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Internationally, there is a growing body of research about
learners' responses to, and uses of, emerging technologies.
However, the adoption of these technologies in teachers'
professional development is still largely under-researched. Much of
the existing literature still positions teachers as playing
'catch-up' in terms of using technology for teaching and learning
in an ever expanding and changing world, and ignores the roles that
these emerging technologies can play in teacher, and teacher
educator, development and learning. This book aims to address the
lack of research in the area, and it contributes to the new
knowledge area of how emerging technologies can effectively address
professional learning, drawing on case studies and perspectives
from across the world. Contributors use a wide variety of
approaches to analyse the potential for emerging (and established)
technologies, including digital, Web2.0, social media, and IT
tools, to develop 'effective' or 'deep' professional learning for
pre- and in-service teachers and teacher educators. This book was
originally published as a special issue of Professional Development
in Education.
Internationally, there is a growing body of research about
learners' responses to, and uses of, emerging technologies.
However, the adoption of these technologies in teachers'
professional development is still largely under-researched. Much of
the existing literature still positions teachers as playing
'catch-up' in terms of using technology for teaching and learning
in an ever expanding and changing world, and ignores the roles that
these emerging technologies can play in teacher, and teacher
educator, development and learning. This book aims to address the
lack of research in the area, and it contributes to the new
knowledge area of how emerging technologies can effectively address
professional learning, drawing on case studies and perspectives
from across the world. Contributors use a wide variety of
approaches to analyse the potential for emerging (and established)
technologies, including digital, Web2.0, social media, and IT
tools, to develop 'effective' or 'deep' professional learning for
pre- and in-service teachers and teacher educators. This book was
originally published as a special issue of Professional Development
in Education.
While the Student Voice agenda gathers momentum in all sectors of
education in the United Kingdom so too does the degree to which
'Student Voice' comes under the critical gaze of national and
international commentators who narrate its influence on policy as
each successive government in the UK shapes the agenda as they see
fit. The Student Voice movement continues to grow and influence
discussion across all levels of education. Equally, international
responses to Student Voice extend the debate and movement further.
To acknowledge international and UK perspectives, the authors have
developed an edited collection speaking to both the practitioner
and the academic alike. The text offers diverse perspectives with
contributions from internationally acclaimed researchers,
academics, classroom practitioners and learners across a variety of
ages and educational sectors both at local and international
levels. This topical text locates Student Voice within wider
current debates around empowered citizenry and the 'big society'.
The contributions draw upon the relationships between Student Voice
and action research, citizenship, democratic education and
students-as-researchers as well as locating these debates within
international perspectives. It is through the combination of these
perspectives that, as the title of the book suggests, the Student
Voice movement can hope to 'bridge the academic/practitioner
divide'.
Family structures have become increasingly diverse over recent
decades. Examining contemporary theory alongside key terms and
concepts, this new edition explores issues of intimacy, parenting,
cohabitation and media representations. This book provides an
in-depth look at the role of the family in society for all students
of sociology.
For successful classroom teaching, your students need to be engaged
and active learners. In this book, there is practical advice that
is grounded in the realities of teaching in today's classrooms on
how to be an inspirational teacher and produce highly motivated
students. This book contains 220 positive, practical teaching ideas
that are relevant to both new and experienced classroom teachers.
Contents cover: - teaching tools to inspire and captivate -
motivation for learning - engaging learners - how to create a
learning atmosphere - classroom management - cooperative learning -
learning outside of the classroom - moving learners around the room
- assessment for motivation and engagement - feedback and praise -
using emerging technologies to engage - using homework - supporting
learners in learning how to learn - challenging learners of all
abilities With reference to reflective practice, best practice and
Continuing Professional Development (CPD), this book provides
essential support for trainee teachers, new teachers and
experienced teachers looking to extend their repertoire. Warren
Kidd is Senior Lecturer in Post Compulsory Education and Training
at The Cass School of Education, University of East London. Gerry
Czerniawski is Senior Lecturer in Secondary Social Science and
Humanities Education at the Cass School of Education, University of
East London.
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