Because of the nature of their subject, technology teachers have found ways to make learning active and exciting, often through new activities and projects that have real-world relevance. As technology fields grow, the success of technology teachers is tied in with innovation rather than the accomplishments of the past. Advanced Teaching Methods for the Technology Classroom provides a comprehensive, critical approach to meeting the new challenges of technology in the classroom. This book gathers together research on technology methods, principles, and content, and acts as a reference source for proven and innovative methods. Advanced Teaching Methods for the Technology Classroom presents an introduction to teaching educational technology, design, and engineering. It also contains strategies for innovation by examining the what, why, and how of technology education.

What constitutes "good thinking"? How do analytical, practical, and creative thinkers differ? Which teaching strategies promote thinking to learn as well as learning to think? Can asking the right kinds of questions enhance student thinking? In what ways do tests squelch creative and insightful problem solving? Why do some good thinkers fail? How can teachers prepare for the challenges of teaching for thinking? The authors consider these issues and others as they explore the thinking classroom. Richly illustrated with lively classroom vignettes and inventive teaching activities, this volume is undergirded with an empirically validated and classroom-tested psychological theory that lays out the three ways of thinking and the cognitive processes that underlie them.

Most new psychology instructors enter their first undergraduate classrooms with little or no formal preparation for their role as a teacher. The goal of this book is to review the body of teaching research that is available as well as some of the well-accepted lore, so as to make the first foray into teaching psychology a positive experience.

The course in this volume asks the fundamental questions: What is writing (and what might it be for those entering the university), what are its possible uses (both inside and outside the academy), and how it might be valued (what makes
writing good, and good for what)? The course described in these pages was developed in the context of the distinctive and influential NYU writing program. And from within that program, Kristin Dombek and Scott Herndon have created an intriguing and compelling course, one they have designed and taught and presented to others, a course that negotiates the wonderful (and surprising) conjunction of grammar, theory, and popular culture. In the current academic market, books like this are few and far between. It is not a textbook, yet it is a book addressed to teachers
and students.

From the Introduction:
Schooling is one of the top domestic policy issues of the day, and testing and the effectiveness of teaching, broadly considered, are among the top issues in education. Nearly all states have developed standards and have begun state testing programs in the last several years. The 2002 federal No Child Left Behind act makes testing and accountability policies even more crucial because poorly performing schools may be closed; already many failing schools must allow and pay for their students to attend successful schools.