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Improving Schools with Blended Learning is specifically designed to
address the important issues needed to successfully modernise
education within the context of technological change. It does this
by first providing a clear roadmap for designing Blended Learning
environments able to respond to the technological imperatives
challenging schools at present, and then illustrating this roadmap
via specific, original research that details the 'how to' aspects
of a successful technology-based design process. School leaders,
teachers, teacher education students and researchers will all find
highly relevant information about how to manage for disruption in
the new and informative approach to Blended Learning (BL) they will
discover in this book. This book arose from two different research
projects the authors have been pursuing over the last 3-5 years,
including school improvement research and Blended Learning research
designed to investigate the role of technology in effective
teaching and learning. By combining the insights gained from these
two different research areas, this book is able to present a novel
understanding of BL that is both insightful and clearly
evidence-based. Improving Schools with Blended Learning also
provides several original contributions to specific knowledge in
the areas of BL and school improvement that most educators will
find highly useful, including the use of BL schemas, a clear and
extended BL continuum, how to measure and evaluate the success of
BL, how to scaffold teacher ICT knowledge and skills, and a
specific process for contextualising applied BL in relation to the
'disruption' imperatives of the Knowledge Economy.
Improving Schools with Blended Learning is specifically designed to
address the important issues needed to successfully modernise
education within the context of technological change. It does this
by first providing a clear roadmap for designing Blended Learning
environments able to respond to the technological imperatives
challenging schools at present, and then illustrating this roadmap
via specific, original research that details the 'how to' aspects
of a successful technology-based design process. School leaders,
teachers, teacher education students and researchers will all find
highly relevant information about how to manage for disruption in
the new and informative approach to Blended Learning (BL) they will
discover in this book. This book arose from two different research
projects the authors have been pursuing over the last 3-5 years,
including school improvement research and Blended Learning research
designed to investigate the role of technology in effective
teaching and learning. By combining the insights gained from these
two different research areas, this book is able to present a novel
understanding of BL that is both insightful and clearly
evidence-based. Improving Schools with Blended Learning also
provides several original contributions to specific knowledge in
the areas of BL and school improvement that most educators will
find highly useful, including the use of BL schemas, a clear and
extended BL continuum, how to measure and evaluate the success of
BL, how to scaffold teacher ICT knowledge and skills, and a
specific process for contextualising applied BL in relation to the
'disruption' imperatives of the Knowledge Economy.
In the last decade in Australia teacher education has undergone
numerous critical reviews, yet little on the teacher education
front appears to have changed. Related to this, the teaching
profession's struggles to cope with a changing world have been
publicly documented and an increasing push for improved school
outcomes from Australian governments, at both the state and federal
level, appear as regular pieces in the national press. This forms a
complex situation involving competing concerns, and raises
questions concerning what to make of the situation and how to move
teacher education forward in Australia. This book seeks to answer
these questions by providing an evidence-based framework for
investigating and directing teacher education practice into the
future.
Teacher and student interaction occur in a complex and dynamic
environment. Managing with Mindfulness: Connecting with Students in
the 21st Century draws on educational psychology, duty-of-care
principles and mindfulness practices to introduce the
Control/Connect continuum as a model designed to foster inclusive
classroom practices for the contemporary classroom. Addressing
topics such as communication, positive relationships, emotional
literacy, motivation and classroom behaviours, the work is written
to support Initial Teacher Education students in their transition
to practice. Framed by the Australian Professional Standards for
Teachers, Graduate level, this new textbook integrates the
theoretical contexts of classroom management with the needs of
contemporary teachers, as situated within the historical context of
21st century teaching and learning. The text is supported
throughout with engaging and thought-provoking case studies and
activities, thinking points and end-of-chapter review questions
that encourage reflection on key concepts and practices.
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