|
Showing 1 - 11 of
11 matches in All Departments
Improving Classroom Learning with ICT examines the ways in which
ICT can be used in the classroom to enhance teaching and learning
in different settings and across different subjects. Weaving
together evidence of teachers' and learners' experiences of ICT,
the authors: explain why the process of integrating ICT is not
straightforward; discuss whether hardware and infrastructure alone
are sufficient to ensure full integration and exploitation of ICT
investment; emphasise the pivotal role that teachers play in
supporting learning with ICT across the curriculum; argue that
teachers need a greater understanding of how to put ICT to use in
teaching and learning; highlight that out-of-school use of ICT has
an impact on in-school learning; consider what kinds of
professional development are most effective in supporting teachers
to use technologies creatively and productively. Case studies are
used to illustrate key issues and to elaborate a range of
theoretical ideas that can be used in the classroom. This book will
be of interest to all those concerned with maximising the benefits
of ICT in the classroom.
With a contemporary overview of global social policy formation, the
third edition of this leading textbook identifies key issues,
debates and priorities for action in social policy across the
Global South and North. Accessible and lively, it incorporates
seven new chapters covering theory, social justice, climate,
migration, gender, young people and water, energy and food. The
original chapters have also been fully updated to reflect major
developments in the fast-changing world of global social policy.
Key features include: * overview and summary boxes to bookend each
chapter; * questions for discussion and follow-up activities; *
further reading and resources. Exploring what it means to locate
human welfare within a global framework of social policy analysis
and action, this textbook offers a perfect guide for curious
students.
With a contemporary overview of global social policy formation, the
third edition of this leading textbook identifies key issues,
debates and priorities for action in social policy across the
Global South and North. Accessible and lively, it incorporates
seven new chapters covering theory, social justice, climate,
migration, gender, young people and water, energy and food. The
original chapters have also been fully updated to reflect major
developments in the fast-changing world of global social policy.
Key features include: * overview and summary boxes to bookend each
chapter; * questions for discussion and follow-up activities; *
further reading and resources. Exploring what it means to locate
human welfare within a global framework of social policy analysis
and action, this textbook offers a perfect guide for curious
students.
Drawing from work on mobilities and geographies of the lifecourse,
this collection is concerned with the ways in which age, as a
relational concept, is constructed and played out in mobile urban
space. With studies of ageing and mobility often focusing on
discrete age groups, most notably children and older people, this
study seeks to fill a gap in existing literature by exploring
mobility in relation to the lifecourse and generation, looking not
only at the margins. Whilst some generations are increasingly
mobile, others are less so and this disparity in mobility
opportunity is relational as age is relational. This book addresses
gaps in knowledge in relational geographies of ageing, whilst
contributing to literature on mobility and transport, in particular
the burgeoning field of mobility (in)justice. Here mobility is
considered in its broadest sense, for example in relation to the
movement or lack of movement of bodies and to computer-mediated
intergenerational communications. Through focusing on urban mobile
spaces, from very local spaces of medical care to global spaces of
migration that are the context for intergenerational mobilities,
this collection explores these interdependencies and considers ways
in which intergenerational mobilities are conceptualised and
researched.
This volume discusses changes in views and attitudes about the work of teachers and how these sociological views and attitudes have asserted themselves in the last decade. The book is organised in three sections. The first lays a theoretical framework by addressing the notion of class and how it affects views of teachers' work. The second section puts the first section's theory into practice through an illustrative analysis of teachers' lives in America and England. The final section focuses on the changes that have affected teachers' work in the 1990s and the world over.
Drawing from work on mobilities and geographies of the lifecourse,
this collection is concerned with the ways in which age, as a
relational concept, is constructed and played out in mobile urban
space. With studies of ageing and mobility often focusing on
discrete age groups, most notably children and older people, this
study seeks to fill a gap in existing literature by exploring
mobility in relation to the lifecourse and generation, looking not
only at the margins. Whilst some generations are increasingly
mobile, others are less so and this disparity in mobility
opportunity is relational as age is relational. This book addresses
gaps in knowledge in relational geographies of ageing, whilst
contributing to literature on mobility and transport, in particular
the burgeoning field of mobility (in)justice. Here mobility is
considered in its broadest sense, for example in relation to the
movement or lack of movement of bodies and to computer-mediated
intergenerational communications. Through focusing on urban mobile
spaces, from very local spaces of medical care to global spaces of
migration that are the context for intergenerational mobilities,
this collection explores these interdependencies and considers ways
in which intergenerational mobilities are conceptualised and
researched.
Improving Classroom Learning with ICT examines the ways in which
ICT can be used in the classroom to enhance teaching and learning
in different settings and across different subjects. Weaving
together evidence of teachers' and learners' experiences of ICT,
the authors: explain why the process of integrating ICT is not
straightforward; discuss whether hardware and infrastructure alone
are sufficient to ensure full integration and exploitation of ICT
investment; emphasise the pivotal role that teachers play in
supporting learning with ICT across the curriculum; argue that
teachers need a greater understanding of how to put ICT to use in
teaching and learning; highlight that out-of-school use of ICT has
an impact on in-school learning; consider what kinds of
professional development are most effective in supporting teachers
to use technologies creatively and productively. Case studies are
used to illustrate key issues and to elaborate a range of
theoretical ideas that can be used in the classroom. This book will
be of interest to all those concerned with maximising the benefits
of ICT in the classroom.
This book is an outcome of the work of the EU Erasmus Thematic
Network, GENIE - Globalisation and Europeanisation Network in
Education. Globalisation and Europeanisation were not just the
topic of its work, but also the medium: collaborative production by
European scholars. The chapters will spark debate around
globalisation, Europeanisation and education.
|
You may like...
Loot
Nadine Gordimer
Paperback
(2)
R398
R330
Discovery Miles 3 300
|