Transforming Student Learning Through Technology (Teaching and Learning)

From UBC Wiki
Jump to: navigation, search
Fill-in icon.png This article is a stub. You can help the UBC Community by expanding it.
My picture old school.png This page is part of the Teaching and Learning Resources Portal


Link to Complete Bibliography
For a complete bibliography, please visit the CTLT's shared folder on Refworks.

Having problems? Visit the RefWorks information guide.

  • Ashburn, E. A., & Floden, R. E. (2006). Meaningful learning using technology: What educators need to know and do. New York: Teachers College Press.Ubc-elink.png

  • Bates, T., & Poole, G. (2003). Effective teaching with technology in higher education : Foundations for success c.1 (1st ed.). San Francisco (CA): Jossey-Bass.Ubc-elink.png

The challenge of technology -- Introductory remarks on knowledge, learning, and teaching -- The role of media and technology in education -- A framework for selecting and using technology -- The organization of teaching with technology -- Planning for teaching with technology -- Approaches to the design of technology-based learning -- Course development and maintenance -- Supporting technology-based learning -- Change and stability in teaching with technology.; Effective Teaching with Technology in Higher Education draws on current research and best practice to show how to integrate technology into teaching in higher education. This book provides a comprehensive theoretical and pedagogical foundation for helping instructors make critical decisions about the use of technology within the college curriculum. This practical and much needed resource discusses the relationship between knowledge, learning, teaching, and the nature of media, and shows how this information should inform the use of technology in a teaching environment. The authors introduce a decision model that is based on key criteria for selecting appropriate technologies for teaching in higher education. They also provide guidance for developing and delivering a course using electronic technology and discuss theorganizational and technical support structures that are needed to back up instructors using technology.

  • Feldstein, M. (2006). The digital promise: Using technology to transform learning. ELearn, 2006(9), 1.Ubc-elink.png

  • Harasim, L. M. (2012). Learning theory and online technologies. New York: Routledge.Ubc-elink.png

Learning Theory and Online Technology offers a powerful overview of the current state of e-learning, a foundation of its historical roots and growth, and a framework for distinguishing among the major approaches to e-learning. It effectively addresses pedagogy (how to design an effective online environment for learning), evaluation (how to know that students are learning), and history (how past research can guide successful online teaching and learning outcomes). An ideal textbook for Educational Technology Masters, PhD, and Certificate programs, readers will find Learning Theory and Online Technology provides a synthesis of the key advances in e-learning theory, the key frameworks of research, and clearly links theory and research to successful learning practice

  • Hung, D., Khine, M. S., & MyiLibrary. (2006). Engaged learning with emerging technologies. Dordrecht: Kluwer Academic Publishers.Ubc-elink.png

The major purpose of this book is to present and discuss current thinking, theories, conceptual frameworks, models and promising examples of engaged learning with emerging technologies. Contributions come from distinguished academics in the USA, Canada, the Netherlands, United Kingdom, Germany, Australia, New Zealand, China, Korea and Singapore. Following from a constructivist orientation, coupled with social cultural dimensions of learning, this volume documents how emerging learning technologies are appropriated into meaningful and engaged learning and instructional situations. The field of learning technologies is grounded on the theoretical constructs of the learning sciences and thus the chapters in this book balance between theory and practice and prepositions and solutions.

  • Kwan, R., McNaught, C., Tsang, P., Wang, F. L., Li, K. C., & SpringerLink ebooks - Computer Science. (2011). Enhancing learning through technology: International conference, ICT 2011, hong kong, july 11-13, 2011. proceedings. New York: Springer.Ubc-elink.png

Annotation This book constitutes the refereed proceedings of the International Conference on ICT in Teaching and Learning, ICT 2011, jointly held in Hong Kong, China, in July 2011 with the 15th Hong Kong Web Symposium.The 30 revised full papers presented were carefully reviewed and selected from numerous submissions. The papers present current research on innovative and effective usage of social networking, multimedia and mobile learning technologies. Topics addressed are such as: emerging pedagogies, mobile technologies, Web 2.0, social networking, bookmarking and repository communities, e-learning, mobile and distributed learning, social computing mobile learning system design and architecture semantic Web applications d-learning, e-learning, m-learning education environments privacy, risk, and security.

  • Ludvigsen, S. (2011). Learning across sites: New tools, infrastructures and practices. New York: Routledge.Ubc-elink.png

  • Sadik, A. (2008). Digital storytelling: A meaningful technology-integrated approach for engaged student learning. Educational Technology Research and Development, 56(4), 487-506.Ubc-elink.png

Although research emphasizes the importance of integrating technology into the curriculum, the use of technology can only be effective if teachers themselves possess the expertise to use technology in a meaningful way in the classroom. The aim of this study was to assist Egyptian teachers in developing teaching and learning through the application of a particular digital technology. Students were encouraged to work through the process of producing their own digital stories using MS Photo Story, while being introduced to desktop production and editing tools. They also presented, published and shared their own stories with other students in the class. Quantitative and qualitative instruments, including digital story evaluation rubric, integration of technology observation instruments and interviews for evaluating the effectiveness of digital storytelling into learning were implemented to examine the extent to which students were engaged in authentic learning tasks using digital storytelling. The findings from the analysis of students-produced stories revealed that overall, students did well in their projects and their stories met many of the pedagogical and technical attributes of digital stories. The findings from classroom observations and interviews revealed that despite problems observed and reported by teachers, they believed that the digital storytelling projects could increase students' understanding of curricular content and they were willing to transform their pedagogy and curriculum to include digital storytelling.

  • Wankel, C. 2., Hinrichs, R. 1., Wankel, C., & Emerald Social Sciences Book Series. (2011). Transforming virtual world learning. Bingley: Emerald Group Publishing Limited.Ubc-elink.png

Annotation A practical guide on how to transform your ideas from virtual world course ware to virtual world learning experiences. It argues that setting up learning in 3D virtual worlds requires a transformative approach.

  • Weller, M. (2011). The digital scholar : How technology is transforming scholarly practice. London: Bloomsbury.Ubc-elink.png

Digital, networked and open -- Is the revolution justified? -- Lessons from other sectors -- The nature of scholarship -- Researchers and new technology -- Interdisciplinary and permeable boundaries -- Public engagement as collateral damage -- A pedagogy of abundance -- Openness in education -- Network weather -- Reward and tenure -- Publishing -- Medals of our defeats -- Digital resilience.

Faculty Development to Integrate Technologies into Teaching

  • King, K. P. (2002). Keeping Pace with Technology: Educational technology that transforms. Creskill, NJ: Hampton Press. Ubc-elink.png
  • Fetters, M. L., & Duby, T. G. (2011). Faculty development: A stage model matched to blended learning maturation. Journal of Asynchronous Learning Networks, 15(1), 77-86. Ubc-elink.png
  • Ragan, L. C., Bigatel, P. M., Kennan, S. S., & Dillon, J. M. (2012). From research to practice: Towards the development of an integrated and comprehensive faculty development program. Journal of Asynchronous Learning Networks, 16(5), 71-86. Ubc-elink.png
  • Vaill, A. L., & Testori, P. A. (2012). Orientation, mentoring and ongoing support: A three-tiered approach to online faculty development. Journal of Asynchronous Learning Networks, 16(2), 111-119. Ubc-elink.png

Related Events

Help Develop This Resource

Help develop this resource! You only need to login with your CWL to edit this page.

Let us know if you found this resource helpful by filling out this short feedback form.