Emerging Technologies for the Classroom A Learning Sciences Perspect
This book provides contemporary examples of the ways in which educators can use digital technologies to create effective learning environments that support improved learning and instruction. Guided by multiple conceptual and methodological trad
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Chrystalla Mouza • Nancy Lavigne Editors
Emerging Technologies for the Classroom A Learning Sciences Perspective
Editors Chrystalla Mouza School of Education University of Delaware Newark, USA
Nancy Lavigne School of Education University of Delaware Newark, USA
ISBN 978-1-4614-4695-8 ISBN 978-1-4614-4696-5 (eBook) DOI 10.1007/978-1-4614-4696-5 Springer New York Heidelberg Dordrecht London Library of Congress Control Number: 2012948776 © Springer Science+Business Media New York 2013 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. Exempted from this legal reservation are brief excerpts in connection with reviews or scholarly analysis or material supplied specifically for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work. Duplication of this publication or parts thereof is permitted only under the provisions of the Copyright Law of the Publisher’s location, in its current version, and permission for use must always be obtained from Springer. Permissions for use may be obtained through RightsLink at the Copyright Clearance Center. Violations are liable to prosecution under the respective Copyright Law. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. While the advice and information in this book are believed to be true and accurate at the date of publication, neither the authors nor the editors nor the publisher can accept any legal responsibility for any errors or omissions that may be made. The publisher makes no warranty, express or implied, with respect to the material contained herein. Printed on acid-free paper Springer is part of Springer Science+Business Media (www.springer.com)
Foreword
The first issue of the Journal of the Learning Sciences (JLS) was published in early 1991. The journal’s mission has always centered on advancing our understanding of learning in real-world situations and of promoting learning in such venues. A key aim of the journal has also focused on identifying the roles that technology can play in promoting deep and lasting learning. As Founding Editor in Chief of JLS, I articulated the hopes of the community in my introductory editorial message published in the first issue. Our research community believed that we could create new methodologies for studying learning in real-world situations. Such methodologies would allow us to advance a science of learning more appropria
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