Experiences in the Field: The Evolution of a Teacher Technology Professional Development Model

Authors

M. Brooke Robertshaw, Utah State University
Andrew Walker, Utah State UniversityFollow
Mimi Recker, Utah State UniversityFollow
Heather Leary, Utah State UniversityFollow
Linda Sellers, Utah State UniversityFollow

Document Type

Contribution to Book

Journal/Book Title/Conference

New Science of Learning: Cognition, Computers, and Collaboration in Education

Editor

Myint Swe Khine & Issa M. Saleh

Publisher

Springer

Publication Date

2010

First Page

307

Last Page

324

Abstract

The New Science of Learning: Cognition, Computers and Collaboration in Education deftly explores the multiple relationships found among these critical elements in students’ increasingly complex and multi-paced educational experience. Starting with instructors’ insights into the cognitive effects of digital media—a diverse range of viewpoints with little consensus—this cutting-edge resource acknowledges the double-edged potential inherent in computer-based education and its role in shaping students’ thinking capabilities.

Comments

Originally published by Springer. isbn 978-1-4419-5715-3

Recommended Citation

Robertshaw, M.B., Walker, A., Recker., M., Leary, H. & Sellers, L. (2010). Experiences in the field: The evolution of a teacher technology professional development model. In Myint Swe Khine & Issa M. Saleh (Eds.), New science of learning: Cognition, computers, and collaboration in education: p. 307-324. New York: Springer.