Handbook of research on transforming teachers' online pedagogical reasoning for teaching K-12 students in virtual learning environments:
"This book presents actual best practices and pedagogical reasoning for designing online strategies that work for K-12 virtual learning suggesting ways to think about teaching in virtual environments that can be used to guide instructional strategy choices and ultimate decisions"--
Gespeichert in:
| Weitere Verfasser: | , |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Hershey, Pennsylvania (701 E. Chocolate Avenue, Hershey, Pennsylvania, 17033, USA) :
IGI Global,
[2021]
|
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Zusammenfassung: | "This book presents actual best practices and pedagogical reasoning for designing online strategies that work for K-12 virtual learning suggesting ways to think about teaching in virtual environments that can be used to guide instructional strategy choices and ultimate decisions"-- |
| Beschreibung: | 46 PDFs (2 volumes (664 pages)) Also available in print. |
| Format: | Mode of access: World Wide Web. |
| Bibliographie: | Includes bibliographical references and index. |
| ISBN: | 9781799872245 |
| Zugangseinschränkungen: | Restricted to subscribers or individual electronic text purchasers. |
Internformat
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| 245 | 0 | 0 | |a Handbook of research on transforming teachers' online pedagogical reasoning for teaching K-12 students in virtual learning environments |c Margaret L. Niess, and Henry Gillow-Wiles, Editors. |
| 264 | 1 | |a Hershey, Pennsylvania (701 E. Chocolate Avenue, Hershey, Pennsylvania, 17033, USA) : |b IGI Global, |c [2021] | |
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| 504 | |a Includes bibliographical references and index. | ||
| 505 | 0 | |a Volume I. Section 1. Foundation knowledge for transforming teachers' online pedagogical reasoning for virtual learning environments. Chapter 1. Is there recess on Mars? Developing a sense of belonging in online Learning ; Chapter 2. Teaching students with learning disabilities in a virtual learning environment ; Chapter 3. Implementing universal design for learning in the virtual learning environment ; Chapter 4. Choosing culturally, linguistically, and cognitively distance learning platforms: correlations across early childhood professional standards to promote inclusion ; Chapter 5. Pedagogical challenges during COVID: opportunities for transformative shifts ; Chapter 6. Using the technology integration planning cycle to select digital tools for virtual instruction ; Chapter 7. Four steps to promote teacher creativity when making the transition to virtual learning experiences -- Section 2. Best practices and pedagogical reasoning In K-12 grade levels. Chapter 8.Using generation Z's learning approaches to create meaningful online learning ; Chapter 9. Intersections of micro-level contextual factors and technological pedagogical knowledge ; Chapter 10. Teaching strategies during a pandemic: learnings and reflections ; Chapter 11. Crystallizing moments: teacher-student interaction and engagement in online primary grades education ; Chapter 12. Using digital games in virtual classrooms to make attitudinal learning motivating and engaging ; Chapter 13. Building community in online learning environments: strategies for high school teachers ; Chapter 14. TACTivities: a way to promote hands-on, minds-on learning in a virtual learning environment ; Chapter 15. The 4Cs of academic language and literacy: facilitating structured discussions in remote classrooms -- Volume II. Section 3. Best practices and pedagogical reasoning in K-12 content areas. Chapter 16. How foundational writing informs early decoding skills in virtual instruction ; Chapter 17. Examining digital pedagogy of teachers using engeström's activity theory ; Chapter 18. Computational thinking and making in virtual elementary classrooms ; Chapter 19. Designing virtual collaborations in case-based science learning: using Google slides, Padlet, and FlipGrid ; Chapter 20. Transforming K-12 mathematics classroom teacher pedagogy through virtual number talks ; Chapter 21. Using technology-enhanced activities to transform K-5 mathematics planning, teaching, and learning ; Chapter 22. Mathematics, social structure, and technology: a categorical framework to support online middle school mathematics teaching ; Chapter 23. Using mathematics digital interactive notebooks as authentic integrated online assessments ; Chapter 24. Virtual STEM stories: blending STEM and literacy in a virtual environment -- Section 4. Transforming teachers knowledge for teaching in virtual environments - Pre-service,In-service and professional development. Chapter 25. An interactional and aligned educational design framework to support teachers' pedagogical reasoning ; Chapter 26. Transforming teaching for virtual environments: developing preservice teachers' online TPACK ; Chapter 27. Promoting higher student mathematics achievement in online settings: introducing PHiSMAOS ; Chapter 28. Classroom management, lesson planning, and technology integration ... Oh my! Ways to cope with online pedagogical practices ; Chapter 29. What now? Online pedagogical reasoning of student teaching secondary ELAR in virtual learning environments ; Chapter 30. Current approaches in teacher learning on digital social platforms -- Section 5. Chapter 31. Developing teachers' knowledge for teaching in virtual contexts: lessons from the pandemic of 2020-2021. | |
| 506 | |a Restricted to subscribers or individual electronic text purchasers. | ||
| 520 | 3 | |a "This book presents actual best practices and pedagogical reasoning for designing online strategies that work for K-12 virtual learning suggesting ways to think about teaching in virtual environments that can be used to guide instructional strategy choices and ultimate decisions"-- |c Provided by publisher. | |
| 530 | |a Also available in print. | ||
| 538 | |a Mode of access: World Wide Web. | ||
| 588 | |a Description based on title screen (IGI Global, viewed 07/18/2021). | ||
| 650 | 0 | |a Computer-assisted instruction. | |
| 650 | 0 | |a Critical pedagogy. | |
| 650 | 0 | |a Internet in education. | |
| 650 | 0 | |a Web-based instruction |x Design. | |
| 650 | 7 | |a Computer-assisted instruction. |2 fast | |
| 650 | 7 | |a Critical pedagogy. |2 fast | |
| 650 | 7 | |a Internet in education. |2 fast | |
| 700 | 1 | |a Gillow-Wiles, Henry |d 1957- |e editor. | |
| 700 | 1 | |a Niess, Margaret, |e editor. | |
| 710 | 2 | |a IGI Global, |e publisher. | |
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| contents | Volume I. Section 1. Foundation knowledge for transforming teachers' online pedagogical reasoning for virtual learning environments. Chapter 1. Is there recess on Mars? Developing a sense of belonging in online Learning ; Chapter 2. Teaching students with learning disabilities in a virtual learning environment ; Chapter 3. Implementing universal design for learning in the virtual learning environment ; Chapter 4. Choosing culturally, linguistically, and cognitively distance learning platforms: correlations across early childhood professional standards to promote inclusion ; Chapter 5. Pedagogical challenges during COVID: opportunities for transformative shifts ; Chapter 6. Using the technology integration planning cycle to select digital tools for virtual instruction ; Chapter 7. Four steps to promote teacher creativity when making the transition to virtual learning experiences -- Section 2. Best practices and pedagogical reasoning In K-12 grade levels. Chapter 8.Using generation Z's learning approaches to create meaningful online learning ; Chapter 9. Intersections of micro-level contextual factors and technological pedagogical knowledge ; Chapter 10. Teaching strategies during a pandemic: learnings and reflections ; Chapter 11. Crystallizing moments: teacher-student interaction and engagement in online primary grades education ; Chapter 12. Using digital games in virtual classrooms to make attitudinal learning motivating and engaging ; Chapter 13. Building community in online learning environments: strategies for high school teachers ; Chapter 14. TACTivities: a way to promote hands-on, minds-on learning in a virtual learning environment ; Chapter 15. The 4Cs of academic language and literacy: facilitating structured discussions in remote classrooms -- Volume II. Section 3. Best practices and pedagogical reasoning in K-12 content areas. Chapter 16. How foundational writing informs early decoding skills in virtual instruction ; Chapter 17. Examining digital pedagogy of teachers using engeström's activity theory ; Chapter 18. Computational thinking and making in virtual elementary classrooms ; Chapter 19. Designing virtual collaborations in case-based science learning: using Google slides, Padlet, and FlipGrid ; Chapter 20. Transforming K-12 mathematics classroom teacher pedagogy through virtual number talks ; Chapter 21. Using technology-enhanced activities to transform K-5 mathematics planning, teaching, and learning ; Chapter 22. Mathematics, social structure, and technology: a categorical framework to support online middle school mathematics teaching ; Chapter 23. Using mathematics digital interactive notebooks as authentic integrated online assessments ; Chapter 24. Virtual STEM stories: blending STEM and literacy in a virtual environment -- Section 4. Transforming teachers knowledge for teaching in virtual environments - Pre-service,In-service and professional development. Chapter 25. An interactional and aligned educational design framework to support teachers' pedagogical reasoning ; Chapter 26. Transforming teaching for virtual environments: developing preservice teachers' online TPACK ; Chapter 27. Promoting higher student mathematics achievement in online settings: introducing PHiSMAOS ; Chapter 28. Classroom management, lesson planning, and technology integration ... Oh my! Ways to cope with online pedagogical practices ; Chapter 29. What now? Online pedagogical reasoning of student teaching secondary ELAR in virtual learning environments ; Chapter 30. Current approaches in teacher learning on digital social platforms -- Section 5. Chapter 31. Developing teachers' knowledge for teaching in virtual contexts: lessons from the pandemic of 2020-2021. |
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| discipline | Pädagogik |
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| spelling | Handbook of research on transforming teachers' online pedagogical reasoning for teaching K-12 students in virtual learning environments Margaret L. Niess, and Henry Gillow-Wiles, Editors. Hershey, Pennsylvania (701 E. Chocolate Avenue, Hershey, Pennsylvania, 17033, USA) : IGI Global, [2021] 46 PDFs (2 volumes (664 pages)) text rdacontent electronic isbdmedia online resource rdacarrier Includes bibliographical references and index. Volume I. Section 1. Foundation knowledge for transforming teachers' online pedagogical reasoning for virtual learning environments. Chapter 1. Is there recess on Mars? Developing a sense of belonging in online Learning ; Chapter 2. Teaching students with learning disabilities in a virtual learning environment ; Chapter 3. Implementing universal design for learning in the virtual learning environment ; Chapter 4. Choosing culturally, linguistically, and cognitively distance learning platforms: correlations across early childhood professional standards to promote inclusion ; Chapter 5. Pedagogical challenges during COVID: opportunities for transformative shifts ; Chapter 6. Using the technology integration planning cycle to select digital tools for virtual instruction ; Chapter 7. Four steps to promote teacher creativity when making the transition to virtual learning experiences -- Section 2. Best practices and pedagogical reasoning In K-12 grade levels. Chapter 8.Using generation Z's learning approaches to create meaningful online learning ; Chapter 9. Intersections of micro-level contextual factors and technological pedagogical knowledge ; Chapter 10. Teaching strategies during a pandemic: learnings and reflections ; Chapter 11. Crystallizing moments: teacher-student interaction and engagement in online primary grades education ; Chapter 12. Using digital games in virtual classrooms to make attitudinal learning motivating and engaging ; Chapter 13. Building community in online learning environments: strategies for high school teachers ; Chapter 14. TACTivities: a way to promote hands-on, minds-on learning in a virtual learning environment ; Chapter 15. The 4Cs of academic language and literacy: facilitating structured discussions in remote classrooms -- Volume II. Section 3. Best practices and pedagogical reasoning in K-12 content areas. Chapter 16. How foundational writing informs early decoding skills in virtual instruction ; Chapter 17. Examining digital pedagogy of teachers using engeström's activity theory ; Chapter 18. Computational thinking and making in virtual elementary classrooms ; Chapter 19. Designing virtual collaborations in case-based science learning: using Google slides, Padlet, and FlipGrid ; Chapter 20. Transforming K-12 mathematics classroom teacher pedagogy through virtual number talks ; Chapter 21. Using technology-enhanced activities to transform K-5 mathematics planning, teaching, and learning ; Chapter 22. Mathematics, social structure, and technology: a categorical framework to support online middle school mathematics teaching ; Chapter 23. Using mathematics digital interactive notebooks as authentic integrated online assessments ; Chapter 24. Virtual STEM stories: blending STEM and literacy in a virtual environment -- Section 4. Transforming teachers knowledge for teaching in virtual environments - Pre-service,In-service and professional development. Chapter 25. An interactional and aligned educational design framework to support teachers' pedagogical reasoning ; Chapter 26. Transforming teaching for virtual environments: developing preservice teachers' online TPACK ; Chapter 27. Promoting higher student mathematics achievement in online settings: introducing PHiSMAOS ; Chapter 28. Classroom management, lesson planning, and technology integration ... Oh my! Ways to cope with online pedagogical practices ; Chapter 29. What now? Online pedagogical reasoning of student teaching secondary ELAR in virtual learning environments ; Chapter 30. Current approaches in teacher learning on digital social platforms -- Section 5. Chapter 31. Developing teachers' knowledge for teaching in virtual contexts: lessons from the pandemic of 2020-2021. Restricted to subscribers or individual electronic text purchasers. "This book presents actual best practices and pedagogical reasoning for designing online strategies that work for K-12 virtual learning suggesting ways to think about teaching in virtual environments that can be used to guide instructional strategy choices and ultimate decisions"-- Provided by publisher. Also available in print. Mode of access: World Wide Web. Description based on title screen (IGI Global, viewed 07/18/2021). Computer-assisted instruction. Critical pedagogy. Internet in education. Web-based instruction Design. Computer-assisted instruction. fast Critical pedagogy. fast Internet in education. fast Gillow-Wiles, Henry 1957- editor. Niess, Margaret, editor. IGI Global, publisher. (Original) (DLC)2021015991 Print version: 179987222X 9781799872221 (DLC) 2021015991 FWS01 ZDB-98-IGB FWS_PDA_IGB http://services.igi-global.com/resolvedoi/resolve.aspx?doi=10.4018/978-1-7998-7222-1 Volltext |
| spellingShingle | Handbook of research on transforming teachers' online pedagogical reasoning for teaching K-12 students in virtual learning environments Volume I. Section 1. Foundation knowledge for transforming teachers' online pedagogical reasoning for virtual learning environments. Chapter 1. Is there recess on Mars? Developing a sense of belonging in online Learning ; Chapter 2. Teaching students with learning disabilities in a virtual learning environment ; Chapter 3. Implementing universal design for learning in the virtual learning environment ; Chapter 4. Choosing culturally, linguistically, and cognitively distance learning platforms: correlations across early childhood professional standards to promote inclusion ; Chapter 5. Pedagogical challenges during COVID: opportunities for transformative shifts ; Chapter 6. Using the technology integration planning cycle to select digital tools for virtual instruction ; Chapter 7. Four steps to promote teacher creativity when making the transition to virtual learning experiences -- Section 2. Best practices and pedagogical reasoning In K-12 grade levels. Chapter 8.Using generation Z's learning approaches to create meaningful online learning ; Chapter 9. Intersections of micro-level contextual factors and technological pedagogical knowledge ; Chapter 10. Teaching strategies during a pandemic: learnings and reflections ; Chapter 11. Crystallizing moments: teacher-student interaction and engagement in online primary grades education ; Chapter 12. Using digital games in virtual classrooms to make attitudinal learning motivating and engaging ; Chapter 13. Building community in online learning environments: strategies for high school teachers ; Chapter 14. TACTivities: a way to promote hands-on, minds-on learning in a virtual learning environment ; Chapter 15. The 4Cs of academic language and literacy: facilitating structured discussions in remote classrooms -- Volume II. Section 3. Best practices and pedagogical reasoning in K-12 content areas. Chapter 16. How foundational writing informs early decoding skills in virtual instruction ; Chapter 17. Examining digital pedagogy of teachers using engeström's activity theory ; Chapter 18. Computational thinking and making in virtual elementary classrooms ; Chapter 19. Designing virtual collaborations in case-based science learning: using Google slides, Padlet, and FlipGrid ; Chapter 20. Transforming K-12 mathematics classroom teacher pedagogy through virtual number talks ; Chapter 21. Using technology-enhanced activities to transform K-5 mathematics planning, teaching, and learning ; Chapter 22. Mathematics, social structure, and technology: a categorical framework to support online middle school mathematics teaching ; Chapter 23. Using mathematics digital interactive notebooks as authentic integrated online assessments ; Chapter 24. Virtual STEM stories: blending STEM and literacy in a virtual environment -- Section 4. Transforming teachers knowledge for teaching in virtual environments - Pre-service,In-service and professional development. Chapter 25. An interactional and aligned educational design framework to support teachers' pedagogical reasoning ; Chapter 26. Transforming teaching for virtual environments: developing preservice teachers' online TPACK ; Chapter 27. Promoting higher student mathematics achievement in online settings: introducing PHiSMAOS ; Chapter 28. Classroom management, lesson planning, and technology integration ... Oh my! Ways to cope with online pedagogical practices ; Chapter 29. What now? Online pedagogical reasoning of student teaching secondary ELAR in virtual learning environments ; Chapter 30. Current approaches in teacher learning on digital social platforms -- Section 5. Chapter 31. Developing teachers' knowledge for teaching in virtual contexts: lessons from the pandemic of 2020-2021. Computer-assisted instruction. Critical pedagogy. Internet in education. Web-based instruction Design. Computer-assisted instruction. fast Critical pedagogy. fast Internet in education. fast |
| title | Handbook of research on transforming teachers' online pedagogical reasoning for teaching K-12 students in virtual learning environments |
| title_auth | Handbook of research on transforming teachers' online pedagogical reasoning for teaching K-12 students in virtual learning environments |
| title_exact_search | Handbook of research on transforming teachers' online pedagogical reasoning for teaching K-12 students in virtual learning environments |
| title_full | Handbook of research on transforming teachers' online pedagogical reasoning for teaching K-12 students in virtual learning environments Margaret L. Niess, and Henry Gillow-Wiles, Editors. |
| title_fullStr | Handbook of research on transforming teachers' online pedagogical reasoning for teaching K-12 students in virtual learning environments Margaret L. Niess, and Henry Gillow-Wiles, Editors. |
| title_full_unstemmed | Handbook of research on transforming teachers' online pedagogical reasoning for teaching K-12 students in virtual learning environments Margaret L. Niess, and Henry Gillow-Wiles, Editors. |
| title_short | Handbook of research on transforming teachers' online pedagogical reasoning for teaching K-12 students in virtual learning environments |
| title_sort | handbook of research on transforming teachers online pedagogical reasoning for teaching k 12 students in virtual learning environments |
| topic | Computer-assisted instruction. Critical pedagogy. Internet in education. Web-based instruction Design. Computer-assisted instruction. fast Critical pedagogy. fast Internet in education. fast |
| topic_facet | Computer-assisted instruction. Critical pedagogy. Internet in education. Web-based instruction Design. |
| url | http://services.igi-global.com/resolvedoi/resolve.aspx?doi=10.4018/978-1-7998-7222-1 |
| work_keys_str_mv | AT gillowwileshenry handbookofresearchontransformingteachersonlinepedagogicalreasoningforteachingk12studentsinvirtuallearningenvironments AT niessmargaret handbookofresearchontransformingteachersonlinepedagogicalreasoningforteachingk12studentsinvirtuallearningenvironments AT igiglobal handbookofresearchontransformingteachersonlinepedagogicalreasoningforteachingk12studentsinvirtuallearningenvironments |