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Published in 1988, this bibliography focuses on four main areas; descriptions of the computer and its effects on human thinking and learning, computers in teaching situations, problems arising from the use of computers, and examinations of the future use of computers in education. Publications with relevant information are included, and in some cases studies have been annotated to provide more information on the citation. The bibliography presents researchers with a listing of primary and secondary sources detailing the role of the computer in education from 1975 to 1986. Short term, as well as longitudinal works are included, across all formats including articles, reviews, dissertations and books.
Students today are growing up in a digital world. These "digital natives" learn in new and different ways, so educators need new approaches to make learning both real and relevant for today's students. Marc Prensky, who first coined the terms "digital natives" and "digital immigrants," presents an intuitive yet highly innovative and field-tested partnership model that promotes 21st-century student learning through technology. Partnership pedagogy is a framework in which: - Digitally literate students specialize in content finding, analysis, and presentation via multiple media - Teachers specialize in guiding student learning, providing questions and context, designing instruction, and assessing quality - Administrators support, organize, and facilitate the process schoolwide - Technology becomes a tool that students use for learning essential skills and "getting things done" With numerous strategies, how-to's, partnering tips, and examples, Teaching Digital Natives is a visionary yet practical book for preparing students to live and work in today's globalized and digitalized world.
Editor Prof. Dr. Beatriz Lucia SALVADOR BIZOTTO- Centro Universitário Unifacvest/BRAZIL ISBN: 9786258284614 PUBLISHER: Global Academy Publishing House Date: 28.02.2023
Intended as a reference for researchers, teachers, and administrators, this book chronicles research, programs, and uses of computers in reading. Chapter 1 provides a broad view of computer applications in education, while Chapter 2 provides annotated references for computer based reading and language arts programs for children and adults in classroom and clinic settings, including LOGO, cloze procedure, language experience approach, special education, spelling, Native American education, and English as a second/foreign language. Chapter 3 introduces the reader to software evaluation guidelines and criteria, including references about the development of computer based reading programs and projects. Chapter 4 reviews computer based research on teaching reading, reading assessment, and psychological and physiological aspects of the reading process. Chapter 5 presents references on word processing, writing, and reading, and Chapter 6 offers explanations for the puzzling questions surrounding computer based readability and text analysis. References to computer based activities in reading readiness and beginning reading are presented in chapter 7, while chapter 8 discusses computer managed reading instruction. Chapter 9 details advances in computer based speech technology and reading instruction and the focus in chapter 10 is on text legibility and computers. Chapter 11 provides references about recent developments with CD ROMs (Compact Disk Read Only Memory) and CDIs (compact disk interactive), and chapter 12 summarizes by speculating on the importance of other emerging applications in computer based reading, such as simulations, artificial intelligence, programming and authoring systems, telecommunications and satellite communications, and robots. Two appendixes list companies that produce software and describe integrated learning systems that contain reading and language arts software. (SKC)