Marcia C. Linn – författare

Internet Environments for Science Education synthesizes 25 years of research to identify effective, technology-enhanced ways to convert students into lifelong science learners--one inquiry project at a time. It offers design principles for development of innovations; features tested, customizable inquiry projects that students, teachers, and professional developers can enact and refine; and introduces new methods and assessments to investigate the impact of technology on inquiry learning.The methodology--design-based research studies--enables investigators to capture the impact of innovations in the complex, inertia-laden educational enterprise and to use these findings to improve the innovation.The approach--technology-enhanced inquiry--takes advantage of global, networked information resources, sociocognitive research, and advances in technology combined in responsive learning environments.Internet Environments for Science Education advocates leveraging inquiry and technology to reform the full spectrum of science education activities--including instruction, curriculum, policy, professional development, and assessment. The book offers:*the knowledge integration perspective on learning, featuring the interpretive, cultural, and deliberate natures of the learner;*the scaffolded knowledge integration framework on instruction summarized in meta-principles and pragmatic principles for design of inquiry instruction;*a series of learning environments, including the Computer as Learning Partner (CLP), the Knowledge Integration Environment (KIE), and the Web-based Inquiry Science Environment (WISE) that designers can use to create new inquiry projects, customize existing projects, or inspire thinking about other learning environments;*curriculum design patterns for inquiry projects describing activity sequences to promote critique, debate, design, and investigation in science;*a partnership model establishing activity structures for teachers, pedagogical researchers, discipline experts, and technologists to jointly design and refine inquiry instruction; *a professional development model involving mentoring by an expert teacher;*projects about contemporary controversy enabling students to explore the nature of science;*a customization process guiding teachers to adapt inquiry projects to their own students, geographical characteristics, curriculum framework, and personal goals; and *a Web site providing additional links, resources, and community tools at www.InternetScienceEducation.org

Internet Environments for Science Education synthesizes 25 years of research to identify effective, technology-enhanced ways to convert students into lifelong science learners--one inquiry project at a time. It offers design principles for development of innovations; features tested, customizable inquiry projects that students, teachers, and professional developers can enact and refine; and introduces new methods and assessments to investigate the impact of technology on inquiry learning.The methodology--design-based research studies--enables investigators to capture the impact of innovations in the complex, inertia-laden educational enterprise and to use these findings to improve the innovation.The approach--technology-enhanced inquiry--takes advantage of global, networked information resources, sociocognitive research, and advances in technology combined in responsive learning environments.Internet Environments for Science Education advocates leveraging inquiry and technology to reform the full spectrum of science education activities--including instruction, curriculum, policy, professional development, and assessment. The book offers:*the knowledge integration perspective on learning, featuring the interpretive, cultural, and deliberate natures of the learner;*the scaffolded knowledge integration framework on instruction summarized in meta-principles and pragmatic principles for design of inquiry instruction;*a series of learning environments, including the Computer as Learning Partner (CLP), the Knowledge Integration Environment (KIE), and the Web-based Inquiry Science Environment (WISE) that designers can use to create new inquiry projects, customize existing projects, or inspire thinking about other learning environments;*curriculum design patterns for inquiry projects describing activity sequences to promote critique, debate, design, and investigation in science;*a partnership model establishing activity structures for teachers, pedagogical researchers, discipline experts, and technologists to jointly design and refine inquiry instruction; *a professional development model involving mentoring by an expert teacher;*projects about contemporary controversy enabling students to explore the nature of science;*a customization process guiding teachers to adapt inquiry projects to their own students, geographical characteristics, curriculum framework, and personal goals; and *a Web site providing additional links, resources, and community tools at www.InternetScienceEducation.org

Science Learning and Instruction describes advances in understanding the nature of science learning and their implications for the design of science instruction. The authors show how design patterns, design principles, and professional development opportunities coalesce to create and sustain effective instruction in each primary scientific domain: earth science, life science, and physical science. Calling for more in depth and less fleeting coverage of science topics in order to accomplish knowledge integration, the book highlights the importance of designing the instructional materials, the examples that are introduced in each scientific domain, and the professional development that accompanies these materials. It argues that unless all these efforts are made simultaneously, educators cannot hope to improve science learning outcomes. The book also addresses how many policies, including curriculum, standards, guidelines, and standardized tests, work against the goal of integrative understanding, and discusses opportunities to rethink science education policies based on research findings from instruction that emphasizes such understanding.

Science Learning and Instruction describes advances in understanding the nature of science learning and their implications for the design of science instruction. The authors show how design patterns, design principles, and professional development opportunities coalesce to create and sustain effective instruction in each primary scientific domain: earth science, life science, and physical science. Calling for more in depth and less fleeting coverage of science topics in order to accomplish knowledge integration, the book highlights the importance of designing the instructional materials, the examples that are introduced in each scientific domain, and the professional development that accompanies these materials. It argues that unless all these efforts are made simultaneously, educators cannot hope to improve science learning outcomes. The book also addresses how many policies, including curriculum, standards, guidelines, and standardized tests, work against the goal of integrative understanding, and discusses opportunities to rethink science education policies based on research findings from instruction that emphasizes such understanding.

In this book, for the first time, national data is used to measure technology’s effectiveness on student academic performance in three subjects—mathematics, science, and reading. To uncover key implications for policy and practice, the author links the test scores of more than 40,000 students who took the National Assessment of Educational Progress with reports by their teachers of various aspects of technology use. Features:The use of real data to show which practices are most prevalent and which are most effective in the K–12 classroom.A nontechnical presentation of the results of the only studies to relate aspects of technology use to student test scores.Case studies of traditionalist and constructivist uses of technology to determine which approach raises test scores the most, with and without technology.A summary with implications of what can be learned from the numbers, including suggestions for policymakers and practitioners.

This edited collection synthesizes current research on the most promising methods and models for designing coherent science instruction. Arising from the National Science Foundation-funded Delineating and Evaluating Coherent Instructional Designs for Education (DECIDE) project, this volume combines the insights of researchers from two Centers for Teaching and Learning. The book offers principles and criteria for design of instruction leading to coherent understanding of science. It discusses how courses can help students interpret contemporary scientific dilemmas like global warming and take full advantage of technology. Too often in today's science classes, students learn isolated facts rather than connections among ideas and are unprepared to apply scientific thinking and principles outside of checking off answers on standardized tests.""Designing Coherent Science Education"" demonstrates how effective instruction prepares learners to connect scientific principles to the schoolyard and beyond. ""Designing Coherent Science Education"" offers policy recommendations to transform science courses so that they meet the needs of all students and lure more students into scientific careers. The collection further addresses how to use technology in the classrooms to design coherent science instruction.

This is the inspiring story of a group of teachers that engaged in inquiry about their own practice in order to support inquiry learning in their students. The Supporting Knowledge Integration for Inquiry Practice (SKIIP) is an exciting new professional development program that brings together the strengths and benefits of several existing models: participant-directed inquiry, school/university partnerships, and the shared pedagogical improvement model of Japanese lesson study. Based on the work of urban, public school teachers over the course of three years, the SKIIP approach was developed to assist teachers in the daunting task of integrating new pedagogies, curricula, and technologies into their practice.

Can we learn socially and academically valuable concepts and skills from video games? How can we best teach the ''gamer generation?'' This accessible book describes how educators and curriculum designers can harness the participatory nature of digital media and play. The author presents a comprehensive model of games and learning that integrates analysis of games, games cultures, and educational game design. Building on over 10 years of research, Kurt Squire tells the story of the emerging field of immersive digitally mediated learning environments (or games) and outlines the future of education.

This comprehensive and cutting-edge book portrays a vision of how digital media can help transform schools, and what kinds of curriculum, pedagogy, assessment, infrastructure, and learning environments are necessary for that transformation to take place. The author and his research team spent thousands of hours observing classes and interviewing teachers and students in both successful and unsuccessful technology-rich schools throughout the United States and other countries. Featuring lessons learned as well as analysis of the most up-to-date research, they offer a welcome response to simplistic approaches that either deny the potential of technology or exaggerate its ability to reform education simply by its presence in schools.Challenging conventional wisdom about technology and education, Learning in the Cloud:Critically examines concepts such as the "digital divide," "21st-century skills," and "guide on the side" for assessing and guiding efforts to improve schools.Combines a compelling vision of technology’s potential to transform learning with an insightful analysis of the curricular challenges required for meaningful change.Discusses the most recent trends in media and learning, such as the potential of tablets and e-reading.

After billions of dollars, thousands of studies, and immeasurable effort by educators at all levels, why is the performance of students and teachers so unaffected by technology? Moreover, what should be done to extract genuine benefit from the information and communication technology (ICT) revolution? In this groundbreaking book, technology and education experts Alan Bain and Mark Weston provide research-based evidence for how the widespread application of ICT can provide powerful learning opportunities that lead to lasting gains and achievement. They show how the integrated use of technology at all levels of the educational system can greatly expand collaborative learning opportunities by giving all educational stake holders powerful problem-solving tools and solutions. The approaches presented here are grounded in over twenty years of experience working with classroom teachers, school leaders, association members, and policy makers.

This timely book shows how award-winning secondary schools and districts are successfully using technology and making systemic changes to increase student engagement, improve achievement, and re-invigorate the teaching and learning process. Through in-depth case studies, we see how experienced school and district leaders use technology in curricular, administrative, and analytical ways to meet the needs of 21st-century learners, educators, and communities. These cases reveal important details addressed by the leadership of these schools and districts that go beyond what they did with technology to include changes in school culture, curriculum and teaching, uses of assessment data, financial considerations, infrastructure, and involvement with the community.

For better or worse, many educational decisions that were once a private matter of teachers or administrators are now based on information technology. To be successful in this era, educators need to know how to use data successfully for their purposes and to understand the social forces at work. In this book, the author draws on his unique background in education policy and information systems to provide valuable insights into the education data movement. Using narratives of practice, the text discusses many current topics including value added modelling for teacher evaluation, big data and analytics, longitudinal data systems, open educational resources, and new designs for teaching.

Every educator's imaginative instincts will be guided by this book's practical design method, which harnesses the power of play for student learning. Teachers from all disciplines and levels can create a full spectrum of engaging exercises through the authors' six accessible ALLURE steps: Ask where to apply the play. List the mental moves. Link the mental moves to the play. Understand how the learning principles operate.Run the activity-game. Evaluate the learner experience. Along with principles from game-based learning pedagogy, readers will explore a framework of original complex mechanic teaching templates, which help their fledgling instructional activities cross the bridge into fully formed games. Beginners and veterans will find multiple entry points, from adding a single playful element (student roles to discussions) to more elaborate designs (riddles and simulations). They will also learn different levels of producing physical tabletop components (cards, board, plastic pieces) or light digital options (discussion board riddles, Google Slides games). Born from the authors' extensive experiences running professional development workshops, this guide has been frequently requested by teachers at the secondary school and college levels, librarians, instructional designers, and others caught by the allure of educational games and play.Book Features:Offers hands-on, practical advice about how to be more playful with your students, with a focus on nondigital activities and games.Written in the language of instructional design, not game design, so knowledge about games is not required (nor any technology).Provides creative instructional techniques that will boost student engagement for both in-person and online instruction.Includes more than two dozen original illustrations and designs to aid understanding. Addresses the need for accessible, inclusive learning environments.

Every educator's imaginative instincts will be guided by this book's practical design method, which harnesses the power of play for student learning. Teachers from all disciplines and levels can create a full spectrum of engaging exercises through the authors' six accessible ALLURE steps: Ask where to apply the play. List the mental moves. Link the mental moves to the play. Understand how the learning principles operate.Run the activity-game. Evaluate the learner experience. Along with principles from game-based learning pedagogy, readers will explore a framework of original complex mechanic teaching templates, which help their fledgling instructional activities cross the bridge into fully formed games. Beginners and veterans will find multiple entry points, from adding a single playful element (student roles to discussions) to more elaborate designs (riddles and simulations). They will also learn different levels of producing physical tabletop components (cards, board, plastic pieces) or light digital options (discussion board riddles, Google Slides games). Born from the authors' extensive experiences running professional development workshops, this guide has been frequently requested by teachers at the secondary school and college levels, librarians, instructional designers, and others caught by the allure of educational games and play.Book Features:Offers hands-on, practical advice about how to be more playful with your students, with a focus on nondigital activities and games.Written in the language of instructional design, not game design, so knowledge about games is not required (nor any technology).Provides creative instructional techniques that will boost student engagement for both in-person and online instruction.Includes more than two dozen original illustrations and designs to aid understanding. Addresses the need for accessible, inclusive learning environments.

David Berliner, one of America's foremost educational researchers, issues an urgent message for all those who care about preserving the future of public education, and the future of democracy.Throughout his extraordinary career, educational psychologist David Berliner visited hundreds of classrooms in multiple countries. After many such visits, he wrote short notes about what he saw, felt, and imagined as he observed teachers, students, and administrators attempting to make education happen.Intended to provoke readers to think and discuss key ideas in K–12 education, Public Education for Our Nation's Democracy brings together 18 essays on the issues that define the United States public school system, including teacher professionalism and autonomy; teacher–student relationships; charter, religious, and private schools; curricular choice; high-stakes testing and equity; COVID-19 learning loss; multicultural education; and parent–teacher relationships. A common theme that runs throughout these essays is appreciation and advocacy for the U.S. public school system—warts and all!Book Features:Commentaries, insights, and recommendations for improving teaching and learning, written by one of the keenest observers of America’s schools.Coverage of important topics in education written in a conversational voice to be accessible to a wide audience.Inspiring and thought-provoking essays about one of America’s greatest inventions—its huge system of public education.

David Berliner, one of America's foremost educational researchers, issues an urgent message for all those who care about preserving the future of public education, and the future of democracy.Throughout his extraordinary career, educational psychologist David Berliner visited hundreds of classrooms in multiple countries. After many such visits, he wrote short notes about what he saw, felt, and imagined as he observed teachers, students, and administrators attempting to make education happen.Intended to provoke readers to think and discuss key ideas in K–12 education, Public Education for Our Nation's Democracy brings together 18 essays on the issues that define the United States public school system, including teacher professionalism and autonomy; teacher–student relationships; charter, religious, and private schools; curricular choice; high-stakes testing and equity; COVID-19 learning loss; multicultural education; and parent–teacher relationships. A common theme that runs throughout these essays is appreciation and advocacy for the U.S. public school system—warts and all!Book Features:Commentaries, insights, and recommendations for improving teaching and learning, written by one of the keenest observers of America’s schools.Coverage of important topics in education written in a conversational voice to be accessible to a wide audience.Inspiring and thought-provoking essays about one of America’s greatest inventions—its huge system of public education.

Most would agree that the acquisition of problem-solvingability is a primary goal of education. The emergence of thenew information technologiesin the last ten years hasraised high expectations with respect to the possibilitiesof the computer as an instructional tool for enhancingstudents' problem-solving skills.This volume is the first to assemble, review, and discussthe theoretical, methodological, and developmental knowledgerelating to this topical issue in a multidisciplinaryconfrontation of highly recommended experts in cognitivescience, computer science, educational technology, andinstructional psychology.Contributors describe the most recent results and the mostadvanced methodological approaches relating to theapplication of the computer for encouraging knowledgeconstruction, stimulating higher-order thinking and problemsolving, and creating powerfullearning environments forpursuing those objectives. The computer applications relateto a variety of content domains and age levels.