Effective Teaching With Internet Technologies

′The aim of this book is to support schools in using the internet effectively. Refreshingly, it has a strong pedagogical focus and emphasises the value of technology to support learning...Overall a useful book that should help schools in thinking about how the internet might enhance teaching and learning′ - Learning & Teaching Update All schools now have internet access, but the potential of internet technology as a teaching and learning tool is still far from fully realised. This timely book helps teachers develop pedagogical skills in using the internet through a series of case studies of good practice, all of which are based on extensive classroom research. Accessible and practical, it is a guidebook on how integrate the use of technology across teaching and learning. The book offers a range of ideas which can be used in different classroom settings. The emphasis is on practical ways of developing skills in teaching and learning, rather than on the technical specifics of the technology itself. Illustrative material - examples of children′s work, website links, and further details of how projects were set up - are presented on a companion website. Chapters include: - The internet and its use in Education - what is the internet and what is its history in schools? - Pedagogy and the Internet - what impact is new technology having on teaching styles? - Learning Theory - past and current perspectives - Teaching with the internet - a series of case studies analysed in terms of pedagogy, learning theory and the effectiveness of the teaching and the learning. - Effective Teaching with the Internet - some guidelines for good practice This book will appeal to teachers in training as well as practising teachers, ICT co-ordinators and those on CPD courses.

Give your students a powerful learning resource—the Internet! The Internet, though brimming with potential, is still vastly underused as a teaching resource. Internet Applications of Type II Uses of Technology in Education gives teachers new strategies for the Internet’s use as a dynamic educational resource. Where Type I teaching applications technologically mimic the procedures previously used by teachers, Type II teaching applications involve innovative thinking in the use of technology in learning. Using Type II applications with the Internet, students are actively empowered to look to its use as an effective partner in their learning process. This book clearly reviews several Type II teaching applications and integrative software for use in all educational levels, including Internet videoconferencing, instant messages, WebQuests, and WebCT. Though now readily available, even those schools with the capability fail to effectively integrate computer and Internet technology into meaningful classroom activities. Using the Internet as a teaching and learning tool offers a flexibility that can be extremely effective. Internet Applications of Type II Uses of Technology in Education clearly shows how some creative educators have implemented inventive Type II applications in their teaching plans to give their students a more enriching learning experience. Internet Applications of Type II Uses of Technology in Education explores: critically evaluating Web site information how perceptions and behaviors change when Internet access becomes universally available Internet2 Videoconferencing integrating online communication into courses utilizing computer-mediated communication (CMC) tools structured online class discussions using Instant Messenger (IM) increasing vocabulary through software and online texts online learning in second-language acquisition (SLA) a project in New Zealand in which teachers and students learn Web design with the help of an external expert WebQuests as a Type II application WebCT as a Type II application achievement testing through the computer the Global Forum on School Leadership (GFSL) as a Type II application Internet Applications of Type II Uses of Technology in Education is a valuable, idea-generating resource for all academics working in information technology and education, and for K-12 teachers and administrators at all levels.

The use of computers and electronic resources has dominated human activities especially in the last two decades (Straker, 2001). Its use is complemented by a whole lot of other electronic devices, all of which are now collectively regarded as Information and Communication Technology (ICT). Information and Communication Technology (ICT) are information handling tools that are used to produce, store, and process, distribute and exchange information. These different tools are now able to work together and combine to form networked world-wide which reaches into every corner of the globe (UNDP Evaluation Office, 2001). It is an increasingly powerful tool for participating in global markets, promoting political accountability, improving the delivery of basic services and enhancing local development opportunities (UNDP, 2006). To Ogunsola (2005) ICT 'is an electronic based system of information transmission, reception, processing and retrieval, which has drastically changed the way we think, the way we live and the environment in which we live'. Information and communication technology has changed how people live, work or play (Berenfield, 1999).Information and Communication Technology (ICT) has not only witnessed a wide range of application in virtually all human endeavours, it has also actually transformed the world into a global village in such a manner that its contribution to human development over the years cannot be overemphasized. Despite the efforts, Information and Communication Technologies (ICTs) integration is still marked with apathy on the part of science teachers and students, possibly due to unawareness, inaccessible and lack of basic ICT skills in using the ICT resources available for effective academic activities in schools. This study therefore examined the awareness, accessibility and usability on internet technology in promoting effective teaching and learning.

With digital components becoming the commonplace in the education world, educators must learn how to integrate technology into the classroom and step into the digital age of teaching. This updated, second edition resource provides teachers with classroom-tested ideas and resources to enhance instruction and help make the integration of technology a seamless process. Featuring standards-based lessons and topics such as distance learning and virtual school, webquests, blogs and social networking, interactive games, activities, and simulations, this resource will help you have a technologically advanced classroom in no time!

Award-winning in its first edition, this book is an essential guide to the use of technology in flexible and distance learning, weighing up the pros and cons of different media. Fully updated, this second edition: examines criteria and guidelines for the design and delivery of effective teaching, using modern learning technologies focuses on the use of the Internet for distance and flexible education considers the design and use of emerging technologies such as web-based video-conferencing and speech recognition places emphasis on organisational and management issues and how these influence the effective use of technology gives attention to the integration of online teaching with campus-based face-to-face teaching. With a focus on basic principles and general guidelines this guidance applies to existing and emerging technologies. It is essential reading not just for those specialising in flexible and distance learning and distance education, but anyone concerned with the integration of technology with teaching.

First released in the Spring of 1999, How People Learn has been expanded to show how the theories and insights from the original book can translate into actions and practice, now making a real connection between classroom activities and learning behavior. This edition includes far-reaching suggestions for research that could increase the impact that classroom teaching has on actual learning. Like the original edition, this book offers exciting new research about the mind and the brain that provides answers to a number of compelling questions. When do infants begin to learn? How do experts learn and how is this different from non-experts? What can teachers and schools do-with curricula, classroom settings, and teaching methods--to help children learn most effectively? New evidence from many branches of science has significantly added to our understanding of what it means to know, from the neural processes that occur during learning to the influence of culture on what people see and absorb. How People Learn examines these findings and their implications for what we teach, how we teach it, and how we assess what our children learn. The book uses exemplary teaching to illustrate how approaches based on what we now know result in in-depth learning. This new knowledge calls into question concepts and practices firmly entrenched in our current education system. Topics include: How learning actually changes the physical structure of the brain. How existing knowledge affects what people notice and how they learn. What the thought processes of experts tell us about how to teach. The amazing learning potential of infants. The relationship of classroom learning and everyday settings of community and workplace. Learning needs and opportunities for teachers. A realistic look at the role of technology in education.

Successfully leverage technology to enhance classroom practices with this practical resource. The authors demonstrate the importance of educational technology, which is quickly becoming an essential component in effective teaching. Included are over 100 organized classroom strategies, vignettes that show each section’s strategies in action, and a glossary of classroom-relevant technology terms. Key research is summarized and translated into classroom recommendations.