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This book explores technology-supported andragogical and
pedagogical approaches that facilitate teamwork, collaboration,
communication, and problem-solving opportunities in diverse
disciplines. Collaboration and communication skills are not
typically developed in traditional STEM instructional practices.The
purpose of the book includes expanding the learning science
research base regarding how learning principles and strategies,
including structured, collaborative, active, contextual, and
engaging instructional settings, can support foundational STEM
instruction and improve student interest and achievement. The
chapters are classified into three categories: (a) empirical
studies exploring the manner in which technology-enabled
pedagogical principles and practices facilitate student interest in
STEM courses, (b) exploration of logistical factors associated with
revisioning STEM education and (c) theoretical underpinnings and
literature review of digitally-mediated team learning. The book
showcases full-length manuscripts advancing transformative
approaches for technology-enhanced team learning within STEM
disciplines. Contributions have been sought from interdisciplinary
researchers, developers, and educators who engage in the research,
development, and practice of adaptable digital environments for
highly-effective, rewarding, and scalable team-based and
collaborative learning. These include such topics as real-time
tools for teams in classroom settings; learning analytics;
effective technology-enabled pedagogies; and technology-enabled,
collaborative, pedagogical approaches to broaden participation in
STEM disciplines. Promising approaches and technologies to advance
digitally-mediated team and collaborative learning are explored
including learning analytics to form effective learning teams.
Further, innovative cyber-assisted observation approaches for
diagnostic/assessment observation and interaction with student
teams, educational data mining of large volumes of collected data,
and leveraging. The book will be of interest to Higher Education
Faculty in STEM, Learning Scientist, and K-12 educators and
learning coaches.
This book explores technology-supported andragogical and
pedagogical approaches that facilitate teamwork, collaboration,
communication, and problem-solving opportunities in diverse
disciplines. Collaboration and communication skills are not
typically developed in traditional STEM instructional practices.The
purpose of the book includes expanding the learning science
research base regarding how learning principles and strategies,
including structured, collaborative, active, contextual, and
engaging instructional settings, can support foundational STEM
instruction and improve student interest and achievement. The
chapters are classified into three categories: (a) empirical
studies exploring the manner in which technology-enabled
pedagogical principles and practices facilitate student interest in
STEM courses, (b) exploration of logistical factors associated with
revisioning STEM education and (c) theoretical underpinnings and
literature review of digitally-mediated team learning. The book
showcases full-length manuscripts advancing transformative
approaches for technology-enhanced team learning within STEM
disciplines. Contributions have been sought from interdisciplinary
researchers, developers, and educators who engage in the research,
development, and practice of adaptable digital environments for
highly-effective, rewarding, and scalable team-based and
collaborative learning. These include such topics as real-time
tools for teams in classroom settings; learning analytics;
effective technology-enabled pedagogies; and technology-enabled,
collaborative, pedagogical approaches to broaden participation in
STEM disciplines. Promising approaches and technologies to advance
digitally-mediated team and collaborative learning are explored
including learning analytics to form effective learning teams.
Further, innovative cyber-assisted observation approaches for
diagnostic/assessment observation and interaction with student
teams, educational data mining of large volumes of collected data,
and leveraging. The book will be of interest to Higher Education
Faculty in STEM, Learning Scientist, and K-12 educators and
learning coaches.
Engaging students with primary sources fosters inquiry, critical
thinking, and deductive reasoning skills, all of which are vitally
important to success in school and beyond. Simply inserting primary
sources into the classroom is not enough. This resource uses the
best of emerging Internet applications (Web 2.0) to capture the
interest of today's students who have grown up using diverse
technologies and multiple applications such as podcasts, social
networks, social bookmarks, digital curation, and blogs. Readers
will learn about the SOURCES Framework, an innovative approach for
scaffolding inquiry-rich social studies instructional practices.
Filled with multiple classroom-ready examples that seamlessly
integrate Web 2.0 applications, the authors provide readers with
the tools and confidence to create instructional opportunities to
engage learners in authentic historical inquiry. The goal is to
give students the skills and knowledge necessary to think
critically, engage with sources, and create authentic,
evidence-based narratives. Book Features: Offers effective and
engaging methods for teaching with primary and secondary sources
while seamlessly integrating emerging technologies. Fosters
critical thinking skills and deductive reasoning skills while
allowing instructors an opportunity to personalize learning
environments. Provides students with opportunities to authentically
construct historical narratives, replicating methods utilized by
historians. Introduces an innovative framework for teaching with
primary and secondary sources. Includes web links to make it easy
for the reader to see examples and resources and video
walk-throughs related to many of the Web 2.0 tools.
National efforts have been made to encourage technology integration
in teacher preparation with expectations for frequent and
successful applications with K-12 learners. While online learning
has become pervasive in many fields in education, it has been
somewhat slow to catch on in K-12 settings. The Handbook of
Research on Emerging Practices and Methods for K-12 Online and
Blended Learning is a collection of innovative research on the
applications of technology in online and blended learning
environments in order to develop quality courses, explore how
content is delivered across disciplines and settings, and support
the formation of relationships and enrichment opportunities. While
highlighting topics including learning initiatives, institutional
policies, and program structures, this book is ideally designed for
teachers, principals, early childhood development centers,
university faculty, administrators, policymakers, researchers, and
practitioners.
The integration of technology in classrooms is rapidly emerging as
a way to provide more educational opportunities for students. As
virtual learning environments become more popular, evaluating the
impact of this technology on student success is vital. Exploring
the Effectiveness of Online Education in K-12 Environments combines
empirical evidence and best practices in current K-12 distance
learning and virtual schools. Emphasizing current research and
opportunities, this book is an all-inclusive reference source for
administrators, teachers, researchers, teacher educators, and
policymakers interested in the development and implementation of
blended and electronic learning in primary and secondary education.
Preface Also By F. Kenneth Hare, Gilbert F. White, John K. Wright.
While online learning has become pervasive in many fields in higher
education, it has been adopted somewhat slower in teacher
education. In addition, more research is needed to empirically
evaluate the effectiveness of online education in teacher
preparation. Teacher Education Programs and Online Learning Tools:
Innovations in Teacher Preparation presents information about
current online practices and research in teacher education
programs, and explores the opportunities, methods, and issues
surrounding technologically innovative opportunities in teacher
preparation. It presents empirical evidence of teacher candidate
learning and assessment in the context of various online aspects of
teacher licensure.
Preface Also By F. Kenneth Hare, Gilbert F. White, John K. Wright.
Engaging students with primary sources fosters inquiry, critical
thinking, and deductive reasoning skills, all of which are vitally
important to success in school and beyond. Simply inserting primary
sources into the classroom is not enough. This resource uses the
best of emerging Internet applications (Web 2.0) to capture the
interest of today's students who have grown up using diverse
technologies and multiple applications such as podcasts, social
networks, social bookmarks, digital curation, and blogs. Readers
will learn about the SOURCES Framework, an innovative approach for
scaffolding inquiry-rich social studies instructional practices.
Filled with multiple classroom-ready examples that seamlessly
integrate Web 2.0 applications, the authors provide readers with
the tools and confidence to create instructional opportunities to
engage learners in authentic historical inquiry. The goal is to
give students the skills and knowledge necessary to think
critically, engage with sources, and create authentic,
evidence-based narratives. Book Features: Offers effective and
engaging methods for teaching with primary and secondary sources
while seamlessly integrating emerging technologies. Fosters
critical thinking skills and deductive reasoning skills while
allowing instructors an opportunity to personalize learning
environments. Provides students with opportunities to authentically
construct historical narratives, replicating methods utilized by
historians. Introduces an innovative framework for teaching with
primary and secondary sources. Includes web links to make it easy
for the reader to see examples and resources and video
walk-throughs related to many of the Web 2.0 tools.
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