Teaching young children in multicultural classrooms: issues, concepts, and strategies [Fifth Edition]
Wilma Robles de Melendez and Vesna Beck
This in-depth exploration discusses the need for addressing diversity and multicultural realities in the classroom. It prepares you with the necessary knowledge, skills, and strategies to create a developmentally appropriate, respectful, and culturally responsive classroom and teaching environment. You'll find practical information, ideas, and strategies that you can apply to classroom practice for young children. There are guidelines on how to create relationships between the school, community, and family as essential partners that influence a child's success. Questions about how to deal with a bilingual child, a child with exceptionalities, and non-traditional parents are also addressed. Finally, you'll learn the benefits of teaching multiculturalism from a global perspective.
David B. Ross, Maricris Elena-Orama, and Elizabeth Vultaggio Salah
David B. Ross, Maricris Eleno-Orama, and Elizabeth Vultaggio Salah
This chapter provides information and support for researchers, family, and medical providers concerning how technology can improve the quality of life for older adults while remain independent as they age in place at home or a community. In examining the available research, the researchers did find continuous developments in Gerontechnology to be beneficial as the aging population is rapidly increasing worldwide. There is increased recognition of the advancement in technology to help the aging in areas of autonomy, socialization, and mental and physical wellbeing. This chapter covered areas of change, independence with a better quality of life, technological devices/adoptions, generational differences and learning with technologies, and university-based retirement communities. This chapter concludes with suggestions for future development in accessibility of technology-based educational programs and the Internet, how to infuse technology to advance the older adults’ independence and quality of life, and how older adults are adapting to living in life span communities.
David B. Ross, Tom D. Kennedy, and Julie Exposito
Every organization needs to be driven by effective leaders. In higher education, many leadership courses are designed to transfer knowledge and critical thinking. Other professional development workshops, seminars, and conferences in leadership also offer leadership training and development to assist individuals to understand human capital, and create an organization free from toxicity. A toxic working environment can lead to low morale, disruption in productivity and motivation, high rate of absenteeism, individuals using sick days when they are not sick, cause emotional and physical health issues, and even submitting derailed projects beyond deadlines. When there is an upsurge of stress in the workplace within employees and administrators, the organization will struggle. Negative information dynamics affect health and contribute to stress. Stress management capacity is the ability to manage stress and is vital in the prevention of a negative impact of stress. Stress management can be improved for leaders and organizations.
Lynne Schrum and Barbara B. Levin
Whether you’re a teacher who’s ready to take on new roles or an administrator looking to develop strong leaders, this content-driven handbook is here to help you make distributed school leadership a reality. Inside you’ll find specific how-tos for the essential skills teacher leaders need most: running meetings, teaching colleagues, providing feedback, conducting needs assessments, delivering effective professional development, resolving conflicts, employing technology, and more. The book features:
- Well-tested content and activities
- Reflective writing prompts
- Scenarios for discussion
- Two companion guides: one for teachers, and one for administrators
Lynne Schrum and Barbara B. Levin
To prepare students to thrive in the classroom and beyond, educators must place the proper emphasis on technology leadership.
First published in 2009, this book’s second edition features 80% brand-new material addressing the latest technological developments, combined with the authors’ tested methods for applying them in schools. Features include:
- Aligning technology to the ISLLC Standards, ISTE Standards, and Common Core State Standards
- Comprehensive guides to the newest technologies and trends that school leaders need to know
- A companion website featuring a massive volume of resources for additional progress
Michael Simonson, Sharon E. Smaldino, and Susan Zvacek
Gwen Solomon and Lynne Schrum
Ignite creativity by weaving Web 2.0 tools into the classroom. In this expanded and fully updated edition, the authors of the best-selling Web 2.0: New Tools, New Schools introduce you to more collaborative tools and expertly lead you through classroom and professional applications that help expand student and teacher learning.
The International Society for Technology in Education (ISTE) is the trusted source for professional development, knowledge generation, advocacy and leadership for innovation.
Maryann Tatum Tobin and William E. Blanton
Digital storytelling circles (DSCs) are multimodal platforms aimed at improving students’ comprehension of subject matter texts. In a small group, students in a DSC engage in reading, writing, speaking, listening, viewing, using digital tools, and manipulating texts and instructional strategies. Roles are assigned to each group member as they use the tools provided by the multimodal platform to create a digital story. Most of the literature supports the notion that the experience of creating digital stories can have a positive impact on students’ acquisition of literacy skills and their motivation to engage with the text. This chapter presents a model for using DSCs in the post-reading phase of a Directed Reading Activity (DRA). Case study findings highlight two DSCs that exhibited qualities of developing the literacy strategies necessary in reading-to-learn with complex content area texts.
Michael R. Simonson
Distance Learning journal is a premiere outlet for articles featuring practical applications of distance education in states, institutions, and countries. Distance Education Around the World is a collection of readings from Distance Learning journal written by practitioners for practitioners
Michael R. Simonson and Charles Andrew Schlosser
Barbara B. Levin and Lynne Schrum
This timely book shows how award-winning secondary schools and districts are successfully using technology and making systemic changes to increase student engagement, improve achievement, and re-invigorate the teaching and learning process. Through in-depth case studies, we see how experienced school and district leaders use technology in curricular, administrative, and analytical ways to meet the needs of 21st-century learners, educators, and communities. These cases reveal important details addressed by the leadership of these schools and districts that go beyond what they did with technology to include changes in school culture, curriculum and teaching, uses of assessment data, financial considerations, infrastructure, and involvement with the community
The Application of Computer, Digital, and Telecommunications Technologies to the Clinical Preparation of Teachers
Adriana L. Medina, Maryann Tatum Tobin, Paola Pilonieta, Lina Lopez Chiappone, and William E. Blanton
Computer-mediated communication (CMC) is becoming common place in the preparation of teachers. This chapter will focus on the application of CMC and will provide insight on how technology can be used in P-12 classrooms and potentially impact student learning. The purpose of the chapter is to: (a) describe the development, implementation, outcomes, and sustainability of a pre-service teacher (PST) supervision model arranged around digital technology and telecommunications, providing supervision and support for PSTs engaged in a student teaching internship, and (b) to discuss how the technology utilized may later be utilized by participating PSTs in their future classrooms (specifically videoconferencing, instant messaging, video sharing, and the critical analysis and reflection of current practices). The authors created a virtual-geographical third space in the form of a Teaching Lab that was mediated with a multimedia platform and designed around the principle of Cultural-Historical Activity Theory (CHAT). The authors also provided opportunities for PSTs to interact within that space for reflection and the sharing of best practices.
Teaching young children in multicultural classrooms: issues, concepts, and strategies [Fourth Edition]
Wilma Robles de Melendez and Verna Beck
TEACHING YOUNG CHILDREN IN MULTICULTURAL CLASSROOMS: ISSUES, CONCEPTS, AND STRATEGIES, Fourth Edition, is a comprehensive book on the historical, theoretical, political, and sociological aspects of multicultural education as it relates to young children. Featuring practical guidelines, curriculum suggestions, and techniques for use in the classroom, the book is appropriate for those studying to become early childhood teachers as well as being a comprehensive resource for practicing professionals. Updated with new statistics, references, and terminology, the Fourth Edition also includes new case studies, expanded coverage of standards and technology, an integrated video feature, and a more prominent emphasis on the benefits of teaching multiculturalism from a global perspective.
Lynne Schrum and Barbara B. Levin
A companion to the best-selling Leading 21st Century Schools, this inspiring book profiles eight visionary schools and how they approach technology. Hear directly from the principals, teachers, superintendents, and other educators involved as they describe their strategies for:
- Becoming a school culture that embraces technology and 21st century skills
- Creating a 21st century classroom, including new instructional approaches and professional development opportunities
- Selecting the right technology strategy, infrastructure, and devices
- Managing costs through funding and budget strategies
- Measuring progress through effective use of data
Michael R. Simonson
Teaching and Learning at a Distance: Foundations of Distance Education, Fifth Edition, provides its readers with the most comprehensive coverage on the market today of information about distance education in the 21st century. Primarily written for pre-service teachers, corporate trainers, and staff development programs that discuss teaching distant learners or managing distance education systems. Readers will be better equipped with the knowledge and ability to select appropriate strategies for teaching the distant learner and how to implement this new knowledge in a distance learning program, so important to today's educational culture. Five over-arching themes support the text: 1) defining distance education, 2) the importance of research development, 3) distance learning is a viable and increasingly important alternative for teaching and learning, 4) equivalency theory, and 5) the book should be comprehensive–which means it should cover as much as is possible of the various ways instruction is made available to distant learners. Significantly revised and updated, the fifth edition now includes these noteworthy new features and more: chapter goals and objectives, chapter discussion questions, a look at best practice issues, new strategies and techniques, over thirty-percent new resources and references, and a stronger emphasis on how to design, deliver, and evaluate online instruction.
Michael R. Simonson, Yusra Laila Visser, Lya Visser, and R. Amirault
Over the last decade, the field of distance education (and e-learning) has substantially strengthened and assumed a more international scope. There has been an impressive growth in the conceptual, empirical and experiential foundations of the field. Trends and Issues in Distance Education: International Perspectives (2nd Ed) captures a representative snapshot of the breadth of current global trends and issues in distance education theory, research, and practice. Through 21 chapters (from over 30 international authors), the book documents new developments in distance education scholarship and practice, presenting a diverse set of viewpoints on the trends and issues affecting this increasingly central discipline. The book is for researchers, practitioners, and students. Chapters speak to the many creative ways in which distance education addresses learning and human development needs around the world. They focus on distance education in dissimilar settings that extend beyond the limitations of the dominating paradigms of the highly developed economies. Contributing authors touch upon conceptual as well as practical issues. They critically reflect on both large- and small-scale distance education initiatives, discussing the use of everything from the most advanced technologies (e.g., 3-D computing) to the most rudimentary technologies (e.g., wind-up radios).
Increased accessibility to technology has resulted in increased educational use; however despite its positive impact, technology has not facilitated the wholesale educational reform that so many of us have hoped for. Journal of Research on Technology in Education ( JRTE) editor Lynne Schrum suggests that this may be remedied by developing a new research agenda-one that connects educators and researchers, and looks not only at the past, but provides direction for the future. In Considerations on Educational Technology Integration, Schrum brings together some of the best JRTE articles that focus on classroom technology integration, demonstrating how research can be used to connect theory to practice-moving education forward. Topics include digitized primary sources, mobile computing devices, the influence of teachers technology use on instructional practices, and implementation and effects of one-to-one computing initiatives.
The International Society for Technology in Education (ISTE) is the trusted source for professional development, knowledge generation, advocacy and leadership for innovation. ISTE is the premier membership association for educators and education leaders engaged in improving teaching and learning by advancing the effective use of technology in PK-12 and teacher education. Home of the National Educational Technology Standards (NETS), the Center for Applied Research in Educational Technology (CARET), and ISTE's annual conference (formerly known as the National Educational Computing Conference, or NECC), ISTE represents more than 100,000 professionals worldwide. We support our members with information, networking opportunities, and guidance as they face the challenge of transforming education.
Some of the areas in which we publish are: -Web. 2.0 in the classroom-RSS, podcasts, and more -National Educational Technology Standards (NETS) -Professional development for educators and administrators -Integrating technology into the classroom and curriculum -Safe practices for the Internet and technology -Educational technology for parents
This collection offers some of the most important chapters from Corwin’s leadership and educational technology books and focuses on 21st century challenges, technology and learning, cyber safety, and cyber bullying. Best-selling author Lynne Schrum’s edited volume explores the following topics and more:
- Ways to create the new educational environment today’s learners need
- How to lead change in schools
- Curriculum, instruction, and assessment in the 21st century
- Methods for creating a safe environment, including preventing cyberbullying
- Assessing 21st century learning: how schools can examine progress and growth
Michael R. Simonson
From arithmetic to algebra: an interdisciplinary approach to teaching Pre-K through 8th grade mathematics
Angie Su and Tsung-Chow Su
Angie Su and Tsung-Chow "Joe" Su
This book contains innovative mathematics learning and teaching strategies and activities for students and teachers. Although it concentrates on Pre K through 8th grade, it can also be used as a reference guidebook for teachers of all grade levels, including pre-service teachers, community college instructors, College of education professors, and home-school students and parents. The activities have been successfully field tested in hundreds of classrooms throughout the United States.
Helle Mathiasen and Lynne Schrum
The earliest educational software simply transferred print material from the page to the monitor. Since then, the Internet and other digital media have brought students an ever-expanding, low-cost knowledge base and the opportunity to interact with minds around the globe―while running the risk of shortening their attention spans, isolating them from interpersonal contact, and subjecting them to information overload.
The New Science of Learning: Cognition, Computers and Collaboration in Education deftly explores the multiple relationships found among these critical elements in students’ increasingly complex and multi-paced educational experience. Starting with instructors’ insights into the cognitive effects of digital media―a diverse range of viewpoints with little consensus―this cutting-edge resource acknowledges the double-edged potential inherent in computer-based education and its role in shaping students’ thinking capabilities. Accordingly, the emphasis is on strategies that maximize the strengths and compensate for the negative aspects of digital learning, including:
- Group cognition as a foundation for learning
- Metacognitive control of learning and remembering
- Higher education course development using open education resources
- Designing a technology-oriented teacher professional development model
- Supporting student collaboration with digital video tools
- Teaching and learning through social annotation practices
The New Science of Learning: Cognition, Computers and Collaboration in Education brings emerging challenges and innovative ideas into sharp focus for researchers in educational psychology, instructional design, education technologies, and the learning sciences.
Wilma Robles de Melendez