Literaturnachweis - Detailanzeige
| Autor/inn/en | Kelly, Suzanne; Dobler, Elizabeth |
|---|---|
| Titel | Technology with intention. Designing meaningful literacy and technology integration. |
| Quelle | Portsmouth, NH: Heinemann Publishing (2021), X, 86 S. |
| Reihe | Not this, but that. |
| Beigaben | Literaturangaben |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| ISBN | 9780325118659 (Taschenbuch) |
| Schlagwörter | Computers and literacy; Anthologie; Language arts; Computer-assisted instruction; Educational technology; Effective teaching; Intentionality (Philosophy); Erziehung |
| Abstract | Introduction / Nell K. Duke -- What technology is (and isn't yet) -- Understanding teachers' discomfort with technology -- Acknowledging the digital divide -- How are you currently using technology to teach? -- Inequal access -- Teachers' understanding of tech & effective literacy teaching -- Digital literacy is a teaching expectation -- Inquiry-based learning with tech -- Digital games for literacy learning -- Technology paired with instruction works best -- Universal design for learning (UDL) with technology -- The technology-integrated planning cycle -- Guidelines for using and choosing tech tools -- Where does technology lead us now? -- Intentionality is critical -- Addressing the digital divide -- Will technology deepen students' learning experience? -- Digital reading to build background knowledge -- Digital tools that enhance metacognition -- Digital collaboration -- Digital publishing -- Monitoring for engagement and purpose -- Afterword / M. Colleen Cruz. Most teachers either forgo technology ("teaching without tech") and/or submit to "tech without teaching"--school initiatives of skill and drill ed tech programs (Xtra Math, Raz Kids, Accelerated Reader, etc.). There isn't enough teacher and student initiated use of technology as a flexible, content-specific tool. This book shows how technology tools can increase access and choice in literacy learning"--Provided by publisher. |
| Erfasst von | Library of Congress, Washington, DC |
| Update | 2022/4/11 |
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