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Educating Literacy Teachers Online: Tools, Techniques, and Transformations [Mīkstie vāki]

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  • Formāts: Paperback / softback, 160 pages, height x width x depth: 228x160x10 mm, weight: 244 g
  • Sērija : Language & Literacy Series
  • Izdošanas datums: 03-Jan-2014
  • Izdevniecība: Teachers' College Press
  • ISBN-10: 080775496X
  • ISBN-13: 9780807754962
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  • Mīkstie vāki
  • Cena: 39,10 €
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Educating Literacy Teachers Online: Tools, Techniques, and TransformationsPalielināt
  • Formāts: Paperback / softback, 160 pages, height x width x depth: 228x160x10 mm, weight: 244 g
  • Sērija : Language & Literacy Series
  • Izdošanas datums: 03-Jan-2014
  • Izdevniecība: Teachers' College Press
  • ISBN-10: 080775496X
  • ISBN-13: 9780807754962
Citas grāmatas par šo tēmu:
Permanent link: https://www.kriso.lv/db/9780807754962.html
Keywords:

This book is a comprehensive guide for literacy teacher educators and professional development trainers who teach and work in online settings. The authors provide tools, techniques, and resources for developing courses, workshops, and other online learning experiences, including blended/hybrid delivery formats that combine face-to-face meetings with online practices. Moving away from traditional discussions in which technology and delivery systems dominate the conversation, this book focuses on the literacy instructor with techniques for building effective learning communities. The authors outline the unique pedagogical challenges posed by online courses and offer guidance for making decisions about what tools to use for specific instructional purposes. More than simply a “how-to” book, this resource will encourage novice and experienced instructors to extend their thinking and enable online literacy teacher education to grow in productive ways.

Book Features:

  • Support for those teaching in many different roles, including program coordinators, professors, and adjuncts.
  • A focus on pedagogical innovation as the key to success, with concrete examples of instructional and assessment practices.
  • Connections to the IRA Standards for Reading Professionals and other national standards for teacher education.
  • A companion website where online literacy teacher educators can communicate and share resources.

Recenzijas

"This book by Lane Clarke and Susan Watts-Taffe is a very strong testimony from



field actors engaged in promoting new information and communication technologies for the betterment of educational practice. Using bits of their life histories, the authors provide a deep insiders look at the business of readying the self for online teaching through a meticulous account of their own introduction of e-teaching the new pedagogical sphere."



International Review of Education

Foreword xi
Julie Coiro
Acknowledgments xiii
Voices from the Field 1(2)
Marianne McTavish
Vancouver Courtney Graffius
Introduction 3(11)
The Changing Face of Teaching and Learning
5(1)
The Changing Face of Teacher Education
6(1)
The Changing Face of Literacy
7(2)
Defining Online and Blended Learning Environments
9(1)
How This Book Will Help You Navigate Online Teaching and Learning
10(1)
How This Book Is Organized
10(3)
Voices from the Field
13(1)
Connie Kendall Theado
1 Establishing Our Online Identities
14(12)
Situating Our Professional Identities
16(5)
Tensions, Renegotiations, and Critical Reflections
21(4)
Voices from the Field
25(1)
Heather Neal
2 Building and Sustaining Effective Learning Communities
26(17)
The Importance of Learning Communities
27(1)
Setting Up a Learning Community
28(4)
Online Discussions Supporting Learning Communities
32(8)
Tensions, Renegotiations, and Critical Reflections
40(2)
Voices from the Field
42(1)
Kenneth Weiss
3 Technology Tools That Promote Active, Constructive, and Social Learning
43(17)
Technology as a Tool
44(1)
Tools That Support Active Learning
45(1)
Tools That Support Constructive Learning
46(6)
Tools That Support Social Learning
52(3)
Spotlight: Lane's Move to Incorporating Technology
55(1)
Considerations When Choosing Tools
56(1)
Tensions, Renegotiations, and Critical Reflections
57(2)
Voices from the Field
59(1)
Suzanne Ehrlich
4 Designing Effective Learning Experiences
60(17)
Designing an Online Learning Experience
62(6)
Spotlight: Lane's Professional Literacy Lesson Plans
68(2)
Assessing Assignments
70(1)
Role of the Student
71(1)
Role of the Instructor
72(2)
Tensions, Renegotiations, and Critical Reflection
74(2)
Voices from the Field
76(1)
Lee Anne Larsen
5 Supporting Critical Learning Outcomes for Reading Professionals
77(21)
Considering the Standards That Guide Our Practice
78(2)
Themes Across Standards for Teacher Preparation
80(2)
Considering Key Domains of Literacy Practice
82(11)
Spotlight: Susan's Reflections on the Theoretical Perspectives Project
93(1)
Tensions, Renegotiations, and Critical Reflections
94(3)
Voices from the Field
97(1)
Eileen Diamond
6 Changing the Landscape for Reading Professionals Through Online Learning
98(13)
Blended Learning Environments
99(3)
Teacher Professional Development in the 21st Century
102(7)
Tensions, Renegotiations, and Critical Reflections
109(2)
Appendix A Sample Assignments 111(12)
Appendix B Discussion Rubrics 123(6)
Appendix C Professional Development Grid 129(2)
References 131(8)
Index 139(8)
About the Authors 147
Lane W. Clarke is assistant professor and literacy concentration leader in the Education Department of the University of New England. Susan Watts-Taffe is associate professor and coordinator of the Reading Endorsement program at the University of Cincinnati.