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The plugged-in professor : tips and techniques for teaching with social media /
New technologies are transforming the way students work. The Plugged in Professor provides a timely and exceptional resource for using social media and other new technologies to help college students meet both general and discipline-specific objectives. The title covers techniques built around well-...
| Clasificación: | Libro Electrónico |
|---|---|
| Otros Autores: | , |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Oxford :
Chandos Publishing,
2013.
|
| Colección: | Chandos social media series.
|
| Temas: | |
| Acceso en línea: | Texto completo |
MARC
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| 020 | |z 184334694X |q (print) | ||
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| 049 | |a UAMI | ||
| 245 | 0 | 4 | |a The plugged-in professor : |b tips and techniques for teaching with social media / |c edited by Sharmila P. Ferris and Hilary A. Wilder. |
| 260 | |a Oxford : |b Chandos Publishing, |c 2013. | ||
| 300 | |a 1 online resource (330 pages) | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a computer |b c |2 rdamedia | ||
| 338 | |a online resource |b cr |2 rdacarrier | ||
| 490 | 1 | |a Chandos Social Media Series | |
| 504 | |a Includes bibliographical references and index. | ||
| 520 | |a New technologies are transforming the way students work. The Plugged in Professor provides a timely and exceptional resource for using social media and other new technologies to help college students meet both general and discipline-specific objectives. The title covers techniques built around well-known social networking technologies, as well as other emerging technologies such as mobile phone and tablet apps. With a practical focus and reader-friendly format, this book shows educators how to apply techniques in each technology, and includes clear student learning objectives and step-by-step directions. | ||
| 505 | 0 | |a Part 1: Writing, research, and information fluency; Chapter 1: Writing for Wikipedia: co-constructing knowledge and writing for a public audience; Chapter 2: Organizing with Pinterest and Delicious; Chapter 3: Students' inadequate exposure to learning technology: overcoming the pedagogical challenge using wikis; Chapter 4: Collecting and analyzing primary sources; Chapter 5: Unraveling the research process: social bookmarking and collaborative learning. | |
| 505 | 0 | |a Part 2: Communication and collaboration; 2A Communication, oral and written; Chapter 6: Using Wimba Voice Board to facilitate foreign language conversation courses; Chapter 7: Web conferencing and peer feedback; Chapter 8: Learning through YouTube; Chapter 9: Wiki-workshopping: using Wikispaces for peer writing workshops; 2B Collaboration; Chapter 10: Using persistent wikis as a pedagogical resource; Chapter 11: Social media and public speaking: student-produced multimedia informative presentations; Chapter 12: Collaborative presentations using Google DocsChapter 13: Cooperative study blog. | |
| 505 | 0 | |a Part 3: Critical thinking and creativity; 3A Critical thinking; Chapter 14: Using Facebook to apply social learning theory; Chapter 15: Technology as a tool to develop problem-solving skills in general chemistry; Chapter 16: Communicating experiential learning through an online portfolio in Tumblr; Chapter 17: The Biology Taboo Wiktionary: a tool for improving student comprehension of key terminology in introductory biology courses; 3B Creativity; Chapter 18: Mobile digital storytelling in the second language classroomChapter 19: Creating a video dialogue with streaming video clips; Chapter 20: Remix as an educational activity; Chapter 21: Using Twitter to assist students in writing a concise nut graph. | |
| 505 | 0 | |a Part 4: Integrative learning; Chapter 22: Using simulation, video sharing, and discussion threads for practice-based skills; Chapter 23: Using Facebook Mobile as a tool to create a virtual learning community for pre-service teachers; Chapter 24: Using social software tools to facilitate peer e-mentoring and self-reflection among students on practicumChapter 25: Using opinion leaders on Twitter to amplify PR and marketing messages; Index. | |
| 588 | 0 | |a Print version record. | |
| 590 | |a eBooks on EBSCOhost |b EBSCO eBook Subscription Academic Collection - Worldwide | ||
| 590 | |a ProQuest Ebook Central |b Ebook Central Academic Complete | ||
| 650 | 0 | |a Educational technology. | |
| 650 | 0 | |a Social media. | |
| 650 | 0 | |a Internet in education. | |
| 650 | 0 | |a Education |x Computer-assisted instruction. | |
| 650 | 6 | |a Technologie éducative. | |
| 650 | 6 | |a Médias sociaux. | |
| 650 | 6 | |a Internet en éducation. | |
| 650 | 7 | |a social media. |2 aat | |
| 650 | 7 | |a EDUCATION |x Higher. |2 bisacsh | |
| 650 | 7 | |a Education |x Computer-assisted instruction |2 fast | |
| 650 | 7 | |a Educational technology |2 fast | |
| 650 | 7 | |a Internet in education |2 fast | |
| 650 | 7 | |a Social media |2 fast | |
| 655 | 7 | |a dissertations. |2 aat | |
| 655 | 7 | |a Academic theses |2 fast | |
| 655 | 7 | |a Academic theses. |2 lcgft | |
| 655 | 7 | |a Thèses et écrits académiques. |2 rvmgf | |
| 700 | 1 | |a Ferris, Sharmila Pixy, |e editor. | |
| 700 | 1 | |a Wilder, Hilary Anne, |e editor. | |
| 758 | |i has work: |a Plugged-In Professor (Text) |1 https://id.oclc.org/worldcat/entity/E39PCGTHTfGwV7hv4XD8p9g9Xd |4 https://id.oclc.org/worldcat/ontology/hasWork | ||
| 776 | 0 | 8 | |i Print version: |t Plugged-in professor. |d Oxford : Chandos Publishing, 2013 |z 9781843346944 |w (OCoLC)842877114 |
| 830 | 0 | |a Chandos social media series. | |
| 856 | 4 | 0 | |u https://ebookcentral.uam.elogim.com/lib/uam-ebooks/detail.action?docID=1574982 |z Texto completo |
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| 938 | |a ProQuest MyiLibrary Digital eBook Collection |b IDEB |n cis26861065 | ||
| 938 | |a Internet Archive |b INAR |n pluggedinprofess0000unse | ||
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| 994 | |a 92 |b IZTAP | ||