Yong Zhao
What Should Teachers Know about Technology?
Perspectives and Practices
Gebonden Engels 2003 9781593110376Levertijd ongeveer 9 werkdagen
Gratis verzonden
Samenvatting
Schools and colleges of teacher education are called upon to prepare teachers to use technology. The ability to use technology has been established as a requirement for teacher licensing, certification, and sometimes employment. This book offers a comprehensive picture of the prominent perspectives on technology literacy for teachers and current practices in preparing teachers to become technologically literate. Articles included in this volume address such pressing issues as the theoretical foundations of teacher technology knowledge, the role of technology in teaching, technology standards for teachers, and effective approaches to prepare technologically competent teachers.
Specificaties
ISBN13:9781593110376
Taal:Engels
Bindwijze:Gebonden
Aantal pagina's:184
Uitgever:Emerald Publishing Inc
Lezersrecensies
Wees de eerste die een lezersrecensie schrijft!
Inhoudsopgave
Series Editors' Preface; Walter F. Heinecke and Kirk Knestis.
Introduction; Yong Zhao.
Chapter 1. What Teachers Need to Know About Technology? Framing the Question; Yong Zhao.
Chapter 2. From Luddites to Designers: Portraits of Teachers and Technology in Political Documents; Paul Conway and Yong Zhao.
Chapter 3. Educational Technology Standards for Teachers: Issues of Interpretation, Incorporation, and Assessment; Yong Zhao, Cindy Kendall, and Sophia H. Tan.
Chapter 4. Technology as Media: A Learner-Centered Perspective; James A. Levin and Bertram C. Bruce.
Chapter 5. Fluency with Information Technology: The Computer Science Perspective; Mark Urban-Lurain.
Chapter 6. Technology-Supported Portfolio Processes Designed to Promote Learning in a Teacher Preparation Program; Cheryl L. Rosaen and Tom Bird.
Chapter 7. Not "What" But "How": Becoming Design-Wise About Educational Technology; Punya Mishra and Matthew J. Koehler.
Chapter 8. Teacher Knowledge of Educational Technology: A Case Study of Student/Mentor Teacher Pairs; Jon Margerum-Leys and Ronald W. Marx.
About the Contributors
Introduction; Yong Zhao.
Chapter 1. What Teachers Need to Know About Technology? Framing the Question; Yong Zhao.
Chapter 2. From Luddites to Designers: Portraits of Teachers and Technology in Political Documents; Paul Conway and Yong Zhao.
Chapter 3. Educational Technology Standards for Teachers: Issues of Interpretation, Incorporation, and Assessment; Yong Zhao, Cindy Kendall, and Sophia H. Tan.
Chapter 4. Technology as Media: A Learner-Centered Perspective; James A. Levin and Bertram C. Bruce.
Chapter 5. Fluency with Information Technology: The Computer Science Perspective; Mark Urban-Lurain.
Chapter 6. Technology-Supported Portfolio Processes Designed to Promote Learning in a Teacher Preparation Program; Cheryl L. Rosaen and Tom Bird.
Chapter 7. Not "What" But "How": Becoming Design-Wise About Educational Technology; Punya Mishra and Matthew J. Koehler.
Chapter 8. Teacher Knowledge of Educational Technology: A Case Study of Student/Mentor Teacher Pairs; Jon Margerum-Leys and Ronald W. Marx.
About the Contributors
Rubrieken
- advisering
- algemeen management
- coaching en trainen
- communicatie en media
- economie
- financieel management
- inkoop en logistiek
- internet en social media
- it-management / ict
- juridisch
- leiderschap
- marketing
- mens en maatschappij
- non-profit
- ondernemen
- organisatiekunde
- personal finance
- personeelsmanagement
- persoonlijke effectiviteit
- projectmanagement
- psychologie
- reclame en verkoop
- strategisch management
- verandermanagement
- werk en loopbaan