delivering instruction, but still the contents of CAI have followed on the ruling pedagogical trends of the time. The basic models of repetitive practice to gain arithmetic fluency and problem solving–oriented discovery learning can be found from CAI on numerical skills. The increasing knowledge about educational neuroscience has not changed these models, but turned the attention to the details in the types of numerical stimuli used in training. During these 70 years, there has been a prolific increase in the amount and quality of studies on CAI, but a declining trend in the effectiveness. The charm of novelty is transforming to a daily tool for learning.
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29

Berg, Christopher. The Classical Guitar Companion. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190051105.001.0001.

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The Classical Guitar Companion is an anthology of exercises, études, and pieces organized according to technique or musical texture. Students are encouraged to work in multiple chapters, simultaneously depending on advice from a teacher or their own assessment of what they need. The author’s dual perspective, as an active performing artist and as a teacher who has trained hundreds of guitarists, results in a combination of pedagogical thoroughness and artistic insight. The book opens with a large section devoted to establishing a thorough knowledge of the guitar fingerboard through a systematic and rigorous study of scales and fingerboard harmony, which will lead to ease and fluency in sight-reading and reduce the time needed to learn a repertoire piece. The chapters cover scales exercises and studies, repeated notes, slurs, harmony, arpeggios, melody with accompaniment, counterpoint, and florid/virtuoso studies. Each section contains text and examples that connect material to fingering practices of composers and practice strategies to open a path to interpretive freedom in performance. Exploring advice found in the standard pedagogical literature for guitar that effectively places constraints on a student’s long-term development, the book offers information designed to help students recognize and overcome these constraints. When the book presents the simple version of a technique, it does so through consideration of the technique’s advanced version. Many guitar composers are represented but there are also transcriptions of relevant lute music that expand the scope of the book. The book is designed to serve as a companion for years of guitar study.
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30

Bauer, William I. Music Learning Today. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780197503706.001.0001.

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Grounded in a research-based, conceptual model called Technological Pedagogical and Content Knowledge (TPACK), the essential premise of Music Learning Today: Digital Pedagogy for Creating, Performing, and Responding to Music is that music educators and their students can benefit through use of technology as a tool to support learning in the three musical processes—creating, performing, and responding to music. Insights on how technology can be used to advantage in both traditional and emerging learning environments are provided, and research-based pedagogical approaches that align technologies with specific curricular outcomes are described. Importantly, the book advocates that the decision on whether or not to utilize technology for learning, and the specific technology that might be best suited for a particular learning context, should begin with a consideration of curricular outcomes (music subject matter). This is in sharp contrast to most other books on music technology that are technocentric, organized around specific software applications and hardware. The book also recognizes that knowing how to effectively use the technological tools to maximize learning (pedagogy) is a crucial aspect of the teaching-learning process. Drawing on the research and promising practices literature in music education and related fields, pedagogical approaches that are aligned with curricular outcomes and specific technologies are suggested. It is not a “how to” book per se, but rather a text informed by the latest research, theories of learning, and documented best practices, with the goal of helping teachers develop the ability to understand the dynamics of effectively using technology for music learning.
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31

Proust, Joëlle, and Martin Fortier, eds. Metacognitive Diversity. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198789710.001.0001.

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This book focuses on the variability of metacognitive skills across cultures. Metacognition refers to the processes that enable agents to contextually control their first-order cognitive activity (e.g. perceiving, remembering, learning, or problem-solving) by monitoring them, i.e. assessing their likely success. It is involved in our daily observations, such as “I don’t remember where my keys are,” or “I understand your point.” These assessments may rely either on specialized feelings (e.g. the felt fluency involved in distinguishing familiar from new environments, informative from repetitive messages, difficult from easy cognitive tasks) or on folk theories about one’s own mental abilities. Variable and universal features associated with these dimensions are documented, using anthropological, linguistic, neuroscientific, and psychological evidence. Among the universal cross-cultural aspects of metacognition, children are found to be more sensitive to their own ignorance than to that of others, adults have an intuitive understanding of what counts as knowledge, and speakers are sensitive to the reliability of informational sources (independently of the way the information is linguistically expressed). On the other hand, an agent’s decisions to allocate effort, motivation to learn, and sense of being right or wrong in perceptions and memories (and other cognitive tasks) are shown to depend on specific transmitted goals, norms, and values. Metacognitive variability is seen to be modulated (among other factors) by variation in attention patterns (analytic or holistic), self-concepts (independent or interdependent), agentive properties (autonomous or heteronomous), childrearing style (individual or collective), and modes of learning (observational or pedagogical). New domains of metacognitive variability are studied, such as those generated by metacognition-oriented embodied practices (present in rituals and religious worship) and by culture-specific lay theories about subjective uncertainty and knowledge regarding natural or supernatural entities.
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32

Oliveira, Eduardo Gasperoni de, Fernanda Pereira da Silva, Monica Roberta Devai Dias, Adriana Aparecida de Lima Terçariol, Agnaldo Keiti Higuchi, Amanda Fernandes da Fonseca, Ana Paula Bacchiega Prestes, et al. Cultura digital no contexto educacional: Um olhar entre tendências e desafios para o século XXI. Brazil Publishing, 2021. http://dx.doi.org/10.31012/978-65-5861-399-2.

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Digital Culture is conceived as all kinds of knowledge, habits, values and skills acquired by human beings that are built and shared in the digital environment. In this sense, the collection Digital Culture in the Educational Context: a view between trends and challenges for the 21st century brings relevant theoretical and empirical notes around what the National Common Curricular Base – BNCC – whose competence is to stimulate the critical use of technological resources, inserting both educators and students in pedagogical practices in order to learn and dominate the digital universe. The first part of the work is dedicated to Theoretical Approaches, bringing notes about Media Education with the pandemic period and what has impacted the educational scenario, both in student learning and in the performance of teaching professionals. Therefore, the reader is asked: If remote education is educational chloroquine? It also brings relevant considerations about Information and Communication Technologies applied to Distance Education and Hybrid Education, such as: Literacy in Mathematics, as well as the use of computers and gamification combined with education. Finally, with the Digital Universe, it brings an alert regarding the impacts of cyberbullying. Entitled Narratives of Experiences, the second part of the collection covers various teaching experiences with respect to the Digital Age. Among them, in elementary school, it brings challenges in the process of Literacy and Literacy practices and the teaching perception in relation to Specialized Educational Service. Considerations are made about various pedagogical resources in times of adversity. Among them: the Youtube channel of storytelling, collaborating with the reinvention of teachers in Elementary Education; and, in Higher Education, the relevance of Hybrid Education the joint application of Sole and the Google Classroom. In addition to the teaching experience, finally, testimony of the dilemmas and challenges of managerial activity in the school segment of Early Childhood Education are brought up
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33

Klemperer, Paul. Making a Living, Making a Life. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190658397.003.0012.

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To be a professional musician in today’s marketplace, regardless of musical style or tradition, is largely a balancing act. Time allocated to artistic development or career development all too often involves sacrificing one for the other. Faced with major economic, demographic, and technological changes in the twenty-first century, it falls to the musician to develop a multifaceted career trajectory. This includes a diverse skill set including not only fluency in various musical traditions but expertise in business, computer software, sound engineering, and copyright law as well. The musician’s balancing act thus involves choosing which educational programs will be of most help within realistic time constraints. Professional musicians who return to academia often bring a creative and practical approach to curriculum change based on their real world experiences.
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34

Greher, Gena R., and Suzanne L. Burton, eds. Creative Music Making at Your Fingertips. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780190078119.001.0001.

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Hand-held mobile devices such as iPads, tablets, and smartphones hold potential for creative music making experiences within P-12 and higher education contexts. Yet navigating this technology and associated apps while embracing pedagogical change can be a daunting task. The book explores the enormous potential of rather small technological devices to transform the music-making experiences of students. The authors provide evidence for, ideas about, and examples of the role that mobile technology such as an iPad, tablet, or other hand-held device plays in the development of musical thinking and musical engagement of our students—in or outside of school. The promise of mobile devices for music education lies in their possibilities. In this book and on the companion website, the authors share strategies that will spark your imagination to explore digital musicianship and the use of mobile devices for your students’ musical engagement.
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35

Ignatovich, Vladlen K., Petr B. Bondarev, Svetlana S. Ignatovich, and Valentina E. Kurochkina. Fundamentals of methodology and technology of designing individual educational results of students in the system of additional education of children. Krasnodar: Publishing house: CUB GU - КМАTRCES, 2020. http://dx.doi.org/10.17748/978-5-906302-25-0-2020-1-200.

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The monograph presents the results of a scientific study devoted to the problem of theoretical, methodological and technological justification of the conditions for the formation of the subject of building an individual educational trajectory. The purpose of the study was to develop and justify a model for designing individual educational outcomes for children of different ages in the system of additional education as a new type of educational activity carried out in the subject-subject interaction of teachers and students. The results of the analysis of the state of the problem under study in the science and practice of education are presented. The concept of individual educational result is substantiated, the ways of their formation in ontogenesis are characterized. The theoretical model of designing individual educational results in the process of additional education is developed and described, the characteristics of the subjectivity of teachers and students and the possibilities of their purposeful formation are given. The pedagogical conditions that ensure the effectiveness of this activity are characterized. Methodological recommendations on the organization of free social tests of students as subjects of designing their own educational results are given. The components of the technology of designing and monitoring individual educational results of students in the process of additional education are described.
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36

Mafra, José Ricardo e. Souza, and Angel Pena Galvão. Robótica Educacional e o ensino de Matemática. Brazil Publishing, 2021. http://dx.doi.org/10.31012/978-65-5861-407-4.

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Technologies are key alternative resources in the classroom. In relation to the teaching of mathematics, educational robotics can contribute to the development of learning and skills, where the use of technologies in education – as an important resource in educational development – proves to be increasingly permanent and present in our teaching environments. This book brings discussions and reflections on a teaching experiment, based on the use of robotics for the teaching of mathematics, showing the importance of technologies and their contribution to Education. The development of this proposal was organized according to a set of activities, through experiments in educational robotics, carried out in the computer lab of a municipal school, with students from the 7th year of elementary school, in the city of Santarém, state of Pará. The results obtained showed that the development of knowledge in technological areas encourages students to learn and collaborates for their interest, providing moments of significant learning within the discipline of Mathematics. As a result, the use of educational robotics in pedagogical practice resulted in participation, development of critical thinking and student learning, as well as contributing to the debate, involving discussions about interdisciplinarity between different areas of knowledge, such as education, mathematics and informatics.
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37

Honorato, Hercules Guimarães. Relato de uma experiência acadêmica: O "eu" professor-pesquisador - Vol III. Brazil Publishing, 2021. http://dx.doi.org/10.31012/978-65-5861-378-7.

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This study aims to present the plurality of the teacher’s perception, which emerges from the actions taken to minimize the difficulties that come up in remote education. Its relevance is found in the actions and reactions of those involved, and make up possibilities for generating public policies that motivate and foster quality education. The following research question guided this work: What lessons could be learned by those involved in their teaching practice after schools reopen? An exploratory research was carried out, by choosing the methodological approach of qualitative research. Data collection was performed using an online questionnaire, directed to teachers who worked in the classroom and started working in remote education. Sharing knowledge is complex and demands a variety of actions, interventions, processes that, however sophisticated the technology used, it certainly does not allow to develop all the strategies that the teacher uses in the classroom. Technologies help with physical distance. But we believe the exchange that happens naturally between teacher and student, and between student and student, exists only when everyone is in the same physical environment, under the same physical and human conditions, especially in basic education. The lessons learned: (i) improve our training or post-training with the introduction of disciplines related to digital and technological means; (ii) understand that remote education is a possibility to be applied in our teaching practice; (iii) include viable teaching, learning and assessment alternatives in the Political Pedagogical Project; (iv) at parent-teacher conferences or class meetings, seek to collect all possible observations, both positive and negative. We need to considerate new routes, minimize the questions that arise during practice, in order to adapt to the new technological strategies of the art of teaching.
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