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Digital Tools in Urban Schools: Mediating a Remix of Learning

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Book Series: Technologies of the Imagination ISBN: 9780472071531 9780472051533 9780472027606 Year: Language: English
Publisher: University of Michigan Press
Subject: Education
Added to DOAB on : 2012-04-06 14:29:55
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Digital Tools in Urban Schools demonstrates significant ways in which high school teachers in the complex educational setting of an urban public high school in northern California extended their own professional learning to revitalize learning in their classrooms. Through a novel research collaboration between a university and this public school, these teachers were supported and guided in developing the skills necessary to take greater advantage of new media and new information sources to increase student learning while making connections to their relevant experiences and interests. Jabari Mahiri draws on extensive qualitative data—including blogs, podcasts, and other digital media—to document, describe, and analyze how the learning of both students and teachers was dramatically transformed as they utilized digital media in their classrooms. Digital Tools in Urban Schools will interest instructional leaders and participants in teacher preparation and professional development programs, education and social science researchers and scholars, graduate and undergraduate programs and classes emphasizing literacy and learning, and those focused on urban education issues and conditions.

Towards Excellence in Engineering Education

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ISBN: 9783039212514 / 9783039212521 Year: Pages: 174 DOI: 10.3390/books978-3-03921-252-1 Language: eng
Publisher: MDPI - Multidisciplinary Digital Publishing Institute
Subject: Technology (General) --- General and Civil Engineering
Added to DOAB on : 2020-01-07 09:08:26
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Acquiring knowledge is a life-long process; we constantly need to keep abreast of developments and progress in science and other disciplines. Embracing a scholarship of teaching and learning (SoTL) means practicing constant self-reflection, involving evaluation of the academic career and the ways in which strategies are designed to examine, interpret, and share learning about teaching. This practice not only yields benefits to the lecturer but also enriches the scholarly community in the discipline. In general, SoTL is regarded as a vibrant practice of ongoing self-criticism and sharing, which results in accumulated teaching experiences for teachers, students, and the teaching community at large. This book is a contribution from authors sharing their experiences, how their teaching portfolios reflect their personal development as teachers, and how their teaching experiences are embedded in the scholarship of teaching and learning.

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