Titolo: Learning to Teach Using ICT in the Secondary School: A companion to school experience (Learning to Teach Subjects in the Secondary School Series)
Editore: Routledge
Data di pubblicazione: 2013
Lingua: Inglese
ISBN 10: 0415516528
ISBN 13: 9780415516525
Rilegatura: Paperback
Edizione: terza edizione
Condizione: Very Good
Peso: 522 grammi

Descrizione articolo

Riassunto

Learning to Teach Using ICT in the Secondary School offers teachers of all subjects a comprehensive, practical introduction to the extensive possibilities that ICT offers pupils, teachers and schools. Under-pinned by the latest theory and research, it provides practical advice and guidance, tried-and-tested examples, and covers a range of issues and topics essential for teachers using ICT to improve teaching and learning in their subject.

The third edition has been fully updated in light of rapid changes in the field of both ICT and education and includes six brand new chapters. Key topics covered include:

Theories of learning and ICT

Effective pedagogy for effective ICT

Using the interactive whiteboard to support whole class dialogue

Special needs and e-inclusion

Literacy and new literaciesNEW

Multi-play digital games and on-line virtual worldsNEW

Mobile learningNEW

e-Safety

Supporting international citizenship through ICTNEW

Linking home and school

ICT tools for administration and monitoring pupil progressNEW

Tools for professional development.

Including case studies and tasks to support your own learning, as well as ideas and activities to use with all your students, Learning to Teach Using ICT in the Secondary School is a vital source of support and inspiration for all training teachers as well those looking to improve their knowledge. If you need a guide to using ICT in the classroom or for professional support, start with this book.

Informazioni sull?autore

Marilyn Leask is Professor of Educational Knowledge Management, University of Bedfordshire, UK.

Norbert Pachler is Professor of Education at the Institute of Education, University of London, UK.

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