ספרים מומלצים בעברית

פדגוגיה דיגיטלית הזדמנויות ללמידה אחרת

פדגוגיה דיגיטלית: הזדמנויות ללמידה אחרת

מאת: רבקה ודמוני

תחום הדעת: טכנולוגיות בחינוך

 ודמני, ר. (ע') (2018). פדגוגיה דיגיטלית: הזדמנויות ללמידה אחרת. מכון מופ"ת, סמינר הקיבוצים תל אביב.

על הספר, מאתר מכון מופ"ת: שלושה רבדים של טכנולוגיות חדישות מחייבים שינוי פרדיגמטי בהתייחסות לשילובן ולהטמעתן בתהליכי הלמידה וההוראה: רשתות חברתיות,  מציאות אלטרנטיבית וטכנולוגיות ניידות. במקרים רבים, גם כשהמורים משתמשים בטכנולוגיות אלה או בחלקן, הם אינם בוחנים מחדש את תהליכי ההוראה והלמידה ומשנים אותם, ואינם מנצלים את ההזדמנויות החדשות שהכלים הטכנולוגיים מזמנים. לנוכח זאת, העולם הפדגוגי החדש מחויב להציב לעצמו מטרות מחודשות ולנסח שוב את דמות המורה החדש: הפדגוג הדיגיטלי שמזהה את ההזדמנויות החדשות ליצירת סביבת למידה, הטמונות בעולם הטכנולוגי. הספר פדגוגיה דיגיטלית: הזדמנויות ללמידה אחרת מיועד לאנשי חינוך, למובילי חדשנות בהוראה ובלמידה, לסטודנטים לחינוך ולאנשי קהילות המחקר והפיתוח באוניברסיטאות ובמכללות להכשרת מורים. קדם לו הספר פדגוגיה דיגיטלית: הלכה למעשה, הכולל מחקרים המשלבים בין תאוריה למעשה ופותחים צוהר ליישומה של פדגוגיה דיגיטלית בבתי הספר. 

technologia vechinuch baidan hameyda_med

טכנולוגיה וחינוך בעידן המידע

מאת: גבריאל סלומון

תחום הדעת: טכנולוגיות בחינוך

סלומון, ג. (2000). טכנולוגיה וחינוך בעידן המידע. חיפה: הוצאת אוניברסיטת חיפה וזמורת ביתן.

על הספר: ספר יסוד בעברית שמתמודד תאורטית ומעשית עם סוגיית שילובו של המחשב בעולם החינוך.

ספרים מומלצים באנגלית

How People Learn: Brain, Mind, Experience, and School

Authors: J.D. Bransford, A.L. Brown, & R.R. Cocking (eds.)

Field: Learning Sciences

Bransford, J.D., Brown, A.L., & Cocking, R.R. (2000). How People Learn: Brain, Mind, Experience, and School (Expanded Edition). Washington, D.C: The National Academies Press.

Basic theories in learning, teaching, and technology

In Schools We Trust: Creating Communities of Learning in an Era of Testing and Standardization

Authors: Deborah Meier

Field: Education

Meier, D. (2002). In Schools We Trust: Creating Communities of Learning in an Era of Testing and Standardization. Boston: Beacon Press.

We are in an era of radical distrust of public education. Increasingly, we turn to standardized tests and standardized curricula-now adopted by all fifty states-as our national surrogates for trust.

Legendary school founder and reformer Deborah Meier believes fiercely that schools have to win our faith by showing they can do their job. But she argues just as fiercely that standardized testing is precisely the wrong way to that end. The tests themselves, she argues, cannot give the results they claim. And in the meantime, they undermine the kind of education we actually want.

In this multilayered exploration of trust and schools, Meier critiques the ideology of testing and puts forward a different vision, forged in the success stories of small public schools she and her colleagues have created in Boston and New York. These nationally acclaimed schools are built, famously, around trusting teachers-and students and parents-to use their own judgment.

Meier traces the enormous educational value of trust; the crucial and complicated trust between parents and teachers; how teachers need to become better judges of each other's work; how race and class complicate trust at all levels; and how we can begin to 'scale up' from the kinds of successes she has created.

Rethinking Education in the Age of Technology: The Digital Revolution and Schooling in America

Authors: Allan Collins and Rich Halverson

Field: Educational Technologies; Educational theory and technology

Collins, A., & Halverson, R. (2009). Rethinking Education in the Age of Technology: The Digital Revolution and Schooling in America. New York: Teachers College Press.

The digital revolution has hit education, with more and more classrooms plugged into the whole wired world. But are schools making the most of new technologies? Are they tapping into the learning potential of today's Firefox/Facebook/cell phone generation? Have schools fallen through the crack of the digital divide?

In Rethinking Education in the Age of Technology, Allan Collins and Richard Halverson argue that the knowledge revolution has transformed our jobs, our homes, our lives, and therefore must also transform our schools. Much like after the school-reform movement of the industrial revolution, our society is again poised at the edge of radical change. To keep pace with a globalized technological culture, we must rethink how we educate the next generation or America will be left behind. This groundbreaking book offers a vision for the future of American education that goes well beyond the walls of the classroom to include online social networks, distance learning with anytime, anywhere access, digital home schooling models, video-game learning environments, and more.

What’s worth teaching? Rethinking Curriculum in the Age of Technology

Authors: Allan Collins

Field: Educational Technologies; Educational theory and technology

Collins, E. (2017). What's Worth Teaching?: Rethinking Curriculum in the Age of Technology. New York: Teachers College Press.

This important contribution to the future of education, by bestselling author and renowned cognitive scientist Allan Collins, proposes a school curriculum that will fit the needs of our modern era. Offering guidelines for deciding what is important to learn in order to become a knowledgeable person, a good citizen, a thoughtful worker, and a valuable friend in the 21st century, Collins considers the qualities needed for a healthy and productive life. Taking a close look at how advances in technology, communication, and the dissemination of information are reshaping the world, this volume examines how schools can foster flexible, self-directed learners who will succeed in the modern workplace. A concluding chapter presents a broad, new vision for how schools can be redesigned to teach the kinds of knowledge and skills students will need in an increasingly complex society and global world.

Constructionism

Authors: Idit Harel, Seymour Papert

Field: Educational Technologies; Educational theory and technology

Harel, I., & Papert, S. (Eds.). (1991). Constructionism. Westport, CT, US: Ablex Publishing.

In 1985 the Media Lab was created at MIT to advance the idea that computation would give rise to a new science of expressive media. Within the media lab, the Epistemology and Learning group extends the traditional definition of media by treating as expressive media materials with which children play and learn. The Group's work follows a paradigm for learning research called Constructionism. Several of the chapters directly address the theoretical formulation of Constructionism, and others describe experimental studies which enrich and confirm different aspects of the idea. Thus this volume can be taken as the most extensive and definitive statement to date of this approach to media and education research and practice. This book is structured around four major themes: learning through designing and programming; epistemological styles in constructionist learning, children and cybernetics; and video as a research tool for exploring and documenting constructionist environments.

Mindstorms

Authors: Seymour Papert

Field: Educational Technologies; Educational theory and technology

Papert, S. (1983). Mindstorms. Children, Computers and Powerful Ideas. New York: Basic books.

Computers have completely changed the way we teach children. We have Mindstorms to thank for that. In this book, pioneering computer scientist Seymour Papert uses the invention of LOGO, the first child-friendly programming language, to make the case for the value of teaching children with computers. Papert argues that children are more than capable of mastering computers, and that teaching computational processes like de-bugging in the classroom can change the way we learn everything else. He also shows that schools saturated with technology can actually improve socialization and interaction among students and between students and teachers.

Technology changes every day, but the basic ways that computers can help us learn remain. For thousands of teachers and parents who have sought creative ways to help children learn with computers, Mindstorms is their bible.

Mindset: The New Psychology of Success

Authors: Carol Dweck

Field: Psychology and Education

Dweck, C.S (2006a) Mindset: the new psychology of success. New York: Ballantine Books.

After decades of research, world-renowned Stanford University psychologist Carol S. Dweck, Ph.D., discovered a simple but groundbreaking idea: the power of mindset. In this brilliant book, she shows how success in school, work, sports, the arts, and almost every area of human endeavor can be dramatically influenced by how we think about our talents and abilities. People with a fixed mindset—those who believe that abilities are fixed—are less likely to flourish than those with a growth mindset—those who believe that abilities can be developed. Mindset reveals how great parents, teachers, managers, and athletes can put this idea to use to foster outstanding accomplishment.

Freedom to Learn

Authors: Carl Rogers

Field: Psychology and Groups

Rogers, C. R. (1969). Freedom to learn: a view of what education might become. Columbus, OH, Charles E. Merrill.

Provides a deep critique of traditional instructional techniques, laying out the some of the psychological foundations of interpersonal learning.

What video games have to teach us about learning and literacy?

Authors: James Paul Gee

Field: Games and learning

Gee, James Paul,  (2003). What video games have to teach us about learning and literacy. New York: Palgrave Macmillan.

James Paul Gee begins his classic book with "I want to talk about video games–yes, even violent video games–and say some positive things about them." With this simple but explosive statement, one of America's most well-respected educators looks seriously at the good that can come from playing video games. In this revised edition, new games like World of WarCraft and Half Life 2 are evaluated and theories of cognitive development are expanded. Gee looks at major cognitive activities including how individuals develop a sense of identity, how we grasp meaning, how we evaluate and follow a command, pick a role model, and perceive the world.

 

Mental Models

Authors: Dedre Gentner Albert L. Stevens

Field: Psychology of learning

Gentner, Dedre & Stevens, Albert L (1983). Mental models. L. Erlbaum Associates, Hillsdale, N.J

MultiMedia Learning: Cambridge Handbook of Multimedia Learning, 2nd edition

Authors: Richard E. Mayer

Field: Psychology of learning and design

Mayer, R. (Ed.). (2014). The Cambridge Handbook of Multimedia Learning (Cambridge Handbooks in Psychology). Cambridge: Cambridge University Press. doi:10.1017/CBO9781139547369

Handbook of complementary methods in education research

Authors: Judith Green, Gregory Camilli, Patricia B. Elmore

Field: Research methods

Green, J. (Ed.), Green, J. L. (Ed.), Camilli, G. (Ed.), Camilli, G. (Ed.), Elmore, P. (Ed.), Elmore, P. B. (Ed.). (2006). Handbook of Complementary Methods in Education Research. New York: Routledge.

The Challenge of Developing Statistical Literacy, Reasoning, and Thinking

Authors: Dani Ben-Zvi, Joan Garfield (Eds.)

Field: Statistical Education

Ben-Zvi, D., & Garfield, J. (Eds.) (2004). The challenge of developing statistical literacy, reasoning, and thinking. Dordrecht, the Netherlands: Kluwer Academic Publishers.

Research in statistics education is an emerging field, with much of the work being published in diverse journals across many disciplines. Locating and synthesizing this research is often a challenging task, as is connecting the research literature to practical issues of teaching and assessing students. This book is unique in that it collects, presents, and synthesizes cutting edge research on different aspects of statistical reasoning and applies this research to the teaching of statistics to students at all educational levels. Unlike other books on how to teach statistics, or educational materials to help students learn statistics, this book presents the research foundation on which teaching should be based. The chapters in this volume are written by the today's leading researchers in statistics education.

Developing Students’ Statistical Reasoning: Connecting Research and Teaching Practice

Authors: Joan Garfield, Dani Ben-Zvi

Field: Statistical Education

Garfield, J., & Ben-Zvi, D. (2008). Developing Students’ Statistical Reasoning: Connecting Research and Teaching Practice. Springer.

The book summarizes an enormous number of research studies and highlights the important statistical concepts for teachers to emphasize, as well as revealing the interrelationships among concepts. Makes direct connections between the research results, and practical suggestions for teachers by providing detailed sequences of activities to move from informal to formal reasoning about important statistical concepts. Provides a wealth of examples, activities, ideas, and references to useful resources on every aspect of teaching statistics. Makes specific suggestions regarding how to plan and use classroom activities, integrate technological tools, and assess students’ learning in meaningful ways. Incorporates many uses of instructional software and Web tools and resources. Offers an accompanying Website with materials to supplement each chapter.

International Handbook of Research in Statistics Education

Authors: Dani Ben-Zvi, Katie Makar, Joan Garfield, (Eds.)

Field: Statistical Education

Ben-Zvi, D., Makar, K., & Garfield J. (Eds.) (2018). International handbook of research in statistics education. Springer international handbooks of education. Springer Cham.

This handbook connects the practice of statistics to the teaching and learning of the subject with contributions from experts in several disciplines. Chapters present current challenges and methods of statistics education in the changing world for statistics and mathematics educators. Issues addressed include current and future challenges in professional development of teachers, use of technology tools, design of learning environments and appropriate student assessments. This handbook presents challenging and inspiring international research perspectives on the history and nature, current issues, and future directions of statistics education and statistics education research.

Is Technology Good for Education

Authors:Selwyn, Neal

Field: Social Critique

Selwyn, N. (2016). Is Technology Good for Education? Toronto, ON: John Wiley & Sons. (160 pages).

Critically discusses key issues and debates surrounding technology and education, focused on democracy, personalization, measurement and commercialization in digital education.

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