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TEACHERS DISCOVERING COMPUTERS: INTEGRATING TECHNOLOGY IN A CHANGING WORLD, EIGHTH EDITION introduces future educators to technology and digital media in order to help them successfully teach the current generation of digital students.
Technologists and inventors are usually so carried away with their innovation that they totally overlook the customs and ambitions of the user community they wish to uplift. The culture of underdeveloped nations may serve as barriers against technological progress and various marketing approaches. A guide like this is long overdue, encouraging and creating the essential interaction between two different worlds, before expensive development projects are launched.
This is achieved in explaining the norms, values and beliefs of selected African cultures. Case studies of both failures and successes of envisaged technological developments are cited, lifting out essential elements by way of entertaining examples. Reference is also made to successful self-help food-production projects launched in India and Nigeria.
Essential Interplay of Technology and Culture skilfully depicts current shortcomings to be mastered by engineers and marketers, who wish to spread their wings beyond their borders. The reverse is also true, since simple English is used to assist rural communities to understand what is required by developers to achieve mutual success.
Mathematics for Young Learners, A Guide for South African Educators is designed to be used by students in training and by teachers in service in early childhood education and Grade R. It was developed in line with the requirements set out by the Curriculum and Assessment Policy Statement (CAPS), which sets out the curriculum for Foundation Phase mathematics. To the student, this text introduces the excitement and extensiveness of mathematics experiences in programmes for young children. For teachers in the field, it presents an organised, sequential approach to creating a developmentally appropriate mathematics curriculum for preschool and primary school children.
In Learning Transported, Jaime Donally introduced teachers to augmented, virtual and mixed realities, establishing a foundation for any classroom teacher to incorporate immersive tech into the curriculum. But educators are not limited to using a single tool for a specific task. This is where The Immersive Classroom comes in. Our classrooms are full of individuals who learn in diverse ways, and educators need creative teaching approaches to enrich learning for struggling students. When applied effectively, immersive technology in teaching can target students' interest, provide flexibility for a range of skill levels and empower students' choice in their learning. This book will highlight the possibilities of immersive technology to make a greater impact and reach all student populations. With this book, readers will gain insights into customizing tools through app hacking and app smashing, and discover how pushing the use of augmented reality (AR) and virtual reality (VR) tools beyond their intended purpose can maximize their benefits, helping meet the needs of all students.
This practical guide outlines a vision for online and distance STEM learning at the elementary level, with creative activities based on eight STEM themes. Online and distance learning may sound fairly straightforward. Instead of learning in a classroom setting, students learn at home with the assistance of online resources. But classroom learning does not always translate easily to online settings, particularly at the elementary level where children should be actively engaging in activities, exploration and discussion. For STEM subjects, integration across subjects, settings and play-based versus traditional learning present opportunities for young learners to engage in age-appropriate online and distance learning. This book features eight creative, integrated STEM lessons, including ideas for designing a zoo, learning to garden, exploring the night sky and more. Each lesson offers online, traditional and hands-on components, with connections to the ISTE Standards and STEM standards across elementary grades. Each of the eight lessons includes: An overview of materials, resources, time and supervision needed. Suggested resources to explore, such as simulations and virtual field trips. Supplementary learning materials such as questions and quizzes. Ideas for games and reinforcement. Hands-on activities and engineering design challenges. Connections to various content areas as well as children's books, movies and art to keep the learning going after the lesson is completed. Concluding with a model for designing online and distance STEM learning for elementary-aged children, this book will support teachers and parents in designing the types of resources and learning experiences they need for elementary students' distance learning.
This new edition of the popular book No Fear Coding offers new research, updated tools and more cross-curricular connections for K-5 teachers to integrate into their classes. Coding has become an essential skill for finding solutions to everyday problems, while computational thinking (CT) teaches reasoning and creativity, and offers an innovative approach to demonstrating content knowledge and seeing mathematical processes in action. No-Fear Coding introduced many K-5 educators to ways to bring coding into their curriculum by embedding computational thinking skills into activities for different content areas. The new, expanded edition of this popular book features updated tools and resources, with more discussion about the features of each resource and the concepts each one can teach. It incorporates the latest research on computational thinking and deepens coverage of the ISTE Standards for Students. Also new in this edition: Suggestions for extending CT to more subjects, such as music, art and physical education, and an explanation of how CT can be used in special education. Expanded coverage of teaching CT offline to help students apply it without digital technology. Ideas on how to alleviate fear about the subject matter, as well as how a busy educator might incorporate more content into their already intense curriculum. Insights into helping children become active creators rather than passive users of technology, especially important today as we spend hours on devices and many children face challenges with anxiety and ADHD. Discussion of how coding and CT help children develop the executive functioning skills that are critical in early childhood. Tips on demystifying basic coding concepts so that teachers are comfortable teaching these concepts to their students. No-Fear Coding, Second Edition will help build students' coding and CT knowledge to prepare them for the middle grades and beyond.
Tap the power of emotional intelligence and watch school-wide achievement soar! `Bringing all this information together in one spot is quite a contribution... There isn't too much research or theory here, but lots of emphasis on 'What can I do on Monday?' -David A. Squires, Associate Professor, Southern Connecticut State University, New Haven `I highlighted at least two dozen specific ideas that I will implement in my classroom next year.' -Steve Reifman, Teacher, Santa Monica-Malibu Unified School District, CA `Relevant and meaningful for today's educators.' -Beverly Eidmann, Principal, Arvada Middle School, CO `Useful, unique (not a crowded field at all!), practical, clearly written.' -Robert DiGiulio, Professor of Education, Johnson State College This comprehensive guide to emotional intelligence (EI) is a state-of-the-art collection of proven best practices from the field's best and brightest minds. Edited by educational leaders Maurice Elias and Harriett Arnold, this guide creates a new gold standard for bringing social-emotional learning into every classroom, with chapters by Daniel Goleman, Rachel Kessler, Marty Sleeper and Margot Strom, Janet Patti, Eliot Rosenbloom, Pam Robbins, Mark Greenberg, Sheldon Berman, Susan Wooley, Rose Reissman, Carol Cummings, and many others. Key features cover: Theory and context for EI, including brain development, multiple intelligences, service and citizenship, school-to-work, and health Teacher preparation and professional development 17 best-practice programs in action, relevant to grades PreK-12 An Application/Reflection Guide for note-taking, follow-up, contacts, and ideas for immediate implementation This book is sure to be an essential resource for all teachers, counselors, and school administrators who want their school communities to educate healthier, more responsible, and more successful students.
'n Versameling van 47 literere tekste, spesifiek uitgesoek deur onderwysers wat Frans as vreemde taal aanbied. Die tekste in hierdie bundel – verteenwoordigend van die Franse en Frankofoniese letterkunde vanaf die 16de eeu tot vandag – behoort die leerder ’n goeie oorsig te gee oor die diversiteit van die Franse taal en sy uiteenlopende sprekers en gebruikers.
After observing teachers and students interact with technology over many years, Liz Kolb began to wonder: How do we move students from a high-attention, low-commitment to learning with digital devices to a high-attention, high-commitment to learning tasks? Her extensive research into this question led to the development of the Triple E Framework (covered in the 2017 ISTE book Learning First, Technology Second), in which the learning goal - not the tool - is the most important element of a given lesson. Understanding how students learn is built into the Triple E Framework, allowing teachers to choose the tool and pedagogical strategies that best fit the learning goal. Ultimately, the Triple E Framework is meant to support the teacher in making choices with technology and instructional strategies based on the learning goal and the science of learning. For Learning First, Technology Second readers, this book will build on their knowledge, providing a brief overview as well as new research, scenarios, cases and ideas for using technology in education. For readers new to the framework, this book will provide all of the essential research and tools mentioned above, along with an overview of the framework, so they can apply what they learn without missing a beat.
Building on their best-selling book Flip Your Classroom: Reach Every Student in Every Class Every Day, flipped education innovators Jonathan Bergmann and Aaron Sams return with a book series that supports flipped learning in the four topic areas of science, math, English and social studies as well as the elementary classroom. In this new book, the authors discuss how educators can successfully apply the flipped classroom model to teaching math. Each chapter offers practical guidance, including how to approach lesson planning, what to do with class time and how the flipped model can work alongside learning through inquiry.
A must-read for incorporating digital literacy into your classroom As the saying goes, "If you want someone to remember something, tell them a story." But if you really want your students to remember what they learn, then let them create their own digital stories. Digital storytelling empowers your students to be confident communicators and creators of media as they gain essential 21st-century literacy skills and reach deeper understandings in all areas of the curriculum. Aligned with refreshed ISTE and Common Core standards, this new edition of Digital Storytelling in the Classroom includes: Practical techniques for combining storytelling with your curriculum content Tips for exploring effective storytelling principles through emerging digital media as well as via traditional literacy skills in reading, writing, speaking, and art Information on relevant copyright and fair use laws Visual aids and video clips that illustrate best practices in multimedia composition A world leader in digital storytelling and a lifelong digital humanist, author Jason Ohler opens the door to a new world of creative teaching and learning for you and your students.
Shows parents and teachers of children from 3 to 6 years of age how to use educational games to help expand and develop intellectual growth.
The ability to use video to communicate has become a basic element of literacy - inside and outside the classroom. This playful, fun-to-read book by award-winning educator Josh Stock shows educators how to make simple videos that explain assignments, welcome students to new schools and grades, differentiate lessons for a range of learning levels and more. The book also helps teachers use video to address common issues like enhancing classroom culture and managing parent communication. Structured like a cookbook, Awesome Sauce discusses both the "why" and the "how" behind the strategies. Each section begins with the story of why Stock uses the strategy, demonstrating what teachers will get out of trying it with their students. These explanations are followed by "how-to" recipes that guide readers in creating the "awesome sauce" their videos will become.
Developments in AI, robotics and big data are changing the nature of education. Yet the implications of these technologies for the teaching profession are uncertain. While most educators remain convinced of the need for human teachers, outside the profession there is growing anticipation of a technological reinvention of the ways in which teaching and learning take place. Through an examination of technological developments such as autonomous classroom robots, intelligent tutoring systems, learning analytics and automated decision-making, Neil Selwyn highlights the need for nuanced discussions around the capacity of AI to replicate the social, emotional and cognitive qualities of human teachers. He pushes conversations about AI and education into the realm of values, judgements and politics, ultimately arguing that the integration of any technology into society must be presented as a choice. Should Robots Replace Teachers? is a must-read for anyone interested in the future of education and work in our increasingly automated times.
Many blended learning initiatives start from the top down and are designed for specific populations or make drastic changes to a school's learning structure. But any K-12 classroom teacher can find ways to leverage blended learning within the four walls of their classroom, regardless of the constructs of their learning environment. All they need is a willingness to rethink their role in the classroom - moving from content deliverer to architect of learning. In The Perfect Blend, you'll learn how to create a "homemade recipe" for effective blended learning within your classroom. Rather than focusing on finding and implementing a specific established model, author Michele Eaton shows teachers how to embrace the flexibility of blended learning to take an active role as a designer of learning in the classroom and, in the process, helping students find their voices as advocates for their education. This book will: provide an accessible resource for teachers beginning to use technology in the classroom as well as master blended teachers looking for new ideas or strategies; include templates and planning tools that can be used as is or modified to fit the needs of your students; and focus on three key aspects of blended learning: understanding and reflecting on your role as a designer of learning experiences, using digital content in the classroom and creating active and intentional learning spaces.
This open access book presents a systematic investigation into internationally comparable data gathered in ICILS 2013. It identifies differences in female and male students' use of, perceptions about, and proficiency in using computer technologies. Teachers' use of computers, and their perceptions regarding the benefits of computer use in education, are also analyzed by gender. When computer technology was first introduced in schools, there was a prevailing belief that information and communication technologies were 'boys' toys'; boys were assumed to have more positive attitudes toward using computer technologies. As computer technologies have become more established throughout societies, gender gaps in students' computer and information literacy appear to be closing, although studies into gender differences remain sparse. The IEA's International Computer and Information Literacy Study (ICILS) is designed to discover how well students are prepared for study, work, and life in the digital age. Despite popular beliefs, a critical finding of ICILS 2013 was that internationally girls tended to score more highly than boys, so why are girls still not entering technology-based careers to the same extent as boys? Readers will learn how male and female students differ in their computer literacy (both general and specialized) and use of computer technology, and how the perceptions held about those technologies vary by gender.
This timely book is a compilation of edited articles by distinguished international scientists discussing global warming, its causes as well as present and future solutions. Social and economic growth at global level is measured in terms of GDP, which requires energy inputs generally based on fossil fuel resources. These, however, are major contributors to increasing levels of CO2, causing 15 tonnes of green house gas emissions per capita. Renewable sources of energy offer an alternative to fossil fuels, and would help reduce this to the 2 tonnes of greenhouse gas emissions per capita per annum needed to achieve sustainable growth. As such, the book discusses the next-generation of biofuels and all related aspects, based on the editors' significant investigations on biofuels over the last 30 years. It also presents the latest research findings from research work carried out by contemporary researchers. Presenting global biofuel perspectives, it examines various issues related to sustainable development of biofuels in the contexts of agriculture, forestry, industry and economic growth. It covers the 1st to 4th generation biofuels, as well as the status of biofuel resources and their potential in carbon neutral economy. Offering a comprehensive, state-of-art overview of current and future biofuels at local and global levels, this book appeals to administrators, policy makers, universities and research institutions.
Digital technologies are a key feature of contemporary education. Schools, colleges and universities operate along high-tech lines, while alternate forms of online education have emerged to challenge the dominance of traditional institutions. According to many experts, the rapid digitization of education over the past ten years has undoubtedly been a good thing . Is Technology Good For Education? offers a critical counterpoint to this received wisdom, challenging some of the central ways in which digital technology is presumed to be positively affecting education. Instead Neil Selwyn considers what is being lost as digital technologies become ever more integral to education provision and engagement. Crucially, he questions the values, agendas and interests that stand to gain most from the rise of digital education. This concise, up-to-the-minute analysis concludes by considering alternate approaches that might be capable of rescuing and perhaps revitalizing the ideals of public education, while not denying the possibilities of digital technology altogether.
In the digital age, schools are a central part of a nationwide effort to make access to technology more equitable, so that all young people, regardless of identity or background, have the opportunity to engage with the technologies that are essential to modern life. Most students, however, come to school with digital knowledge they've already acquired from the range of activities they participate in with peers online. Yet, teachers, as Matthew H. Rafalow reveals in Digital Divisions, interpret these technological skills very differently based on the race and class of their student body. While teachers praise affluent White students for being "innovative" when they bring preexisting and sometimes disruptive tech skills into their classrooms, less affluent students of color do not receive such recognition for the same behavior. Digital skills exhibited by middle class, Asian American students render them "hackers," while the creative digital skills of working-class, Latinx students are either ignored or earn them labels troublemakers. Rafalow finds in his study of three California middle schools that students of all backgrounds use digital technology with sophistication and creativity, but only the teachers in the school serving predominantly White, affluent students help translate the digital skills students develop through their digital play into educational capital. Digital Divisions provides an in-depth look at how teachers operate as gatekeepers for students' potential, reacting differently according to the race and class of their student body. As a result, Rafalow shows us that the digital divide is much more than a matter of access: it's about how schools perceive the value of digital technology and then use them day-to-day.
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