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Powering up : learning to teach well with technology / Eileen M. Coppola ; foreword by Richard F. Elmore.

By:

Coppola, Eileen M

Material type:

TextPublication details: New York : Teachers College Press, c2004.Description: xvi, 189 p. ; 24 cmISBN:

0807744952 (cloth : alk. paper)
0807744980 (pbk. : alk. paper)

Subject(s):

LOC classification:

LB1028.5 .C628 2004

Partial contents:

Computers, pedagogy, and school reform : relationships and intersections -- Learning to teach with technology : five narratives -- Teacher learning and organizational culture : implications for leadership and policy.

Summary: Publisher description: This in-depth study of a computer-using school analyzes the relationships among teachers' knowledge, their ongoing learning, school organizational culture, and policy to understand how the school developed high-quality use of computers. The author traces the experiences of five teachers in a large public high school who have all used technology to augment core elements of their teaching, with particular attention to the use of computers for constructivist teaching.

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Holdings
Item type	Current library	Call number	Status	Barcode
Book	Storms Research Center Main Collection	LB 1028.5 .C628 2004 (Browse shelf(Opens below))	Available	98629631

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Previous	LB 1028.38 .K46 2001 Designing effective instruction /	LB 1028.5 .B47 2008 Using technology in the classroom /	LB 1028.5 .B47 2008 Using technology in the classroom /	LB 1028.5 .C628 2004 Powering up : learning to teach well with technology /	LB 1028.5 .D52 2014 Literacy lessons for a digital world : using blogs, wikis, podcasts, and more to meet the demands of the Common Core /	LB 1028.5 .D52 2014 Literacy lessons for a digital world : using blogs, wikis, podcasts, and more to meet the demands of the Common Core /	LB 1028.5 .F516 2006 Learning in real time : synchronous teaching and learning online /	Next

Includes bibliographical references (p. 169-176) and index.

Publisher description: This in-depth study of a computer-using school analyzes the relationships among teachers' knowledge, their ongoing learning, school organizational culture, and policy to understand how the school developed high-quality use of computers. The author traces the experiences of five teachers in a large public high school who have all used technology to augment core elements of their teaching, with particular attention to the use of computers for constructivist teaching.

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