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Learning to Solve Problems with Technology: A Constructivist Perspective 2/e
David H. Jonassen
Jane Howland
Joi Moore
Rose M. Marra
Published August 2002 by Prentice Hall
Copyright 2003, 256 pp., Paper
ISBN: 0-13-048403-2
List Price:
$36.33
Inventory Status:
In-Stock
   
Preface


Companion Website
Summary

Rather than focus on technology as a tool to teach with, this book stresses that technology—video, hypermedia, the Internet, etc.—is an excellent tool to learn with. The emphasis is on learning to solve problems. By concentrating on problem solving with several specific media, the authors show how a variety of technologies can be used to engage students in personally and socially constructed meaning. KEY TOPICS: They address the Internet, and how it can be used to foster community building; video, and how naturally students take to being behind the camera; and multimedia, as a new form of interactive literacy. The Internet material also includes a section on creating a personal or group website, plus coverage of cybermentoring. MARKET: For teachers in computer classes and media centers—of students at all grade levels.

Features

  • NEW - Chapter 7, Learning by Exploring Virtual Realities, Simulations, and Microworlds —Focuses on immersive, exploratory environments and introduces virtual realities.

    • Brings future teachers abreast of leading-edge classroom technology and prepares them for the technology-rich classroom of the future.

  • NEW - Chapter 8, Learning in Problem-Based Learning Environments —Explores environments created especially to engage students in problem solving.

    • Helps readers see the potential for technology across all curriculum areas; lets them “learn by doing,” as their pupils will.

  • NEW - Chapter 2—Describes different kinds of problem solving.

    • Helps readers to see how technology can be used to engage and support problem solving.

  • Two chapters on the Internet—Include a section on creating a personal or group website, plus coverage of cybermentoring.

    • Illustrate the significant potential the Internet holds for helping learners construct knowledge in many subject areas.

  • Coverage of video cameras, editors, and digitizers—Explores video conferencing, creating documentaries, and learning from television.

    • Highlights children's natural affinity for “showing off”; shows readers how to harness that desire in the interest of learning.

  • Chapter on assessment—Examines rubrics for assessing constructivist learning and problem solving.

    • Creates a basic tool set to help future teachers judge the learning that takes place via technology.

  • Learning activities in most chapters—Follow a standard format: comments on the learning process involved, comments on the problem-solving process engaged, and discussion of the role of the teacher in supporting the activity.

    • Makes learning easier by providing a common platform for contrast and comparison among technologies.

  • Pedagogical features in most chapters—Include Conclusions, Things to Think About, and References.

    • Organizes chapter material while helping students self-assess their understanding of each chapter's material.
Table of Contents



1. What Is Meaningful Learning?


2. Problem Solving Is Meaningful Learning.


3. Learning from the Internet: Information to Knowledge through Inquiry.


4. Building Technology-Supported Learning Communities: On the Internet.


5. Learning by Visualizing with Technology: Recording Realities with Video.


6. Learning by Constructing Realities: Constructing Hypermedia.


7. Learning by Exploring Virtual Realities, Simulations, and Microworlds.


8. Learning in Problem-Based Learning Environments.


9. Assessing Constructive Learning with Technology.


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