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Books > Social sciences > Education > Educational resources & technology
A surprising and deeply researched look at how everyone can develop tech fluency by focusing on five easily developed learning habits. Picture a typical computer geek. Likely white, male, and someone you'd say has a "natural instinct" for technology. Yet, after six years teaching technology classes to first-generation, low-income middle school students in Oakland, California, Cassidy Puckett has seen firsthand that being good with technology is not something people are born with-it's something they learn. In Redefining Geek, she overturns the stereotypes around the digitally savvy and identifies the habits that can help everyone cultivate their inner geek. Drawing on observations and interviews with a diverse group of students around the country, Puckett zeroes in on five technology learning habits that enable tech-savvy teens to learn new technologies: a willingness to try and fail, management of frustration and boredom, use of models, and the abilities to use design logic and identify efficiencies. In Redefining Geek, she shows how to measure and build these habits, and she demonstrates how many teens historically marginalized in STEM are already using these habits and would benefit from recognition for their talent, access to further learning opportunities, and support in career pathways. She argues that if we can develop, recognize, and reward these technological learning habits in all kids-especially girls and historically marginalized racial and ethnic groups-we can address many educational inequities and disparities in STEM. Revealing how being good with technology is not about natural ability but habit and persistence, Redefining Geek speaks to the ongoing conversation on equity in technology education and argues for a more inclusive technology learning experience for all students.
Do you have a great teaching idea but no way to pay for it? No problem! A successful grant proposal can be the answer. Get Money for Your Classroom guides you through each step of the grant-writing process, answering common questions and providing examples from real, successful grant proposals. The first half of the book breaks down the "nuts and bolts" of a grant application; the second half introduces the author's MONEY TALKS acronym to illustrate ten important tips for writing a successful grant application: M: Make Time T: Tell a Story O: Obey the Application Rules A: Ask for Action Items N: Never Start New L: Learn What's Funded E: Everybody Involved K: Keep Trying Y: Youth Input S: Show Sustainability Each chapter is full of examples-what to do and what to avoid-from the author's own grant applications. The book's appendix includes a list of national and regional grant programs appropriate for teachers. These helpful resources and the author's practical advice will give you the confidence and motivation to start applying on your own!
This volume provides a state of the art overview of Online Intercultural Exchange (OIE) in university education and demonstrates how educators can use OIE to address current challenges in university contexts such as internationalisation, virtual mobility and intercultural foreign language education. Since the 1990s, educators have been using virtual interaction to bring their classes into contact with geographically distant partner classes to create opportunities for authentic communication, meaningful collaboration and first-hand experience of working and learning with partners from other cultural backgrounds. Online exchange projects of this nature can contribute to the development of learner autonomy, linguistic accuracy, intercultural awareness, intercultural skills and electronic literacies. Online Intercultural Exchange has now reached a stage where it is moving beyond individual classroom initiatives and is assuming a role as a major tool for internationalization, intercultural development and virtual mobility in universities around the globe. This volume reports qualitative and quantitative findings on the impact of OIE on universities in Europe and elsewhere and offers comprehensive guidance on using OIE at both pedagogical and technological levels. It provides theoretically-informed accounts of Online Intercultural Exchanges which will relevant to researchers in Computer Assisted Language Learning, Computer-Mediated Communication, or Virtual Education. Finally, contributors offer a collection of practitioner-authored and practically-oriented case studies for the benefit of teachers of foreign languages or in other subject areas who wish to engage in developing the digital literacy and intercultural competences of their learners.
Effective use of ICT can enhance many dyslexic pupils' access to the curriculum, but it has to be used appropriately. This book will be useful to all teachers, teaching assistants, SENCOs and parents who are keen to have practical advice on how to help a child in this way. Full of strategies and suggestions that are based on the author's extensive classroom experience, this accessible book is suitable for the ICT novice and more advanced user alike. The book has been fully updated to guide the user through the maze of hardware and software currently available, identifying those most suitable for different Key Stages and curriculum subjects as well as providing ICT solutions to the problems of assessing and screening for dyslexia.
Every educator's imaginative instincts will be guided by this book's practical design method, which harnesses the power of play for student learning. Teachers from all disciplines and levels can create a full spectrum of engaging exercises through the authors' six accessible ALLURE steps: Ask where to apply the play. List the mental moves. Link the mental moves to the play. Understand how the learning principles operate. Run the activity-game. Evaluate the learner experience. Along with principles from game-based learning pedagogy, readers will explore a framework of original complex mechanic teaching templates, which help their fledgling instructional activities cross the bridge into fully formed games. Beginners and veterans will find multiple entry points, from adding a single playful element (student roles to discussions) to more elaborate designs (riddles and simulations). They will also learn different levels of producing physical tabletop components (cards, board, plastic pieces) or light digital options (discussion board riddles, Google Slides games). Born from the authors' extensive experiences running professional development workshops, this guide has been frequently requested by teachers at the secondary school and college levels, librarians, instructional designers, and others caught by the allure of educational games and play. Book Features: Offers hands-on, practical advice about how to be more playful with your students, with a focus on nondigital activities and games. Written in the language of instructional design, not game design, so knowledge about games is not required (nor any technology). Provides creative instructional techniques that will boost student engagement for both in-person and online instruction. Includes more than two dozen original illustrations and designs to aid understanding. Addresses the need for accessible, inclusive learning environments.
Effective school leadership is effective leadership, regardless of where it occurs In March 2020, there was no manual for leading schools and school systems during a pandemic. School leaders had to figure things out as the crisis unfolded. But starting now, leaders have the opportunity to prepare for leading schools through distance learning with purpose and intent-using what works best to accelerate students' learning all the while maintaining an indelible focus on equity. Harnessing the insights and experience of renowned educators Douglas Fisher, Nancy Frey, and John Hattie, The Distance Learning Playbook for School Leaders applies the wisdom and evidence of the VISIBLE LEARNING (R) research to understand what works best. Spanning topics from school climate at a distance, leader credibility, care for self and colleagues, instructional leadership teams, stakeholder advisory groups, and virtual visibility, this comprehensive playbook details the research- and evidence-based strategies school leaders can mobilize to lead the delivery of high-impact learning in an online, virtual, and distributed environment. This powerful guide includes: Actionable insights and hands-on steps for each module to help school leaders realize the evidence-based leadership practices that result in meaningful learning in a distance environment Discussion of equity challenges associated with distance learning, along with examples of how leaders can work to ensure that equity gains that have been realized are not lost. Analysis of the mindsets that empower leaders to manage change, rather than technology Space to write and reflect on current practices and plan future leadership strategies The mindframes for distance learning that serve leaders well in any instructional setting and will position schools after the pandemic to come back better than they were before The Distance Learning Playbook for School Leaders is the essential hands-on guide to leading school and school systems from a distance and delivering on the promise of equitable, quality learning experiences for students.
The technologies of the Internet and multimedia have generated a rapid shift to the use of online learning materials in education, training and commerce. As a result managers and developers are often finding themselves having to make decisions without adequate background information of the field, or a full understanding of the management approaches to it. The second edition of this clear-sighted book addresses the issues of digitally delivered education and provides a comprehensive guide to the issues, principles, best practices and skills required to succeed in the new digital education age.
Mobile Learning in Schools explores the potential for using mobile devices in diverse school and college settings around the globe. It evaluates the exciting opportunities mobile initiatives bring and shares experience of where things can go wrong, in order to ensure that those embarking on new projects are fully informed. Drawing on a wide range of international perspectives, it unpicks knotty sociocultural issues, including lack of sustainability, behavioural and ethical concerns, and explores successful student learning. Key issues considered include: mobile learning in primary schools teaching and learning with mobile devices in secondary schools opportunities inside and outside school pedagogical principles and sustainability mobile learning for initial teacher training and CPD ethical considerations behaviour matters - disruption, plagiarism, cheating, cyberbullying assessing mobile learning. With annotated further reading and questions to trigger reflection and further discussion amongst readers, this thought-provoking text provides a detailed survey of this often controversial topic. It is essential reading for all those engaged in understanding the potential for using mobile devices to support students' learning.
The coverage of this book will provide an ideal text for use during
departmental meetings for all curriculum subjects where ICT is an
issue. It can also be used as a reference text for school based
mentors taking part in the teacher training process. As well as
discussing the effective teaching of ICT as a curriculum subject,
the author uses sample case studies to illustrate the wider role at
Key Stages 3 and 4, for GCSE and for post-16 in the form of VCE. He
also advises on the teacher training process; the primary/secondary
transfer; issues related to interface design; hardware and software
provision; and the assessment, recording and reporting of ICT
capability.
Mobile technologies are one of the fastest growing areas of technology in education. For learners, they offer an appealing opportunity to transcend teacher-defined knowledge and approaches by being able to access multiple, alternative sources of information anytime and anywhere. While the pace of engagement with and research into the educational applications of mobile technologies has picked up dramatically in the last decade, there is no consolidated view of how to sustain the practices or opportunities that are being explored. Sustainability is a complex but crucial issue in mobile learning as educational institutions are usually required to make substantial investments in mobile devices and associated technologies, time and training to initiate mobile learning programs. The complexity of sustainable mobile learning programs is further exacerbated by the fast pace of change of digital technologies, where with every change, new possibilities are opened up and investments required. In addition, educators are still attempting to reconcile institutions of formal education with informal mobile learning. The book addresses these issues, with a particular focus on: exploring the challenges surrounding the sustainability of mobile learning in K-12 and higher education investigating the importance of sustaining mobile learning for diverse populations of students globally discussing theoretical models for the sustainability of mobile learning providing the reader with strategies for sustaining mobile learning. Presenting new research alongside theoretical models and ideas for practice, the book will appeal to researchers, academics, and postgraduate students in the fields of education and mobile learning, as well as those working in teacher education.
This book focuses on how technology may create new learning
environments and enhance basic learning processes. The book
identifies and informs some of the strategic decisions involved in
designing and implementing new technology to enhance learning. It
also examines specific learning applications of TEL in order to
understand the context of different learning environments, as well
as some of the critical lessons learned in designing these
environments. Mixing both conceptual perspectives and actual case
experiences should create different learning opportunities for the
reader.
This book focuses on how technology may create new learning
environments and enhance basic learning processes. The book
identifies and informs some of the strategic decisions involved in
designing and implementing new technology to enhance learning. It
also examines specific learning applications of TEL in order to
understand the context of different learning environments, as well
as some of the critical lessons learned in designing these
environments. Mixing both conceptual perspectives and actual case
experiences should create different learning opportunities for the
reader.
Renowned author Deborah Blaz once again provides practical suggestions to help you engage your students in foreign language learning. In this book, she provides examples of over 90 classroom strategies and activities and links them all to the ACTFL Standards.
In the 21st century technology has become an essential part of teaching and learning. This manual provides practical advice on teaching in a wide range of technologies, including the internet and multimedia packages. Using case studies to illustrate the key concepts, this book aims to promote student learning and understanding, and show educators how to use technology to motivate learners and encourage productive interaction.
In the 21st century technology has become an essential part of teaching and learning. This manual provides practical advice on teaching in a wide range of technologies, including the internet and multimedia packages. Using case studies to illustrate the key concepts, this book aims to promote student learning and understanding, and show educators how to use technology to motivate learners and encourage productive interaction.
Teachers are now expected to use technology to enhance students' learning, but what does this mean in the classroom and how can you apply it effectively to subject teaching? This book, for pre-service and qualified teachers, offers you a guide for using technology in primary and secondary schools, including how to decide which technology resource to use, safeguarding and ethical considerations and computer coding in the classroom. Further guidance is provided on using technology across the learning areas of literacy, mathematics, STEM and the arts. Key features include: * Classroom scenarios which tackle common challenges faced by teachers and how to resolve them * Examples of best practice technology use in early childhood settings, primary and secondary classrooms * A future-proofed approach focusing on theory-informed best practice in an ever-changing world of devices and software Essential reading for pre-service teacher education students in both primary and secondary education courses on undergraduate and postgraduate routes into teaching and for qualified teachers looking to deepen their professional knowledge. Joanne Blannin is Senior Lecturer in Digital Transformations at Monash University.
The explosive development of the Internet and ICT means that many teachers are now aware of the possibilities that the Internet offers in schools. However, many remain unfamiliar with the Web. Others, having got online, are now seeking guidance on how to get even more from the Internet.;This book is written for all of these people. Whether a novice or a seasoned surfer, this practical, down-to-earth and straightforward guide should help readers to get to grips with the Internet in all aspects of teaching. It offers practical suggestions for improving the use of the Internet, online resources and ICT in teaching, planning and professional life.;Fully updated, the book has been expanded to include national curriculum materials and lesson plans, alongside an invaluable, jargon-free guide to the nuts-and-bolts of using the Internet in schools. The key features included are: lesson plans and online teaching resources for Key Stages 3 & 4; curriculum activities in mathematics, English, science, citizenship, geography, history, design & technology, modern foreign languages, music, RE and art & design; lesson preparation and activity notes; links to DfEE schemes of work; well-established and proven Web resources; tried and tested advice from practising teachers; and tips on getting online and using Web facilities productively.
A guide to developing Web-based learning materials, this work provides proven advice, tools and techniques to allow readers to harness the potential of on-line methods of instruction and education. Taking a simple step-by-step approach, the book handholds readers from the basics through to developing learning systems, and operating and managing computer managed learning. There is an accompanying Web site with reviews of supporting software packages and other links.
An exploration of the teaching and learning material available on the Internet. It provides practical information on the appropriate way to handle and use the Internet as a delivery tool in education, and considers the implications that this will have on the role and relationship of the teacher and learner. Written in a jargon-free style, this third edition has been rewritten to bring it up to date with developments, improvements and techniques for using the Internet.
A guide to teaching and learning online. It presents a wide range of experience and research findings from leading practitioners and organizations around the world, including case studies from the Open University, the BBC, ICL and leading international academics.
A discussion of Information and Communications Technologies (ICT) and language learning, aimed at researchers and practitioners in the field. It deals with developments in Europe, with the majority of the chapters focusing on the results of collaborative international projects. |
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