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Theory to Practice: From Pod casting to Wiki’s - Exploring the Potential of Current and Emerging Technologies in 21st Century Classrooms.
PROCEEDINGS

, , , Virginia Tech, United States ; , University of North Carolina at Charlotte, United States ; , Virginia Tech, United States ; , Georgia State University, United States ; , Virginia Tech, United States

Society for Information Technology & Teacher Education International Conference, in Orlando, Florida, USA ISBN 978-1-880094-58-7 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This session is designed to explore visions of the possible with regard to current and emerging technologies' potential in 21st century classrooms. The guiding question at the heart of this paper is: how can teacher educators identify, model and facilitate ways to implement current and emerging technologies to support teaching and learning in a meaningful and practical manner? This session will seek to: (a) establish a clear philosophical and theoretical foundation for the implementation of emerging digital technologies; and (b) identify and evaluate the use of current and emerging technologies designed to foster inquiry, perspective taking, and meaning making. The current and emerging technologies to be examined will include adaptive hypermedia, blogs, digital story telling, instant messaging, multimedia tutorials, online conferencing, online games, PDAs, podcasting, social networking, ubiquitous computing, and wiki's

Citation

Hicks, D., Doolittle, P., Evans, M., Friedman, A., Snediker, T., Lee, J. & Potter, K. (2006). Theory to Practice: From Pod casting to Wiki’s - Exploring the Potential of Current and Emerging Technologies in 21st Century Classrooms. In C. Crawford, R. Carlsen, K. McFerrin, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2006--Society for Information Technology & Teacher Education International Conference (pp. 2244-2249). Orlando, Florida, USA: Association for the Advancement of Computing in Education (AACE). Retrieved October 19, 2019 from .

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