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Learning First, Technology Second : The Educator's Guide to Designing Authentic Lessons /
Learning with technology doesn't happen because a specific tool "revolutionizes" education. It happens when proven teaching strategies intersect with technology tools, and yet it's not uncommon for teachers to use a tool because it's "fun" or because the developer...
| Autor principal: | |
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| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Eugene :
ISTE,
2017.
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| Colección: | Book collections on Project MUSE.
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| Temas: | |
| Acceso en línea: | Texto completo |
MARC
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| 040 | |a MdBmJHUP |c MdBmJHUP | ||
| 100 | 1 | |a Kolb, Liz. | |
| 245 | 1 | 0 | |a Learning First, Technology Second : |b The Educator's Guide to Designing Authentic Lessons / |c Liz Kolb. |
| 264 | 1 | |a Eugene : |b ISTE, |c 2017. | |
| 264 | 3 | |a Baltimore, Md. : |b Project MUSE, |c 0000 | |
| 264 | 4 | |c ©2017. | |
| 300 | |a 1 online resource. | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a computer |b c |2 rdamedia | ||
| 338 | |a online resource |b cr |2 rdacarrier | ||
| 505 | 0 | |a Intro; Title Page; Copyright; About ISTE; About the Author; Acknowledgments; Dedication; Contents; Introduction Designing Lessons for Authentic Engagement; The Pitfalls of False Engagement; Authentic and Measurable Learning with the Triple E Framework; What's in This Book; Chapter 1 What We Know About Technology Integration; Instructional Strategies in Technology Integration; Engagement; Access; Application of Use; Authenticity and Prior Knowledge; The Significance of Co-Use; Chapter Take-Aways; Chapter 2 Building on the Current Frameworks; TPACK Framework; TIM Framework; SAMR Model | |
| 505 | 0 | |a A Framework That Focuses on Learning GoalsChapter Take-Aways; Chapter 3 The Triple E Framework and the ISTE Student Standards; Components of the Framework; How the Framework Aligns with the ISTE Student Standards; Chapter Take-Aways; Chapter 4 Defining Engagement; Active and Social Engagement; Time-on-Task: Focus on Learning Goals; Strategies to Promote Engagement; A Look at Tools That Promote Engagement; Scenarios of Engagement; Engagement Overview; Chapter Take-Aways; Chapter 5 Defining Enhancement; Adding Value; Scaffolds and Supports to Deepen Learning | |
| 505 | 0 | |a A Look at Tools That Promote EnhancementScenarios of Enhancement; Enhancement Overview; Chapter Take-Aways; Chapter 6 Defining Extension; Authenticity Is Key; A Look at Tools That Promote Extension; Scenarios of Extension; Extension Overview; Chapter Take-Aways; Chapter 7 The Triple E Measurement Tool; Using the Measurement Tool; Reading Results; Revisiting Scenarios; Chapter Take-Aways; Chapter 8 Examples from the Field; Case Study 1: Scavenger Hunting for French Cultural Connections; Case Study 2: PLTW Sun, Moon, and Stars; Case Study 3: Flint Water Crisis: A Project-Based Unit | |
| 505 | 0 | |a Case Study 4: Elapsed Time and Sled Dog RacingCase Study 5: UN Poets; Case Study 6: Bridge Challenge Project; Case Study 7: Life Science and Storybooks; Case Study 8: All-American Road Trip; Case Study 9: Graphing Stories; Case Study 10: Civilization Creation; Case Study 11: E-Mentors; Case Study 12: Simulated Gaming; Chapter Take-Aways; Chapter 9 Instructional Support Strategies; Instructional Strategies; Adding Value and Integrating Strategy; Chapter Take-Aways; Chapter 10 Evaluating Software for Learning; Evaluation of a Tool Using the Triple E Framework; Online Resources | |
| 505 | 0 | |a Chapter Take-AwaysAppendix A Lesson Planning Template Based on the Framework; Example Lesson Plan; Appendix B References; Index | |
| 520 | |a Learning with technology doesn't happen because a specific tool "revolutionizes" education. It happens when proven teaching strategies intersect with technology tools, and yet it's not uncommon for teachers to use a tool because it's "fun" or because the developer promises it will help students learn. Learning First, Technology Second offers teachers the professional learning they need to move from arbitrary uses of technology in their classrooms to thoughtful ways of adding value to student learning. This book includes: •An introduction to the Triple E Framework that helps teachers engage students in time-on-task learning, enhance learning experiences beyond traditional means and extend learning opportunities to bridge classroom learning with students' everyday lives.•Effective strategies for using technology to create authentic learning experiences for their students.•Case studies to guide appropriate tech integration.•A lesson planning template to show teachers how to effectively frame technology choices and apply them in instruction. | ||
| 588 | |a Description based on print version record. | ||
| 650 | 7 | |a Lesson planning. |2 fast |0 (OCoLC)fst00996656 | |
| 650 | 7 | |a Educational technology. |2 fast |0 (OCoLC)fst00903623 | |
| 650 | 7 | |a Education |x Effect of technological innovations on. |2 fast |0 (OCoLC)fst00902618 | |
| 650 | 0 | |a Lesson planning. | |
| 650 | 0 | |a Education |x Effect of technological innovations on. | |
| 650 | 0 | |a Educational technology. | |
| 655 | 7 | |a Electronic books. |2 local | |
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| 830 | 0 | |a Book collections on Project MUSE. | |
| 856 | 4 | 0 | |z Texto completo |u https://projectmuse.uam.elogim.com/book/99166/ |
| 945 | |a Project MUSE - Custom Collection | ||