| Preface |
|
xiii | |
| Acknowledgments |
|
xvii | |
|
1 Creating a Culture of Investigation |
|
|
1 | (24) |
|
|
|
|
|
|
|
Foundational Elements--The 4 Ts |
|
|
3 | (2) |
|
|
|
3 | (1) |
|
|
|
4 | (1) |
|
|
|
4 | (1) |
|
|
|
4 | (1) |
|
|
|
5 | (1) |
|
|
|
5 | (1) |
|
|
|
5 | (1) |
|
Vision and Common Purpose |
|
|
6 | (1) |
|
|
|
7 | (1) |
|
Role of Trust in a Collaborative Culture |
|
|
8 | (1) |
|
Teacher Communities of Inquiry |
|
|
9 | (1) |
|
Inquiry Is What We're Doing Each Day |
|
|
10 | (1) |
|
Supporting Teachers in Asking the Right Questions |
|
|
11 | (2) |
|
|
|
13 | (1) |
|
|
|
14 | (1) |
|
Plan for Data Collection and Reflection |
|
|
14 | (1) |
|
Flexibility in Response to Data Reflection |
|
|
15 | (1) |
|
Building Capacity for Teacher Leadership |
|
|
15 | (1) |
|
|
|
16 | (4) |
|
Building on Existing Structures: Professional Learning Communities |
|
|
16 | (1) |
|
Again--It's about the Questions |
|
|
17 | (1) |
|
Rapid-Fire Inquiry: Tech Shoot-Outs |
|
|
18 | (1) |
|
Sustained Teacher Inquiry: The Teacher Technology Summer Institute |
|
|
18 | (1) |
|
Sample Inquiry Projects from the Teacher Technology Summer Institute |
|
|
19 | (1) |
|
Technology Innovations in Collaborative Communities |
|
|
19 | (1) |
|
|
|
20 | (1) |
|
Reflect and Apply Activities |
|
|
21 | (1) |
|
|
|
21 | (4) |
|
2 Digital Access and Ethics |
|
|
|
|
|
|
|
25 | (1) |
|
Ethical Standards and Implications |
|
|
26 | (1) |
|
|
|
27 | (2) |
|
|
|
29 | (2) |
|
|
|
31 | (1) |
|
Leadership Considerations with Technology |
|
|
32 | (1) |
|
Reflect and Apply Activity |
|
|
33 | (1) |
|
|
|
33 | (5) |
|
3 Using Technology to Enhance Profession Learning |
|
|
|
|
|
Theories That Support Technology Use to Enhance Professional Learning |
|
|
38 | (2) |
|
|
|
38 | (1) |
|
Technological Pedagogical Content Knowledge |
|
|
39 | (1) |
|
|
|
40 | (3) |
|
Utilizing Technology for Professional Development |
|
|
43 | (3) |
|
Choice-Based Professional Development |
|
|
43 | (1) |
|
|
|
44 | (1) |
|
|
|
44 | (1) |
|
|
|
45 | (1) |
|
Professional Learning Networks |
|
|
46 | (2) |
|
Reflect and Apply Activities |
|
|
48 | (1) |
|
|
|
49 | (3) |
|
4 Writing in a Digital Environment |
|
|
|
|
|
|
|
52 | (1) |
|
The Writing Process: The Foundation for Writing Instruction |
|
|
52 | (2) |
|
Does Digital Writing Matter? |
|
|
54 | (2) |
|
Capitalizing on "Old" Modes of Writing for Digital Writing |
|
|
56 | (1) |
|
The Writing Process: Innovation Is Not the Enemy of Instruction |
|
|
57 | (1) |
|
|
|
58 | (1) |
|
|
|
58 | (1) |
|
|
|
59 | (1) |
|
|
|
59 | (1) |
|
|
|
60 | (1) |
|
|
|
60 | (2) |
|
|
|
62 | (1) |
|
Reflect and Apply Activities |
|
|
62 | (1) |
|
|
|
63 | (4) |
|
5 Digital Wellness in Our Schools |
|
|
|
|
|
|
|
67 | (1) |
|
|
|
68 | (3) |
|
Wellness as a Model for Digital Intervention |
|
|
71 | (1) |
|
Tech Effects on Youth Wellness: "Expectation versus Reality" |
|
|
72 | (8) |
|
|
|
73 | (1) |
|
|
|
74 | (2) |
|
|
|
76 | (1) |
|
Relationships and Communication |
|
|
77 | (1) |
|
|
|
78 | (1) |
|
|
|
79 | (1) |
|
Digital Wellness Roots and Recommendations |
|
|
80 | (4) |
|
Reflect and Apply Activities |
|
|
84 | (1) |
|
|
|
84 | (5) |
|
|
|
89 | (12) |
|
|
|
|
|
90 | (1) |
|
How to Get Started with Coding |
|
|
91 | (1) |
|
Teaching for the Twenty-First-Century Student |
|
|
92 | (1) |
|
|
|
93 | (2) |
|
Noncomputer Coding Alternatives and Coding Movements |
|
|
95 | (2) |
|
|
|
97 | (1) |
|
Reflect and Apply Activities |
|
|
98 | (1) |
|
|
|
98 | (3) |
|
7 Breaking Down Barriers to Achievement through Universal Design for Learning and Assistive Technology |
|
|
101 | (16) |
|
|
|
|
|
|
|
Instructional Technology and Universal Design for Learning |
|
|
102 | (1) |
|
Assistive Technology for Students with Disabilities |
|
|
103 | (2) |
|
Instructional and Assistive Technology Solutions for Students with Learning Disabilities |
|
|
105 | (1) |
|
Assistive Technology Solutions for Students with Communication Disorders |
|
|
106 | (3) |
|
Assistive Technology Solutions for Students with Sensory Disorders |
|
|
109 | (1) |
|
Assistive Technology Solutions for Students with Significant Cognitive Disabilities |
|
|
110 | (2) |
|
Assistive Technology Solutions: Community Partners |
|
|
112 | (1) |
|
|
|
113 | (1) |
|
Reflect and Apply Activities |
|
|
114 | (1) |
|
|
|
115 | (2) |
|
8 Visual and Auditory Production |
|
|
117 | (16) |
|
|
|
|
|
|
|
119 | (1) |
|
|
|
120 | (3) |
|
|
|
123 | (2) |
|
Question/Review Production |
|
|
125 | (1) |
|
|
|
126 | (1) |
|
|
|
127 | (1) |
|
Reflect and Apply Activities |
|
|
128 | (1) |
|
|
|
128 | (5) |
|
9 Enhancing Social and Emotional Learning through Technology |
|
|
133 | (18) |
|
|
|
|
|
Social/Emotional Resources |
|
|
134 | (1) |
|
Social Emotional Concerns |
|
|
135 | (1) |
|
Culturally Responsive Teaching |
|
|
136 | (1) |
|
Benefits of Social-Emotional Learning |
|
|
137 | (2) |
|
|
|
139 | (1) |
|
Technology for Young Children |
|
|
140 | (1) |
|
Technology for School-Age Students |
|
|
141 | (1) |
|
|
|
142 | (1) |
|
Technology to Support Individual Learning |
|
|
143 | (1) |
|
Technology to Support Class Learning |
|
|
144 | (1) |
|
|
|
145 | (1) |
|
Reflect and Apply Activities |
|
|
146 | (1) |
|
|
|
146 | (5) |
| Index |
|
151 | (6) |
| About the Contributors |
|
157 | |
Lisainfo e-raamatute kohta