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Best Practices for Technology-Enhanced Teaching and LearningConnecting to Psychology and the Social Sciences$
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Dana S. Dunn, Janie H. Wilson, James Freeman, and Jeffrey R. Stowell

Print publication date: 2011

Print ISBN-13: 9780199733187

Published to Oxford Scholarship Online: March 2015

DOI: 10.1093/acprof:osobl/9780199733187.001.0001

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PRINTED FROM OXFORD SCHOLARSHIP ONLINE (oxford.universitypressscholarship.com). (c) Copyright Oxford University Press, 2021. All Rights Reserved. An individual user may print out a PDF of a single chapter of a monograph in OSO for personal use. date: 24 January 2021

A Brief Stroll down Random Access Memory Lane

A Brief Stroll down Random Access Memory Lane

Implications for Teaching with Technology

Chapter:
(p.35) 3 A Brief Stroll down Random Access Memory Lane
Source:
Best Practices for Technology-Enhanced Teaching and Learning
Author(s):

Bernard C. Beins

Publisher:
Oxford University Press
DOI:10.1093/acprof:osobl/9780199733187.003.0003

This chapter discusses how various types of technological tools evolved into regular use in the classrooms where psychology and other disciplines were taught. Topics covered include what constitutes technology; psychologists' use of technology in pedagogy; and what teachers want to accomplish.

Keywords:   instructional technology, psychology, pedagogy, teaching

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