Handbook on Digital Learning for K-12 Schools by Ann Marcus-Quinn, Tríona Hourigan

By Ann Marcus-Quinn, Tríona Hourigan

This publication courses the adoption, layout, improvement and expectation of destiny electronic educating and studying projects/programs in K12 faculties. It presents a chain of case stories and stories stories from overseas electronic educating and studying tasks in K12 schooling. The ebook additionally furnishes recommendation for destiny tuition coverage and funding in electronic educating and studying initiatives. eventually, the booklet presents an evidence of the long run ability and sustainability of electronic instructing and studying in K12 schools.

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By Ann Marcus-Quinn, Tríona Hourigan

This publication courses the adoption, layout, improvement and expectation of destiny electronic educating and studying projects/programs in K12 faculties. It presents a chain of case stories and stories stories from overseas electronic educating and studying tasks in K12 schooling. The ebook additionally furnishes recommendation for destiny tuition coverage and funding in electronic educating and studying initiatives. eventually, the booklet presents an evidence of the long run ability and sustainability of electronic instructing and studying in K12 schools.

Show description

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When used as a stand-alone mode of communication, speech offers nothing for the producer to hide behind, with listeners often concentrating on the qualities and sounds of the words spoken “… before the content is even considered” (2010, p. 45). Moreover, individual students seem to be particularly concerned about the qualities of their voice and how listeners would “judge” the way it sounds, rather than the content of the speech they delivered. For example, Raven (names are anonymised) chose an inspiring subject matter for one composition: an ice cream parlour that uses liquid nitrogen to create its product.

Currently, it is more natural to view technology as tools that facilitate “… social and cultural processes, rather than primarily technical ones” (Buckingham, 2010, p. viii). Accordingly, commentators such as Rheingold (2008) highlight a corresponding shift from print culture to more participatory media, a shift which could “shape the cognitive and social environments in which twenty-first century life will take place” (2008, p. 99). Schools and educators are thereby urged to recognise their responsibility as facilitators in the development of young people’s digital literacy, in order to empower them as active participants in a changing society.

0 technology. Interactive Learning Environments, 17(4), 367–382. Spalter, A. , & van Dam, A. (2008). Digital visual literacy. Theory Into Practice, 47(2), 93–101. Stein, P. (2008). Multimodal pedagogies in diverse classrooms. London; New York, NY: Routledge. Street, B. V. (1995). Social literacies: Critical approaches to literacy in development, ethnography and education. London: Longman. Thompson, M. (2008). Multimodal teaching and learning: Creating spaces for content teachers. Journal of Adolescent & Adult Literacy, 52(2), 144–153.

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