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Meaningful Learning with Technology (3rd Edition) Paperback – June 11, 2007

ISBN-13: 978-0132393959 ISBN-10: 0132393956 Edition: 3rd

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Meaningful Learning with Technology (3rd Edition) + Teaching and Learning at a Distance: Foundations of Distance Education (5th Edition) + Publication Manual of the American Psychological Association, 6th Edition
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Product Details

  • Paperback: 288 pages
  • Publisher: Prentice Hall; 3 edition (June 11, 2007)
  • Language: English
  • ISBN-10: 0132393956
  • ISBN-13: 978-0132393959
  • Product Dimensions: 8.8 x 7.5 x 0.5 inches
  • Shipping Weight: 14.4 ounces
  • Average Customer Review: 4.2 out of 5 stars  See all reviews (8 customer reviews)
  • Amazon Best Sellers Rank: #1,055,405 in Books (See Top 100 in Books)

Editorial Reviews

From the Back Cover

Learn how teachers can use different technologies to engage and support meaningful student learning. Meaningful Learning with Technology, Fourth Edition, grounded in constructivist teaching, is organized around learning processes such as inquiring, experimenting, writing, modeling, community building, communicating, designing, visualizing, and assessing. Numerous examples from teachers in K-12 classrooms, offer a clear understanding of how technology can be used with all students across grade levels.


New to the Fourth Edition:

A Focus on 21st Century Classroom Instruction

    • Gain an understanding of major educational technology and learning standards

        through the review and discussion of three alternative conceptions and standards

        for meaningful learning: ISTE NETS, 21st Century Skills, and Technological

        Pedagogical Content Knowledge (TPACK).

    • See practical examples of how various types of learning activities can align

        with NETS and 21st Century Skills in every chapter.

    • Identify critical issues involved with information literacy and learn effective

        ways to provide support through an expanded section on information literacy


    • See how the most current technologies can enable teaching and learning

        through a strong focus on social educational networking and Web 2.0 tools

        for learning and collaboration.


A Focus on Practical Technology Application

       • Assessing Characteristics of Meaningful Learning rubrics provide teachers

          with practical tools they need to begin analyzing and assessing the quality of

          their teaching.

      • Examples given to support the learning technologies described in the text

        have been updated to feature more primary grade elementary students’

        meaningful learning with technology.

    • An increased emphasis on high quality, practical application of technologies

        that many teachers currently have available and use for instruction, such as

        interactive whiteboards, PowerPoint, and more, offers readers ideas that can

        be directly applied in the classroom.

--This text refers to an alternate Paperback edition.

About the Author

Jane L. Howland, Ph.D., is an Associate Teaching Professor in the School of Information Science and Learning Technologies at the University of Missouri. After teaching kindergarten and multi-age classrooms at the Stephens College Children’s School, Dr. Howland earned her doctorate in Information Science and Learning Technologies from the University of Missouri.  She has developed and teaches graduate courses related to the use of learning technologies, with an emphasis on K-12 learning environments. Dr. Howland’s current work focuses on designing and evaluating online learning environments in K-12 and higher education. She has been PI on federally funded research projects related to faculty development in using and modeling technology use with preservice teachers and with K-12 teachers’ use of technology for assessing student learning.


Dr. David Jonassen is Curators’ Professor at the University of Missouri where he teaches in the areas of Learning Technologies and Educational Psychology.  Since earning his doctorate in educational media and experimental educational psychology from Temple University, Dr. Jonassen has taught at the University of Missouri, Pennsylvania State University, University of Colorado, the University of Twente in the Netherlands, the University of North Carolina at Greensboro, and Syracuse University.  He has published 35 books and hundreds of articles, papers, and reports on text design, task analysis, instructional design, computer-based learning, hypermedia, constructivism, cognitive tools, and problem solving. His current research focuses on the cognitive processes engaged by problem solving and models and methods for supporting those processes during learning, culminating in the book, Learning to Solve Problems: A Handbook for D e signing Pro b lem-Solving Learning Environments.


Rose M. Marra, Ph.D., is an Associate Professor at the University of Missouri in the School of Information Science and Learning Technologies. Dr. Marra teaches courses on assessment, evaluation and the design and implementation of effective online learning experiences. She holds a Masters degree in Computer Science and worked as a software engineer for AT&T Bell Laboratories before completing her Ph.D. and beginning her career in academia at Penn State University in their College of Engineering. At Penn State, she began her advocacy for and research into women and girls in STEM careers. Specific research interests include factors that influence persistence of women in STEM, women’s self-efficacy in studying and completing STEM degrees, gender differences in perceptions of STEM classroom climates, and the epistemological development of college students. Dr. Marra has been PI or Co-PI on numerous funded research projects including the Assessing Women and Men in Engineering ( and the National Girls Collaborative Project (

--This text refers to an alternate Paperback edition.

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Customer Reviews

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Most Helpful Customer Reviews

15 of 16 people found the following review helpful By Dr. W. G. Covington, Jr. on September 5, 2009
Format: Paperback Verified Purchase
This book concludes by explaining how technology is changing the roles of teachers and students as systems continue evolving. It is not uncommon for students to be so technologically savvy that they are on par or better skilled at using emerging technology than teachers. In the new paradigm, teachers realistically serve as "artibers" of knowledge, helping students to seek meaningful learning experiences through a less structured curriculum. The role of the student shifts,in that greater responsibility rests with the individual seeking to maximize learning opporutunities. We're reminded that any time the potential for reward exists, there is risk and such is the case in this emerging paradigm.

Early in the book, the authors make their case, stating, "rather than abstracting ideas in rules that are memorized and then applied to other canned problems, learning should be embedded in real-life, useful contexts for learners to practice using those ideas" (p. 4). A distinction between learning with technology as opposed to learning from it is discussed.

This book is filled with examples of how this paradigm if being implemented in myriad disciplines. It is well-documented and easy to read. This is a timely contribution to an ever-emerging field of inquiry.
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This book is very challenging to read if you do not have any prior background in technology. The professor explained all the information that needed to be retained from the book.
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By Theresa on December 2, 2013
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easy to unerstand most of the time; I am not technologically as adept as some of the younger student sin my class but I understood most of this book
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By shearert on December 5, 2012
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Whether you're familiar with how to incorporate technology into your classroom or not this book is a great guide to help you with that. It has lots of great resources and also explains how each functions very well. Really enjoyed this book.
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