Troy Hicks
Mindful Teaching with Technology
Digital Diligence in the English Language Arts, Grades 6-12
33,99 €
inkl. MwSt.
Versandkostenfrei*
Liefertermin unbestimmt
Melden Sie sich
hier
hier
für den Produktalarm an, um über die Verfügbarkeit des Produkts informiert zu werden.
17 °P sammeln
Troy Hicks
Mindful Teaching with Technology
Digital Diligence in the English Language Arts, Grades 6-12
- Broschiertes Buch
Technology is integral to teaching in the English language arts. This indispensable guide shows how to teach and model digital diligence--an alert, intentional stance that helps both teachers and students use technology productively, ethically, and responsibly.
Andere Kunden interessierten sich auch für
- Matt JarvisTeaching and Learning with Technology176,99 €
- Katie DavisTechnology's Child19,99 €
- Peter AfflerbachTeaching Readers (Not Reading)35,99 €
- Vivian Maria VasquezTechnology and Critical Literacy in Early Childhood36,99 €
- Graham BrownCambridge International AS Level Information Technology Student's Book32,99 €
- Cristiano MazzeiThe Routledge Guide to Teaching Translation and Interpreting Online123,99 €
- Chad UdellShock of the New: The Challenge and Promise of Emerging Technology40,99 €
-
-
-
Technology is integral to teaching in the English language arts. This indispensable guide shows how to teach and model digital diligence--an alert, intentional stance that helps both teachers and students use technology productively, ethically, and responsibly.
Produktdetails
- Produktdetails
- Verlag: Guilford Publications
- Seitenzahl: 224
- Erscheinungstermin: 15. Dezember 2021
- Englisch
- Abmessung: 178mm x 254mm x 27mm
- Gewicht: 432g
- ISBN-13: 9781462548033
- ISBN-10: 1462548032
- Artikelnr.: 61431929
- Verlag: Guilford Publications
- Seitenzahl: 224
- Erscheinungstermin: 15. Dezember 2021
- Englisch
- Abmessung: 178mm x 254mm x 27mm
- Gewicht: 432g
- ISBN-13: 9781462548033
- ISBN-10: 1462548032
- Artikelnr.: 61431929
Troy Hicks, PhD, is Professor of English and Education at Central Michigan University, where he teaches master's and doctoral courses in educational technology. He is also Director of the Chippewa River Writing Project, a site of the National Writing Project. During the 2020-2021 school year, Dr. Hicks served as the leader of a Teaching with Primary Sources grant through the Library of Congress and as coeditor of the Michigan Reading Journal. A former middle school teacher, he is a recipient of the Teacher Educator Award from the Michigan Reading Association, the Excellence in Teaching Award from Central Michigan University, and the Divergent Award for Excellence from the Initiative for 21st Century Literacies Research. An ISTE (International Society for Technology in Education) Certified Educator, Dr. Hicks consults with educational companies and nonprofit organizations and presents regularly at national educational conferences. He is the author of numerous books, articles, chapters, blog posts, and other resources broadly related to the teaching of literacy in our digital age. His website is hickstro.org.
Foreword, Lesley Mandel Morrow
1. The Case for Digital Diligence in English Language Arts Classrooms
- Interlude: From Synchronous to Real Time; from Asynchronous to Anytime
2. Planning for Purposeful Arcs of Instruction
- Interlude: The Rationale for Focusing on Google Chrome
3. Protecting Privacy
4. Maximizing Our Own Attention
5. Popping Filter Bubbles and Breaking Algorithms
6. Understanding How Knowledge Gets Created and Circulated
- Interlude: Repurposing Existing Materials and a Brief Overview of
Copyright, Fair Use, Creative Commons, and the Public Domain
7. Extending Opportunities for Digital Writing
8. Embracing Opportunities for Connected Reading
9. Conclusion
References
Index
1. The Case for Digital Diligence in English Language Arts Classrooms
- Interlude: From Synchronous to Real Time; from Asynchronous to Anytime
2. Planning for Purposeful Arcs of Instruction
- Interlude: The Rationale for Focusing on Google Chrome
3. Protecting Privacy
4. Maximizing Our Own Attention
5. Popping Filter Bubbles and Breaking Algorithms
6. Understanding How Knowledge Gets Created and Circulated
- Interlude: Repurposing Existing Materials and a Brief Overview of
Copyright, Fair Use, Creative Commons, and the Public Domain
7. Extending Opportunities for Digital Writing
8. Embracing Opportunities for Connected Reading
9. Conclusion
References
Index
Foreword, Lesley Mandel Morrow
1. The Case for Digital Diligence in English Language Arts Classrooms
- Interlude: From Synchronous to Real Time; from Asynchronous to Anytime
2. Planning for Purposeful Arcs of Instruction
- Interlude: The Rationale for Focusing on Google Chrome
3. Protecting Privacy
4. Maximizing Our Own Attention
5. Popping Filter Bubbles and Breaking Algorithms
6. Understanding How Knowledge Gets Created and Circulated
- Interlude: Repurposing Existing Materials and a Brief Overview of
Copyright, Fair Use, Creative Commons, and the Public Domain
7. Extending Opportunities for Digital Writing
8. Embracing Opportunities for Connected Reading
9. Conclusion
References
Index
1. The Case for Digital Diligence in English Language Arts Classrooms
- Interlude: From Synchronous to Real Time; from Asynchronous to Anytime
2. Planning for Purposeful Arcs of Instruction
- Interlude: The Rationale for Focusing on Google Chrome
3. Protecting Privacy
4. Maximizing Our Own Attention
5. Popping Filter Bubbles and Breaking Algorithms
6. Understanding How Knowledge Gets Created and Circulated
- Interlude: Repurposing Existing Materials and a Brief Overview of
Copyright, Fair Use, Creative Commons, and the Public Domain
7. Extending Opportunities for Digital Writing
8. Embracing Opportunities for Connected Reading
9. Conclusion
References
Index