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Author: P. John Williams
Publisher: Springer
ISBN: 9783030415471
Category : Education
Languages : en
Pages : 344
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Book Description
This book explores pedagogy appropriate for the secondary school technology education classroom. It covers the dimensions of pedagogy for technology with scholarly research, including information strongly related to practice. The book discusses the nature of technology courses in secondary schools across various jurisdictions and considers how they might be viewed with regard to different epistemological frameworks. The writing is informed by, but not limited to, research and strongly related to practice with acknowledged experts in the field of technology education contributing chapters supported by evidence from technology education research or other fields. The authors speculate on pedagogical possibilities in their areas of expertise in order to consider pedagogical possibilities and develop a view of where pedagogy for technology education should move and how teachers might respond in the way they develop their practice.
Author: P. John Williams
Publisher: Springer
ISBN: 9783030415471
Category : Education
Languages : en
Pages : 344
Get Book Here
Book Description
This book explores pedagogy appropriate for the secondary school technology education classroom. It covers the dimensions of pedagogy for technology with scholarly research, including information strongly related to practice. The book discusses the nature of technology courses in secondary schools across various jurisdictions and considers how they might be viewed with regard to different epistemological frameworks. The writing is informed by, but not limited to, research and strongly related to practice with acknowledged experts in the field of technology education contributing chapters supported by evidence from technology education research or other fields. The authors speculate on pedagogical possibilities in their areas of expertise in order to consider pedagogical possibilities and develop a view of where pedagogy for technology education should move and how teachers might respond in the way they develop their practice.
Author: Mark Hofer
Publisher:
ISBN: 9781939797179
Category :
Languages : en
Pages : 158
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Book Description
Author: P. John Williams
Publisher: Springer Nature
ISBN: 3030415481
Category : Education
Languages : en
Pages : 348
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Book Description
This book explores pedagogy appropriate for the secondary school technology education classroom. It covers the dimensions of pedagogy for technology with scholarly research, including information strongly related to practice. The book discusses the nature of technology courses in secondary schools across various jurisdictions and considers how they might be viewed with regard to different epistemological frameworks. The writing is informed by, but not limited to, research and strongly related to practice with acknowledged experts in the field of technology education contributing chapters supported by evidence from technology education research or other fields. The authors speculate on pedagogical possibilities in their areas of expertise in order to consider pedagogical possibilities and develop a view of where pedagogy for technology education should move and how teachers might respond in the way they develop their practice.
Author: Alison Hardy
Publisher: Routledge
ISBN: 1000179761
Category : Education
Languages : en
Pages : 351
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Book Description
Learning to Teach Design and Technology in the Secondary School is a core text for all those training to teach design and technology in the secondary school. It helps you develop subject knowledge, acquire a deeper understanding of the role, purpose and potential of design and technology within the secondary curriculum, and provides the practical skills needed to plan, teach and evaluate stimulating and creative lessons. This fully updated fourth edition includes information on all areas of design and technology, and on new subject requirements relating to exam qualifications. It includes three new chapters on the role of critiquing in design and technology education, transitions after secondary design and technology, and using and producing design and technology education research. Designed to be read as a course or dipped into for support and advice, it covers: Each area of design and technology: materials, textiles, electronics and food Integrating new curriculum topics, such as emerging technologies, into your teaching Developing areas of subject knowledge Health and safety Planning lessons Organising and managing the classroom Teaching wider issues through design and technology Assessment issues Your own professional development. Bringing together insights from current educational theory and the best contemporary classroom teaching and learning, this book will prove an invaluable resource for students on all training routes – as well as their mentors – who aspire to become effective, reflective design and technology teachers.
Author: Cathy L. Seeley
Publisher: ASCD
ISBN: 141662242X
Category : Education
Languages : en
Pages : 61
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Book Description
In Making Sense of Math, Cathy L. Seeley, former president of the National Council of Teachers of Mathematics, shares her insight into how to turn your students into flexible mathematical thinkers and problem solvers. This practical volume concentrates on the following areas: * Making sense of math by fostering habits of mind that help students analyze, understand, and adapt to problems when they encounter them. * Addressing the mathematical building blocks necessary to include in effective math instruction. * Turning teaching “upside down” by shifting how we teach, focusing on discussion and analysis as much as we focus on correct answers. * Garnering support for the changes you want to make from colleagues and administrators. Learn how to make math meaningful for your students and prepare them for a lifetime of mathematical fluency and problem solving.
Author: P John Williams
Publisher: Springer
ISBN: 9812871705
Category : Science
Languages : en
Pages : 288
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Book Description
Twenty-five years ago there was increasing optimism in policy, curriculum and research about the contribution that technology education might make to increased technological literacy in schools and the wider population. That optimism continues, although the status of technology as a learning area remains fragile in many places. This edited book is offered as a platform from which to continue discussions about how technology education might progress into the future, and how the potential of technology education to be truly relevant and valued in school learning can be achieved. The book results from a collaboration between leading academics in the field, the wider group of authors having had input into each of the chapters. Through the development of a deep understanding of technology, based on a thoughtful philosophy, pathways are discussed to facilitate student learning opportunities in technology education. Consideration is given to the purpose(s) of technology education and how this plays out in curriculum, pedagogies, and assessment. Key dimensions, including design, critique, students’ cultural capital are also explored, as are the role and place of political persuasion, professional organisations, and research that connects with practice. The discussion in the book leads to a conclusion that technology education has both an ethical and moral responsibility to support imaginings that sustain people and communities in harmony and for the well being of the broader ecological and social environment.
Author: Som Naidu
Publisher: Routledge
ISBN: 1135725578
Category : Education
Languages : en
Pages : 295
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Book Description
Exploring the creative opportunities opened up by ICT in the modern classroom, this text presents an authoritative survey of ICT's impact upon core teaching functions, and draws from the experiences of leading practitioners in the field.
Author: Philip Tsang
Publisher: World Scientific
ISBN: 9812772723
Category : Education
Languages : en
Pages : 292
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Book Description
This volume provides an up-to-date study of theory and practice on the importance of technology in teaching and learning. The contributions are carefully peer-reviewed from over 100 submissions to the International Conference on Teaching and Learning 2006, held in Hong Kong. Sample Chapter(s). Chapter 1: Faculty Perceptions of ICT Benefits (391 KB). Contents: Faculty Perceptions of ICT Benefits (R Fox et al.); Thinking about Thinking Online (K Downing et al.); Teacher''s Sharing Pedagogical Experiences in a Learning Environment that Supports Self-Regulated Learning (G Dettori et al.); Online Interaction: Trying to Get It Right (L Chow and R Sharman); Crossing Borders: How Cross-Cultural Videoconferencing can Satisfy Course Goals in Dissimilar Subjects (J S Wilkinson & A-L Wang); The Evaluation of Information and Communication Technology Use in Professional Schools (P Gabor & C Ing); Using Technology in Education: The Application of Data Mining (K H Chye et al.); A Comparison of WebCT, Blackboard and Moddle for the Teaching and Learning of Continuing Education Courses (K S Cheung); The Object-Oriented Database Application and the System Architecture of a National Learning Objects Repository for Cyprus (P Pouyioutas et al.); and other papers. Readership: Graduate students, researchers and practitioners involved in the development and education of e-learning.
Author: Nancy Law
Publisher: Springer Science & Business Media
ISBN: 1402089287
Category : Education
Languages : en
Pages : 326
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Book Description
How is information and communication technology (ICT) changing teaching and learning practices in secondary schools worldwide in the 21st century? This is the central question addressed by researchers involved in the series of surveys comprising the Second Information Technology in EducationStudy (SITES ). The question is a multifaceted one, with each facet raising additionalq uestions relating to both theory and practice. These include the following: • What traditional and new pedagogiesare evident in the 21st century? • What is the role of ICT in the teaching and learning process? • What ICT infrastructure is available in schools? • How can teachers and their administrators be prepared for effective practice? • How have these conditions and considerations changed since the first SITES survey in 1998? • What are the trends within and between national education systems? • What do the differences and similarities between these systems suggest? • How shouldchange be promoted in education in order to support teachers in their work? • Is there evidence that key strategic factors commonly found in ICT related educational policies do influence teachers’ pedagogical use of ICT? Because these questions are interconnected, the SITES 2006 researchers recognized that if we are to make sense of changes in pedagogical practicesas a result of IC T use, then we need to view those practices in terms of the interacting layers in the 22 education systems surveyed.
Author: Donna Pendergast
Publisher: Taylor & Francis
ISBN: 1040159907
Category : Education
Languages : en
Pages : 543
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Book Description
Teaching Middle Years has established itself as the leading text to focus on the adolescent years of schooling. Recognition of the educational importance of this age group continues to grow as research reveals the benefits of programs designed especially for young people's needs. With a renewed approach, this fourth edition includes new chapters on Indigenous Knowledges, STEAM education, and sustainable practices. A trusted resource, the book continues to provide a systematic overview of the philosophy, principles, and key issues in middle schooling, together with an enhanced focus on the emotional and developmental challenges unique to this age group. There is an emphasis on creating positive learning environments, engaging relational pedagogies, achieving effective transition, the importance of physical activity and health in adolescence, and developing cooperative and collaborative learning. Further, there is an enhanced focus on practical applications right throughout the book. Featuring contributions from leading experts in the field, and fully revised and updated to reflect the latest research, Teaching Middle Years will assist both pre-service and in-service teachers to bring out the very best in their students.
