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      • Digital Storytelling in the Classroom
        Teaching of a specific subject
        January 2013

        Digital Storytelling in the Classroom

        New Media Pathways to Literacy, Learning, and Creativity

        by Jason B. Ohler

        This text shows how to integrate storytelling into curriculum design and use the principles of storytelling as a measurement of learning and literacies. It also covers important copyright and fair use information, and offers numerous implementation tips, concrete examples, and illustrative video clips. Aimed at primary and secondary teachers, the book is designed to help them: " Teach their students to create digital stories that employ effective principles of storytelling, technology application, and media technique." Use digital storytelling as a tool to promote the development of emerging literacies, such as digital and media literacy, as well as traditional literacies, such as reading, writing, speaking, and art." Help students use digital storytelling as an academic tool to explore content and to communicate what they understand." Understand the importance of combining the power of story and critical thinking as an approach to teaching and learning.

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      • Wiring The Writing Center
        Creative writing & creative writing guides

        Wiring The Writing Center

        by Eric Hobson

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      • Enhancing Undergraduate Learning with Information Technology
        Educational equipment & technology, computer-aided learning (CAL)
        January 2002

        Enhancing Undergraduate Learning with Information Technology

        A Workshop Summary

        by Margaret Hilton, Editor, Center for Education, National Research Council

        Enhancing Undergraduate Learning with Information Technology reports on a meeting of scientists, policy makers, and researchers convened to discuss new approaches to undergraduate science, mathematics, and technology education. The goal of the workshop was to inform workshop participants and the public about issues surrounding the use of information technology in education. To reach this goal, the workshop participants paid particular attention to the following issues: What educational technologies currently exist and how they are being used to transform undergraduate science, engineering, mathematics, and technology education; What is known about the potential future impact of information technology on teaching and learning at the undergraduate level; How to evaluate the impact of information technology on teaching and learning; and What the future might hold.

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      • Improving Learning with Information Technology
        Educational equipment & technology, computer-aided learning (CAL)
        May 2002

        Improving Learning with Information Technology

        Report of a Workshop

        by Steering Committee on Improving Learning with Information Technology; Gail E. Pritchard, Editor; National Research Council

        In spring 2000, representatives from the U.S. Department of Education (DOEd) and senior staff at the National Research Council (NRC) recognized a common frustration: that the potential of information technology to transform K-12 education remains unrealized. In fall 2000 the U.S. DOEd formally requested that the National Academies undertake an interdisciplinary project called Improving Learning with Information Technology (ILIT). The project was launched with a symposium on January 24-25, 2001. This report summarizes the proceedings of the symposium and is intended for people interested in considering better strategies for using information technology in the educational arena. While it offers insights from the presenters on both the challenges to and the opportunities for forging a better dialogue among learning scientists, technologists, and educators, it does not contain conclusions or recommendations. Rather, it highlights issues to consider, constituents to engage, and strategies to employ in the effort to build a coalition to harness the power of information technologies for the improvement of American education. Every effort has been made to convey the speakers' content and viewpoints accurately. Recognizing the speculative nature of many of the speaker contributions, most attributions identify a speaker by area of expertise rather than by name. The report reflects the proceedings of the workshop and is not intended to be a comprehensive review of all the issues involved in the project to improve learning with information technology.

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      • Information Technology (IT)-Based Educational Materials
        Educational equipment & technology, computer-aided learning (CAL)
        September 2003

        Information Technology (IT)-Based Educational Materials

        Workshop Report with Recommendations

        by Committee of Achieving Compatibility in IT-Based Educational Materials, National Academy of Engineering Committee on Engineering Education, National Research Council

        In the last half-century, we have witnessed the birth and development of a new era: the information age. Information Technology (IT), the primary vehicle of the information age, has transformed the modern workplace and is pervasive in the development of new knowledge and wealth. IT has also dramatically influenced our capacity to educate. Yet, the application of IT in education has been disorganized and uneven. Pockets of innovation in localized environments are thriving, but the promise of open access, greatly enhanced teaching and learning, and large-scale use has not been realized. IT-Based Educational Materials: Workshop Report with Recommendations identifies critical components that support the development and use of IT-based educational materials. The report points to three high priority action areas that would produce a transitional strategy from our fragmented environment to an IT-transformed future in engineering education--Build Community; Create Organizational Enablers; and Coordinate Action. The report outlines six recommendations, including a call to establish a national laboratory to carry out evidenced-based investigations and other activities to insure interoperability and effective teaching and learning. The report stresses the need to pursue open architectures and to engage multidisciplinary researchers, including social scientists and others who address the transformation of faculty cultures. The report also discusses the need to engage users and developers of the IT-products in activities that are driven by student learning outcomes.

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      • Planning for Two Transformations in Education and Learning Technology
        Educational equipment & technology, computer-aided learning (CAL)
        August 2003

        Planning for Two Transformations in Education and Learning Technology

        Report of a Workshop

        by Roy Pea, Wm. A. Wulf, Stuart W. Elliott, and Martha A. Darling, Editors, Committee on Improving Learning with Information Technology, National Research Council

        In response to concerns about the continued unrealized potential of IT in K-12 education, the National Research Council’s Division of Behavioral and Social Sciences and Education, Center for Education (CFE), Board on Behavioral, Cognitive, and Sensory Sciences (BBCSS), and Computer Science and Telecommunications Board (CSTB) undertook a collaborative project to help the IT, education research, and practitioner communities work together to find ways of improving the use of IT in K-12 education for the benefit of all students.

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      • The Power of Video Technology in International Comparative Research in Education
        Educational equipment & technology, computer-aided learning (CAL)
        July 2001

        The Power of Video Technology in International Comparative Research in Education

        by Board on International Comparative Studies in Education, Monica Ulewicz and Alexandra Beatty, Editors, Board on Testing and Assessment, Center for Education, National Research Council

        Video technology offers a number of important potential benefits to researchers and policy makers interested in international comparative research. However, a number of practical and methodological issues remain to be addressed, including sample sizes and the confidentiality of research participants. In light of the potential benefits and recognizing the unresolved issues, the Board on International Comparative Studies in Education (BICSE) offers four recommendations to researchers, funding agencies, and policy makers.

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