“These chapters offer innovative insights for restoring meaning to learning. They show that the answer to ‘How can new technologies support inquiry?’ lies not in the hardware or software, but in the beliefs and values of students, teachers, and administrators. These findings are essential for anyone interested in the potential of new learning technologies.”
—Bertram C. Bruce, University of Illinois at Urbana-Champaign

Many school districts are discovering that providing computer technology and using technology to improve student learning are two very different things. In this book, national experts use concrete examples to describe specific knowledge, beliefs, and strategies that will enable teachers and district leaders to support meaningful learning using technology. Chapters examine the intersection between course content, types of technology, and the supports and professional development required to effectively implement technology in the K–12 classroom. This authoritative volume:

• Explores how technology can contribute to meaningful learning, achieving deep understanding of complex ideas that are relevant to students’ lives.
• Chronicles the effectiveness of specific technology-based curricula in the sciences and social studies, with a focus on history.
• Suggests models and approaches for teacher professional development, including a “Meaningful Learning Toolbox” where teachers can co-author web-based curriculum units.

Additional contributors: Mark Baildon • Robert B. Bain • John E. Bell • James Damico • Nicole C. Ellefson • Kenneth A. Frank • Marcia C. Linn • Shannan McNair • Nancy Butler Songer • Raven M. Wallace • Martha Stone Wiske • Yong Zhao

Elizabeth A. Ashburn is director of Project TIME and the Battle Creek Teaching American History Project.Robert E. Floden is professor of Teacher Education, Educational Psychology, and Measurement & Quantitative Methods at Michigan State University.