International Handbook of Information Technology in Primary and Secondary Education
Since the introduction of the computer into education in the 1960’s its potential for K-12 education has been widely recognized. The terminology used, at times confusing due to rapid technology change, has continuously evolved. We are in transition to an
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Springer International Handbook of Information Technology in Primary and Secondary Education VOLUME 20
A list of titles in this series can be found at the end of this volume.
International Handbook of Information Technology in Primary and Secondary Education Part One Editors Joke Voogt University of Twente, the Netherlands
Gerald Knezek University of North Texas, USA
Editors Joke Voogt University of Twente Enschede, the Netherlands [email protected]
ISBN-13: 978-0-387-73314-2
Gerald Knezek University of North Texas Denton TX, USA [email protected]
e-ISBN-13: 978-0-387-73315-9
Library of Congress Control Number: 2008930792 © 2008 Springer Science+Business Media, LLC All rights reserved. This work may not be translated or copied in whole or in part without the written permission of the publisher (Springer Science+Business Media, LLC, 233 Spring Street, New York, NY 10013, USA), except for brief excerpts in connection with reviews or scholarly analysis. Use in connection with any form of information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed is forbidden. The use in this publication of trade names, trademarks, service marks, and similar terms, even if they are not identified as such, is not to be taken as an expression of opinion as to whether or not they are subject to proprietary rights. Printed on acid-free paper 9 8 7 6 5 4 3 2 1 springer.com
CONTENTS Preface Introduction
xxvii xxix Part One
Section 1 Education in the Information Society Section Editor: Ronald E. Anderson 1.1 Implications of the Information and Knowledge Society for Education Ronald E. Anderson The Information Society The Knowledge Society Information vs. Knowledge Knowledge Societies in Education Implications of the Knowledge Society for Learning Priorities ICT The Twenty-First Century Skills Movement Parallels in Education and Management Some Knowledge-Based Models in Education The Emerging Pedagogical Practices Paradigm Student Knowledge Framework Knowledge-Related Skills Knowledge-Related Task Phases Knowledge Capabilities and ICT Tools Knowledge Societies and Cooperative Work Knowledge Societies and Learning to Learn Implications for Education in the Era of Knowledge Societies
v
3
5 5 5 6 6 7 8 9 10 11 12 12 13 14 15 18 19 20
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Contents
1.2 New Literacies for the Knowledge Society David Mioduser, Rafi Nachmias, and Alona Forkosh-Baruch Introduction The Knowledge Society The “New Literacies” Basic Issues Underlying Our Discussion of the “New Literacies” Seven Literacies for the Knowledge Society Epilogue 1.3 Theoretical Perspectives Influencing the Use of Information Technology in Teaching and Learning Chris Dede Overview Behaviorist Instructional Technologies Cognitivist Instructional Technologies Constructivist Instructional Technologies “Next-Generation” Pedagogical Media Illustrative Historic Controversies About Technology and Pedagogy Conclusion 1.4 Students in a Digital Age: Implications of ICT for Teaching and
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