What do you think?
Rate this book
Effective Teaching with Internet Technologies: Pedagogy and Practice
This field-tested guidebook helps teachers develop skills for integrating best teaching practices with technology and includes case studies, examples of student work, and Web links.
144 pages, Paperback
First published January 1, 2007
9 people want to read
Ratings & Reviews
Friends & Following
Create a free account to discover what your friends think of this book!
Community Reviews
Displaying 1 - 3 of 3 reviews
February 4, 2010
كتاب شامل ، و غني بالمعلومات . طريقة تقسيمه للكتاب و تقديمه للمعلومات مبسطة و ممتعة . تعلمت الكثير .
أنصح به أي مدرس يهدف إلى توطيف الإنترنت في دروسه بشكل فعال .
-
"Despite the rapid increase in internet connectivity in schools, it is important to remember that, “The internet is a generally unregulated environment …” and, “There is a wide range of material available covering virtually every aspect of our life or activity, much of it positive, some of it offensive.” (DfES, undated) As well as being very large and generally of a positive nature, another aspect of the make up of the internet that must be held firmly in mind is that a very large proportion of the internet is attempting to sell to the sometimes unsuspecting surfer." (p. 15)
"The site Superhighway Safety formerly hosted by the Department for Education and Skills (DfES, undated) offered a list of website attributes that should be considered when making an evaluation of a web-based resource. Not all of the attributes will be relevant for every site, but the list makes a useful yardstick against which sites might be measured.
• Authority
• Purpose
• Audience
• Relevance
• Objectivity
• Accuracy
• Currency
• Format
• Links
• Ease of use"
(p. 16)
" The European Schoolnet project (European Schoolnet, undated) highlights certain features, most of which are listed above, of ICT that make it particularly suitable for education, namely:
• It combines and integrates a full range of media essential for effective learning. ICT uses sound, vision, text and numeric data.
• It provides teachers and pupils with new opportunities for long distance communication and learning and an involvement in the “real world”.
• There is an opportunity to increase the interest and involvement of pupils by the one-to-one relationship provided by the pupil and computer. Not all learning is necessarily done from books, and computers via ICT can act as a catalyst to interest, involvement and enthusiasm.
• It provides students with an opportunity to work and learn on their own."(p. 20)
Describing the role of the teacher in this environment, "The teacher has an important role in this style of learning as the planner, instigator and more importantly as the manager of the learning context. The teacher also takes on the role of partner 24 Effective Teaching with Internet Technologies in dialogue in many cases, intervening at appropriate times and providing scaffolding of differing types and levels of complexity." (p. 24)
"When use is made of the communications capabilities of the internet there seems, from the experiences of the studies, to be an even higher level of motivation, especially if the communication is synchronous – happening in real time." (p. 117)
"The internet in itself does not dictate an approach to teaching. However it does seem that the use of resources and remote activities mediated by the internet is more likely to lead towards more socially constructivist learning activities, if that is the approach that the teacher wants to adopt." (p. 118)
'However, the simple addition of an internet-related activity or source of information to a lesson will not, of itself, provide the sort of learning environment described above. The creation and maintenance of supportive, exciting and enjoyable learning experiences depends critically upon the role of the teacher. Planning needs to take into account the manifold needs, interests, dispositions, learning preferences and desired learning outcomes relating to the curriculum and to the group of children in question. " (p. 121)
أنصح به أي مدرس يهدف إلى توطيف الإنترنت في دروسه بشكل فعال .
-
"Despite the rapid increase in internet connectivity in schools, it is important to remember that, “The internet is a generally unregulated environment …” and, “There is a wide range of material available covering virtually every aspect of our life or activity, much of it positive, some of it offensive.” (DfES, undated) As well as being very large and generally of a positive nature, another aspect of the make up of the internet that must be held firmly in mind is that a very large proportion of the internet is attempting to sell to the sometimes unsuspecting surfer." (p. 15)
"The site Superhighway Safety formerly hosted by the Department for Education and Skills (DfES, undated) offered a list of website attributes that should be considered when making an evaluation of a web-based resource. Not all of the attributes will be relevant for every site, but the list makes a useful yardstick against which sites might be measured.
• Authority
• Purpose
• Audience
• Relevance
• Objectivity
• Accuracy
• Currency
• Format
• Links
• Ease of use"
(p. 16)
" The European Schoolnet project (European Schoolnet, undated) highlights certain features, most of which are listed above, of ICT that make it particularly suitable for education, namely:
• It combines and integrates a full range of media essential for effective learning. ICT uses sound, vision, text and numeric data.
• It provides teachers and pupils with new opportunities for long distance communication and learning and an involvement in the “real world”.
• There is an opportunity to increase the interest and involvement of pupils by the one-to-one relationship provided by the pupil and computer. Not all learning is necessarily done from books, and computers via ICT can act as a catalyst to interest, involvement and enthusiasm.
• It provides students with an opportunity to work and learn on their own."(p. 20)
Describing the role of the teacher in this environment, "The teacher has an important role in this style of learning as the planner, instigator and more importantly as the manager of the learning context. The teacher also takes on the role of partner 24 Effective Teaching with Internet Technologies in dialogue in many cases, intervening at appropriate times and providing scaffolding of differing types and levels of complexity." (p. 24)
"When use is made of the communications capabilities of the internet there seems, from the experiences of the studies, to be an even higher level of motivation, especially if the communication is synchronous – happening in real time." (p. 117)
"The internet in itself does not dictate an approach to teaching. However it does seem that the use of resources and remote activities mediated by the internet is more likely to lead towards more socially constructivist learning activities, if that is the approach that the teacher wants to adopt." (p. 118)
'However, the simple addition of an internet-related activity or source of information to a lesson will not, of itself, provide the sort of learning environment described above. The creation and maintenance of supportive, exciting and enjoyable learning experiences depends critically upon the role of the teacher. Planning needs to take into account the manifold needs, interests, dispositions, learning preferences and desired learning outcomes relating to the curriculum and to the group of children in question. " (p. 121)
August 17, 2011
It would have been nice if the writing was much more professional
January 12, 2015
A bit underwhelming but led me to interesting work.
(Bibliographies, yaay!)
(Bibliographies, yaay!)
Displaying 1 - 3 of 3 reviews