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Active learning and emerging technologies are enhancing student learning though an explicit intentional educational design such as Flipping the Classroom and Project Based Learning to empower students. In this chapter, the authors describe an active learning classroom and emerging technologies that support learning for the 21st century. Using vignettes, the authors model how the metacognitive teacher supports the use of emerging technologies for active learning using the Metacognitive Technological Pedagogical Content Knowledge Framework (M-TPACK) (Wilson, Zygouris-Coe, Cardullo, & Fong, 2013). Finally, the authors describe Blooms Taxonomy (Bloom et al., 1956) for active learning and make connections to emerging technologies and the level of integration using the SAMR Model: Substitution, Augmentation, Modification, and Redefinition (Puentedura, 2006).

Emerging technologies enhance student learning through the explicit intentional educational design such as Active Learning Classrooms, Flipped Classrooms, Problem Based Learning, and Project Based Learning to empower students. Throughout this article, we will describe several emerging technologies that support learning for the 21st century using student-centered learning models. By means of vignettes, we model how a Metacognitive Technological Pedagogical Content Knowledge Framework (M-TPACK) supports the use of emerging technologies for active learning (Wilson, Zygouris-Coe, Cardullo, & Fong, 2013). Throughout all of the vignettes, we draw connections to the various emerging technologies and the level of integration using both Blooms Taxonomy (Bloom et al., 1956) and the SAMR Model: Substitution, Augmentation, Modification, and Redefinition (Puentedura, 2006).

Despite a push to develop high levels of active engagement in learning by helping students reflect, refine and extend their ideas through effective questioning strategies, evidence suggests that teacher-dominated interaction patterns permeate classroom instruction. This Initiate, Respond and Evaluate process leads students to maintain a passive stance towards learning and non-engagement with text. As a result students fail to develop the strategies to solve comprehension problems and monitor their own learning with text. In contrast, effective, active instructional patterns provide students with opportunities to negotiate textual meaning. Through the use of the Question as Thinking framework we provide teachers with tools to enable pupils to reflect on their reading and understanding of expository texts. This article describes a framework for questioning designed to assist in the development of an active instructional pattern promoting the joint negotiation of meaning.

Metacognition, or "thinking about thinking," is the process of monitoring and regulating cognition. In classroom settings, monitoring and regulating both require students to be active learners as they engage in challenging tasks. When students engaged in metacognition monitor, they are checking their understanding; when they regulate, they choose appropriate strategies for improving understanding (Schraw, 2002). In other words, students monitor comprehension by assessing their progress toward learning goals, and they regulate by making decisions about strategies to help them achieve performance tasks. As students become aware of their own thinking, or metacognition, they are better able to determine how to locate the information they need to craft a response or determine whether their responses make sense. Helping students understand their own thinking enables them to become better learners (Costa, 1991). As they engage in metacognition, students are focused on active learning and performance. Focusing on performance is a key to successfully motivating and teaching middle grades students. Performance goals help students develop a stronger sense of self-efficacy, a construct strongly related to academic achievement (Midgley, Anderman, & Hicks, 1995). The purpose of this article is to present Questioning as Thinking (QAT), a metacognitive framework that helps teachers and students focus on performance. QAT combines components of three widely-used strategies: Think-Alouds, Question Answer Relationships (QAR) (Raphael, 1986), and Self-Questioning. Together, these three strategies give students and teachers the language and processes for explicitly monitoring and regulating cognition. In addition, students and teachers engage in active learning when they implement these strategies, which may lead to improved student performance and achievement. The article describes QAT and its benefits, using vignettes from two middle grades teachers, Jennifer and Barbara (pseudonyms are used for all names), who implemented the framework in their classrooms. Introducing Questioning as Thinking (QAT) Barbara, a seventh and eighth grade science teacher, and Jennifer, a seventh and eighth grade language arts teacher, team-teach in a rural Midwestern middle school. They are also members of the school leadership team and have worked together to improve literacy across the content areas at their school. Barbara and Jennifer see learning as something that requires reasoning, flexible thinking, problem solving, and reflection (Rice & Dolgin, 2005), and they understand that early adolescence is a time of great intellectual growth during which students benefit from active learning experiences (Kellough & Kellough, 2008). Barbara and Jennifer had wanted to find a metacognitive framework that would guide their students in becoming active learners who think about text, and they found Questioning as Thinking (QAT). QAT is a metacognitive framework that allows teachers and students to actively incorporate strategies for asking and answering questions. In the first vignette, Jennifer is modeling active reading for her students using QAT (Figure 1). She has created a learning environment in which students are encouraged to take on challenging tasks, process deeply, and focus on performance so that they can feel good about themselves as students as they become independent thinkers and learners; her students are engaging in metacognition (Midgley, Anderman & Hicks, 1995). Notice how Jennifer shares her thinking about the text with students as she asks questions that monitor and regulate her thinking. Questioning is an effective place to begin metacognition instruction because it is a daily part of the school experience (Neufeld, 2005). Teachers ask students questions to assess comprehension of text, lecture, and hands-on experience. The application of different types of questions leads to the implementation of different metacognitive strategies. …

This study examined how content area teachers' literacy knowledge developed during a yearlong professional development initiative focused on using the framework of Question-Answer Relationships (QAR) within explicit instruction. The initiative focused on the metacognitive thinking in which teachers engage during QAR instruction. The participating teachers' knowledge development was measured through their metacognitive understandings as demonstrated by lesson plans and reflective comments. Findings indicate that teachers' metacognitive understanding of the QAR strategy was demonstrated through their declarative and procedural understandings. Teachers successfully enacted a literacy strategy in their content classrooms, understanding that students would become more actively engaged and metacognitive about the content being learned. لقد استقصت هذه الدراسة الطريقة التي تطورت فيها معرفة القراءة والكتابة في مجال المحتوى لدى المعلمين في مبادرة التطور الحرفي مدتها سنة كاملة المركزة على إطار العلاقة بين السؤال والجواب (ع س ج) في التعليم المباشر. وقد ركزت المبادرة على التفكير ما وراء المعرفة الذي يقوم به المعلمون في تعليم ع س ج. وقد تم تقدير تطور معرفة المعلمين المشتركين من خلال مفاهيمهم بما وراء المعرفة كما ظهرت في الخطط الدراسية والتعليقات المتأملة. وتشير النتائج إلى أن فهم المعلمين بما وراء المعرفة في استراتيجية ع س ج كان معروضا في فهمهم الجهري والعملي. وقد تم تفعيل استراتيجية معرفية في صفوف محتواهم بالنجاح على علم بأن الطلاب سينشغلون بشكل فعال في المحتوى الذي يتعلمونه ويتأملونه بشكل أكثر. 本研究考查学科教师如何在为期一年的初步专业发展中建立他们的读写教学知识，该专业发展主要是使用「问答关系」的教学框架进行明示教学，并着重教师在「问答关系」教学时所作的元认知思维。测量教师的读写教学知识发展，是根据他们的教案和自我反思评语中所展示出他们对元认知的理解。 研究结果显示，教师通过陈述性及程序性理解展示他们在「问答关系」教学策略方面的元认知认识。教师在学科教室里能成功地实行一项读写教学策略，并清楚知道学生会因此而变得更主动地学习，更会运用元认知思维来学习学科内容。 Cette etude examine comment les connaissances en litteratie de professeurs de diverses disciplines se sont developpees lors d'un projet de developpement professionnel d'une duree d'un an centre sur l'utilisation de la structure des relations question-r&eponse (QAR). Le projet etait centre sur la reflexion metacognitive dans laquelle les professeurs s'engagent pendant l'enseignement de QAR. Le developpement des connaissances des enseignants qui y ont participe a ete mesure par leur comprehension metacognitive telle qu'apparue dans la planification de lecons et les commentaires emis. Les resultats montrent que la comprehension metacognitive des professeurs de la strategie QAR est mise en evidence par leur comprehension declarative et procedurale. Les professeurs ont reussi a mettre en œuvre une strategie de litteratie dans leur classe, ayant compris que les eleves s'engageraient plus activement et seraient plus metacognitifs vis-a-vis de la matiere a apprendre. Исследование посвящено становлению знаний в области развития грамотности у учителей-предметников в ходе годичного проекта профессионального развития, посвященного использованию базовой схемы Вопрос – Ответ – Взаимоотношения (QAR) в формате прямого обучения. Исследователей, в основном, интересовала метакогнитивная деятельность учителей, применявших QAR-стратегию. Становление знаний учителей-участников проекта измерялось через их метакогнитивную деятельность, отражавшуюся в планах уроков и рефлексивных комментариях. Было обнаружено, что метакогнитивное понимание учителями QAR-стратегии проявлялось и декларативно и процедурно. Учителя успешно применяли ее на своих уроках, понимая, что благодаря этой стратегии их ученики станут учиться активнее и осознаннее. Este estudio examino como se desarrollo el conocimiento de competencias de maestros de areas de contenido durante un procedimiento inicial de desarrollo profesional enfocado en el uso de Question-Answer Relationships (la relacion entre preguntas y respuestas) dentro de la instruccion explicita. Este procedimiento se enfoco en el pensamiento meta cognitivo que los maestros usan al ensenar usando QAR. El desarrollo del conocimiento de los maestros que participaron en el estudio fue medido usando su entendimiento de su conciencia del proceso de aprendizaje segun lo demostraron en sus preparaciones de lecciones y sus comentarios de reflexion. Los resultados indican que el entendimiento meta cognitivo de las estrategias de QAR de los maestros se podia ver en sus entendimientos declarativos y procesales. Los maestros pudieron producir estrategias de alfabetizacion exitosamente en sus aulas de contenido, mostrando que entendian que los estudiantes participarian mas y estarian mas concientes del proceso de aprendizaje en el area de contenido que estan estudiando.

Preparing teachers to integrate iPads into the classroom requires designing professional development that supports teacher knowledge development as well as the development of a teacher as metacognitive. In this chapter, the authors describe training and support that builds teachers' development of a Metacognitive Technological Pedagogical Framework (M-TPACK) for integrating iPads. The professional development emphasizes the metacognitive teacher with positive dispositions towards technology integration as a key factor in ensuring that teachers implement knowledge of content, technology, pedagogy, and students. Finally, this chapter presents authentic and relevant examples for teacher development with mobile technologies.

E-readers are changing the nature of learning in our classrooms and the nature of classroom instruction. E-readers create a learning environment that prepares students to live in a world where technology is ever-changing and learning is constantly evolving. In this chapter, the authors introduce a pedagogical framework for teaching using e-readers. The complexity of developing and implementing a pedagogical framework using the ever-changing technology of e-readers requires a teacher who is metacognitive. This model emphasizes the metacognitive teacher, putting dispositions at the center of the framework. The metacognitive teacher is informed by her content knowledge, pedagogical knowledge, technological knowledge, and knowledge of students.

The clinical manifestations of cholera are largely attributable to the actions of a secreted hexameric AB{sub 5} enterotoxin (choleragen). We have solved the three-dimensional structure of choleragen at 2.5 {Angstrom} resolution and compared the refined coordinates with those of choleragenoid (isolated B pentamer) and the heat-labile enterotoxin from Escherichia coli (LT). The crystalline coordinates provide a detailed view of the stereochemistry implicated in binding to GM1 gangliosides and in carrying out ADP-ribosylation. The A2 chain of choleragen, in contrast to that of LT, is a nearly continuous {alpha}-helix with an interpretable carboxyl tail.