Technology in the College Classroom: Education
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Technology in the College Classroom: Education

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Title: Technology in the College Classroom: Education
Author: Edited by Mark Girod & J. P. Steed
Description: Thought and energy are invested in planning and delivering instruction in all corners of most universities. In no place, however, are instructors as commonly thoughtful or articulate about their efforts as in a college of education. This is due, naturally, to an emphasis on pedagogy and the modeling of pedagogy for education majors. Because of this, some of our most fascinating stories about technology and its use in the college classroom come from education faculty. In selecting and soliciting essays to be included in this volume, the editors encountered two interesting issues. First, essays in the education volume are the only ones in which acquiring technology skills and integrating them into one’s own teaching practice, is the chapter emphasis. Few other disciplines hold “learning technology skills” as an objective. Second, perhaps because of the first issue, many chapter authors are employed as “educational technologists” or hold some similar title that denotes expertise in thinking about technology-supported pedagogy. These issues contributed, in our opinion, to fairly sophisticated psychological and pedagogical perspectives on what it means to use and learn technology in education courses.

This volume contains ten essays, each describing teaching and learning content that is familiar to most education faculty. For example, essays describe learning about social and cultural diversity for the goal of adopting more democratic teaching methods, how to identify and make appropriate recommendations for assistance of students with special needs, as well as how to use technology in one’s own classroom.
Contents:
  • Acknowledgements
  • Series Introduction
  • Volume Introduction
Chapter
  1. Brian Yusko
    Using video editing technology for a virtual field experience
     
  2. Clare Kilbane
    Virtual journeys on the world wide web: Using video cases with pre-service and in-service educators
     
  3. Becky Packard
    Composite mentoring and technology: Encouraging students to imagine themselves as future teachers
     
  4. Punya Mishra, Kathryn Dirkin & Shane Cavanaugh
    Teachers, learning theories and technology
     
  5. Joan Hughes
    Problems of practice approach to becoming a technology integrationist
     
  6. Adele Schepige & Mary Bucy
    Community mapping
     
  7. Don Duggen-Haas
    Using databases for conceptual and logistical management of student portfolios
     
  8. Theresa Ochoa & Jill Leafstedt
    Computer-supported special education Problem Based Learning cases for teacher preparation
     
  9. Al Cavalier & Ralph Ferretti
    Preparation of rural special education teachers via two-way interactive compressed video
     
  10. David Wong, Punya Mishra, Matt Koehler, & Sharman Siebenthal Adams
    Teaching as filmmaking: On appreciating the aesthetics of educational experience
 
About the Author: Mark Girod holds a Ph.D. in educational psychology from Michigan State University and is an Assistant Professor of Teacher Education at Western Oregon University in Monmouth, Oregon. He teaches courses in learning and development and research methods while exploring issues of teacher development and accountability practices in teacher education. Central to all his research and scholarship are connections between teaching and learning, often investigating the role that technology can play in each.

Jason Steed holds a Ph.D. in English from the University of Nevada Las Vegas and has published over two dozen pieces of scholarship and creative writing. He has also designed and taught a number of online courses and received a grant at Western Oregon University to design and use student-created web pages in literature courses. He was a visiting professor at Brigham Young University before leaving the English Department to become a student again at The University of Texas School of Law. He hopes to continue his academic career following graduation in 2009.
 
 
Details: 2007 [ISBN: 1-58107-127-2; 208 pages; 5 ½ x 8 ½ inch; soft cover]