The FPeLearning™ System for Education: Systematic Research on Creative Technology Integration into Classroom Practice

Dale Herold Eberwein
University of Phoenix, School of Advanced Studies SAS Alumni, Coeur d’Alene, Idaho, USA

Series: Education in a Competitive and Globalizing World
BISAC: EDU029030

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Volume 10

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Volume 2

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Special issue: Resilience in breaking the cycle of children’s environmental health disparities
Edited by I Leslie Rubin, Robert J Geller, Abby Mutic, Benjamin A Gitterman, Nathan Mutic, Wayne Garfinkel, Claire D Coles, Kurt Martinuzzi, and Joav Merrick

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Modern pedagogy has relegated educational technology to a position of supply and demand in that overhead projection of curriculum in classrooms or methods to link students with curriculum virtually is the mainstay to addressing federal mandates on using technology in conjunction with academic practices. Only levels one and two (Personal Technology and Organizational Technology) are common practice in education today. The missing component to educational technology’s value (Student-Based Creative Technology-Enhanced pedagogy) remains lacking to all but the most artistic educators.

Using learning management systems (LMS), presenting visually appealing multimedia lessons, and tasking students with mundane access requirements to core curricular content via the Internet, is common practice. Educational technology continues to languish due to education’s inability to provide student-based strategies that encourage and nurture a technological component to align the creative nature of our students with educational technology practices. Level three creative technology, tasks students to adopt ethical research practices, develop viable papers on relevant topics for discussion, aids in designing presentations that include an audio component, and finalizes presentations with a web-accessible architecture considered to be click-and-play.

The FPeLearning™ System for Education is a student-based creative technology-enhanced educational strategy that addresses all the aforementioned requisites and also encourages forums for critique, aids in the creation of potential digital repositories of knowledge, and may inspire portfolios of presentations designed by the students themselves. “The FPeLearning™ System for Education: Systematic Research on Creative Technology Integration into Classroom Practice” provides a conceptual overview and developmental “how-to” architecture on this dynamic approach to integrating educational technology into classroom practices.

By harnessing the creativity of students, the FPeLearning™ Systems design makes use of student-based practices considered beneficial to performance outcomes while promoting skill-sets deemed necessary to potential careers and continuing education. Empowering students with his or her own learning as well as developing necessary skill-sets technologically may represent the paradigm shift that education seeks to fully integrate technology at a student-centric level. The FPeLearning™ System for education binds education to a “Technological Constructivist” (making mean from technology) method that may provide the proverbial missing link for education when technology is the lens for development. (Imprint: Nova)

Preface

Introduction

List of Tables

List of Figures

Chapter 1 Research on Technology-Enhanced Pedagogy (pp. 1-76)

Chapter 2 The Need for Student-Based Creative Technology-Enhanced Pedagogy (pp. 77-90)

Chapter 3 What Is FPeLearning™ (pp. 91-100)

Chapter 4 Strategies for Pedagogical Application (pp. 101-108)

Chapter 5 Teaching Versus Facilitation (pp. 109-114)

Chapter 6 The FPeLearning™ Architecture: How To (pp. 115-132)

Chapter 7 Pilot Study on the FPeLearning™ System for Education into Practice (pp. 133-154)

Chapter 8 Implications (pp. 155-156)

Chapter 9 Conclusion (pp. 157-158)

References

Appendices

Index

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