Titlebook: Contemporary Technologies in Education; Maximizing Student E Olusola O. Adesope,A. G. Rud Book 2019 The Editor(s) (if applicable) and The A

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Toward Understanding the Practice and Potential of Educational Technologies on Our Campuses: Shouldd many have engaged such opportunities. However, there is a reason to engage skepticism when we consider the role of technology in our institutions. I argue that technology cannot be both the . of the learning environment and the . for catalyzing change in higher education. Furthermore, I highlight

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Promoting Engagement Through Participatory Social Practices in Next Generation Social Media Contextging and motivating. Considering the potential for increasing engagement and motivation among students, this understanding should pique the interest of all educators. We can now easily create scenarios in which students are compelled to co-construct the community and context in which they learn. Thi

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Signaling in Disciplinarily-Integrated Games: Challenges in Integrating Proven Cognitive Scaffolds r integrating such signals into digital games for learning has not been explored in similar depth. An experimental study was conducted with sixty-nine middle schoolers to assess the efficacy of using a signaling approach to direct learners’ attention to key conceptual elements within a multi-represe

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Cognitive Tools for Scaffolding Argumentation,econd, it is an instructional strategy for advancing understanding in history, mathematics, science, and many other subjects (“argue to learn”). In this chapter we inquire how educational technologies can advance these interdependent and mutually supportive roles of argumentation. Our focus is on co

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Project-Based Learning Progressions: Identifying the Nodes of Learning in a Project-Based Environments at age levels that range from the elementary-school level to undergraduate college students in STEM career fields. The use of learning progressions as methods of both assessment and instruction is also examined. The chapter describes both learning progressions and project-based learning individu