Global Perspectives on Teaching with Technology
Theories, Case Studies, and Integration Strategies
Herausgeber: Chigona, Agnes; Tunjera, Nyarai; Crompton, Helen
Global Perspectives on Teaching with Technology
Theories, Case Studies, and Integration Strategies
Herausgeber: Chigona, Agnes; Tunjera, Nyarai; Crompton, Helen
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This book provides graduate students, faculty, and researchers of teacher education as well as trainers of in-service teachers with field-tested frameworks, evidence-based theories and models, and real-world examples of the complexities and affordances of teaching with technology across subjects, grade levels, and regions.
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This book provides graduate students, faculty, and researchers of teacher education as well as trainers of in-service teachers with field-tested frameworks, evidence-based theories and models, and real-world examples of the complexities and affordances of teaching with technology across subjects, grade levels, and regions.
Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Produktdetails
- Produktdetails
- Verlag: Taylor & Francis Ltd
- Seitenzahl: 310
- Erscheinungstermin: 25. Juni 2024
- Englisch
- Abmessung: 229mm x 152mm
- Gewicht: 453g
- ISBN-13: 9781032521466
- ISBN-10: 1032521465
- Artikelnr.: 70239813
- Verlag: Taylor & Francis Ltd
- Seitenzahl: 310
- Erscheinungstermin: 25. Juni 2024
- Englisch
- Abmessung: 229mm x 152mm
- Gewicht: 453g
- ISBN-13: 9781032521466
- ISBN-10: 1032521465
- Artikelnr.: 70239813
Agnes Chigona is Professor and Head of Research and Postgraduate Studies in the Faculty of Education at Cape Peninsula University of Technology, South Africa. Helen Crompton is Executive Director of the Research Institute for Digital Innovation in Learning at ODUGlobal and Professor of Instructional Technology at Old Dominion University, USA. Nyarai Tunjera is Postdoctoral Research Fellow in the Faculty of Education at Cape Peninsula University of Technology, South Africa.
1 Preparing Teachers to Effectively Integrate Technology in Education 2
Educator Integration of Artificial Intelligence Technological Advancements
3 Exploring the [Surveillant] Impacts of Technology 4 Preparation of Future
Teachers Teaching with Technology 5 Narratives of Teacher Educators on the
Integration of Information and Communication Technologies to Prepare
Pre-service Teachers in Specific Subjects 6 Girls and Computer Science 7
Pre-Service Teachers' Pedagogical Awareness of Technology Integration in
Classroom 8 Exploration of Foundation Phase 9 Research-based Teacher
Preparation for Technology-enhanced Education in Malawi 10 Barriers to
Self-directed Learning for Student Teachers Learning within Asynchronous
Online Environments during Coronavirus-19 Lockdown 11 Co-Developing
Dialogic Teaching with Digital Technology in Chinese Primary Mathematics
Classrooms 12 Breaking the Digital Divide 13 A Case Study of an Exemplary
Grade 5 Teacher's Experiences when Integrating Technology with
Reading-for-meaning Strategies in a Meaningful Way 14 Effects of a
Professional Development Programme for Teaching and Learning in Digital
Environments from the Perspective of Teachers 15 What is Important in
Applying ICT to Classroom Practice in Schools 16 A Dialogic Design-based
Research Partnership Approach 17 Contextualised e-Learning Interventions
for HEIs in Resource-constrained Environments 18 Threading Together Digital
Technology Integration Perspectives Across the Globe
Educator Integration of Artificial Intelligence Technological Advancements
3 Exploring the [Surveillant] Impacts of Technology 4 Preparation of Future
Teachers Teaching with Technology 5 Narratives of Teacher Educators on the
Integration of Information and Communication Technologies to Prepare
Pre-service Teachers in Specific Subjects 6 Girls and Computer Science 7
Pre-Service Teachers' Pedagogical Awareness of Technology Integration in
Classroom 8 Exploration of Foundation Phase 9 Research-based Teacher
Preparation for Technology-enhanced Education in Malawi 10 Barriers to
Self-directed Learning for Student Teachers Learning within Asynchronous
Online Environments during Coronavirus-19 Lockdown 11 Co-Developing
Dialogic Teaching with Digital Technology in Chinese Primary Mathematics
Classrooms 12 Breaking the Digital Divide 13 A Case Study of an Exemplary
Grade 5 Teacher's Experiences when Integrating Technology with
Reading-for-meaning Strategies in a Meaningful Way 14 Effects of a
Professional Development Programme for Teaching and Learning in Digital
Environments from the Perspective of Teachers 15 What is Important in
Applying ICT to Classroom Practice in Schools 16 A Dialogic Design-based
Research Partnership Approach 17 Contextualised e-Learning Interventions
for HEIs in Resource-constrained Environments 18 Threading Together Digital
Technology Integration Perspectives Across the Globe
1 Preparing Teachers to Effectively Integrate Technology in Education 2
Educator Integration of Artificial Intelligence Technological Advancements
3 Exploring the [Surveillant] Impacts of Technology 4 Preparation of Future
Teachers Teaching with Technology 5 Narratives of Teacher Educators on the
Integration of Information and Communication Technologies to Prepare
Pre-service Teachers in Specific Subjects 6 Girls and Computer Science 7
Pre-Service Teachers' Pedagogical Awareness of Technology Integration in
Classroom 8 Exploration of Foundation Phase 9 Research-based Teacher
Preparation for Technology-enhanced Education in Malawi 10 Barriers to
Self-directed Learning for Student Teachers Learning within Asynchronous
Online Environments during Coronavirus-19 Lockdown 11 Co-Developing
Dialogic Teaching with Digital Technology in Chinese Primary Mathematics
Classrooms 12 Breaking the Digital Divide 13 A Case Study of an Exemplary
Grade 5 Teacher's Experiences when Integrating Technology with
Reading-for-meaning Strategies in a Meaningful Way 14 Effects of a
Professional Development Programme for Teaching and Learning in Digital
Environments from the Perspective of Teachers 15 What is Important in
Applying ICT to Classroom Practice in Schools 16 A Dialogic Design-based
Research Partnership Approach 17 Contextualised e-Learning Interventions
for HEIs in Resource-constrained Environments 18 Threading Together Digital
Technology Integration Perspectives Across the Globe
Educator Integration of Artificial Intelligence Technological Advancements
3 Exploring the [Surveillant] Impacts of Technology 4 Preparation of Future
Teachers Teaching with Technology 5 Narratives of Teacher Educators on the
Integration of Information and Communication Technologies to Prepare
Pre-service Teachers in Specific Subjects 6 Girls and Computer Science 7
Pre-Service Teachers' Pedagogical Awareness of Technology Integration in
Classroom 8 Exploration of Foundation Phase 9 Research-based Teacher
Preparation for Technology-enhanced Education in Malawi 10 Barriers to
Self-directed Learning for Student Teachers Learning within Asynchronous
Online Environments during Coronavirus-19 Lockdown 11 Co-Developing
Dialogic Teaching with Digital Technology in Chinese Primary Mathematics
Classrooms 12 Breaking the Digital Divide 13 A Case Study of an Exemplary
Grade 5 Teacher's Experiences when Integrating Technology with
Reading-for-meaning Strategies in a Meaningful Way 14 Effects of a
Professional Development Programme for Teaching and Learning in Digital
Environments from the Perspective of Teachers 15 What is Important in
Applying ICT to Classroom Practice in Schools 16 A Dialogic Design-based
Research Partnership Approach 17 Contextualised e-Learning Interventions
for HEIs in Resource-constrained Environments 18 Threading Together Digital
Technology Integration Perspectives Across the Globe