Overview

The explosion of digital technologies in the 21st century provided access to multiple robust inquiry, communication, and collaboration applications. The enhanced capabilities provide educational opportunities for engaging students in deeper and more thoughtful learning. Implementation of knowledge-building communities in educational experiences, however, requires new pedagogical strategies that are vastly different from the predominant teacher-directed pedagogies of the 20th century. Today's teachers now must identify, orchestrate, and manage activities in their content areas in ways that successfully support students through activities such as engagement in knowledge-building communities. Blended Online Learning and Instructional Design for TPACK: Emerging Research and Opportunities is an essential research publication that examines the implementation of knowledge-building communities in educational experiences and pedagogical strategies that encourage engagement. Highlighting topics such as active participation, digital technologies, and online learning, this book is geared toward educators, educational designers, researchers, administrators, and academicians.

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9781522593973

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Margaret (Maggie) L. Niess is Professor Emeritus of Mathematics Education at Oregon State University. Her research focuses primarily on the knowledge teachers rely on for integrating technologies in teaching mathematics and science, otherwise called Technological Pedagogical Content Knowledge or TPACK. Her most recent book was Blended Online Learning and Instructional Design for TPACK: Emerging Research and Opportunities. She is currently co-principal investigator in a National Science Foundation grant titled: Child’s Play: Learning Computer Science Through Tabletop Games. She has authored multiple peer-reviewed journals and chapters including multiple teacher preparation books. She directed the design, implementation, and evaluation of an online Master of Science degree program for inservice K-12 mathematics and science teachers with an interdisciplinary science, mathematics, and technology emphasis. Her research has identified an online learning trajectory framing student-centered instructional strategies using a social metacognitive constructivist context. She has chaired multiple committees for the Association of Mathematics Teacher Educators (AMTE’s Technology Committee), American Educational Research Association’s (AERA’s SIG-TACTL called Technology as a Change Agent in Teaching and Learning), and the Society for Information Technology and Teacher Education (SITE’s the Mathematics Education SIG and the Teacher Education SIG).

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