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Teaching Vocabulary with Hypermedia, 6-12 [Multiple-component retail product]

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  • Formatas: Multiple-component retail product, 160 pages, aukštis x plotis: 235x191 mm, weight: 254 g, Contains 1 Paperback / softback and 1 CD-ROM
  • Išleidimo metai: 27-Nov-2008
  • Leidėjas: Pearson
  • ISBN-10: 0131724444
  • ISBN-13: 9780131724440
Kitos knygos pagal šią temą:
Teaching Vocabulary with Hypermedia, 6-12Didesnis paveikslėlis
  • Formatas: Multiple-component retail product, 160 pages, aukštis x plotis: 235x191 mm, weight: 254 g, Contains 1 Paperback / softback and 1 CD-ROM
  • Išleidimo metai: 27-Nov-2008
  • Leidėjas: Pearson
  • ISBN-10: 0131724444
  • ISBN-13: 9780131724440
Kitos knygos pagal šią temą:
Pastovi nuoroda: https://www.kriso.lt/db/9780131724440.html
Raktažodžiai:
Stay ahead of the curve with these fresh ideas for engaging adolescents through todays new media!  Learn to make technology work for you with this guide to integrating hypermedia into your content area curriculum. Authors Susan OHara and Bob Pritchard navigate the virtual learning waters with you, demonstrating how to utilize meaningful hypermedia to develop students content area vocabulary. Their strategies are concrete and research-based and provide a wealth of ways you can engage your students in building vocabulary as they create their own hypermedia applications. A CD-ROM of authentic classroom scenarios, internet links, and video demonstrates the techniques and tools discussed in the book and lets you see how the authors ideas can work with your students. In this increasingly technological age, students are often out on the cutting edge all alone; teachers and schools may not reach adolescents through the tools those learners use more and more.  Dont let technology outpace your instruction; let Susan and Bob show you how to make the best use of hypermedia today.

Daugiau informacijos

Stay ahead of the curve with these fresh ideas for engaging adolescents through todays new media!  Learn to make technology work for you with this guide to integrating hypermedia into your content area curriculum. Authors Susan OHara and Bob Pritchard navigate the virtual learning waters with you, demonstrating how to utilize meaningful hypermedia to develop students content area vocabulary. Their strategies are concrete and research-based and provide a wealth of ways you can engage your students in building vocabulary as they create their own hypermedia applications. A CD-ROM of authentic classroom scenarios, internet links, and video demonstrates the techniques and tools discussed in the book and lets you see how the authors ideas can work with your students. In this increasingly technological age, students are often out on the cutting edge all alone; teachers and schools may not reach adolescents through the tools those learners use more and more.  Dont let technology outpace your instruction; let Susan and Bob show you how to make the best use of hypermedia today.
Section One Conceptual Foundations'
1(8)
Vocabyulary nad Concept Development
2(13)
What Is the Relationship Among Vocabulary Development, Reading Comprehension, adn Academic Achievement?
2(2)
Three Factors Affect Comprehension
3(1)
Content Area REading: Expanding Tasks and Reading Contexts
3(1)
What Do We Know About Current Vocabulary Instruction?
4(1)
Flawed Instructional Practices
4(1)
Instruction Must Link Vocabulary to Concepts
5(1)
What Does It Mean t Knwo a Word?
5(1)
Word Learning Occurs on a Continuum
5(1)
How Many Words Do Students Need to Know?s
6(2)
Socioeconomic Status and Vocabulary Development
7(1)
Breaking the Cycle
7(1)
Which Words Should We Choose for Explicit Instruction?
8(2)
Word Choice Criteria
8(1)
Distinguishing Instructional Word Choice to Accommodate English Learners
8(1)
Focus on Three Factors
9(1)
What Instructional Approaches Facilitate and support Vocabulary Development?
10(5)
Relate New to Know
11(1)
Promote Active, In-Depth Processing
11(1)
Create a Language-and Word-Rich Environment
11(1)
Support Independent Word Learning
12(3)
Technology and Learning
15(12)
What Is the Impact of Technology on Learning?
15(3)
Technology and Content Area Lerning
16(1)
Technology and Reading Comprehension
16(1)
Technology and Language Acquisition
16(1)
Technology and Improved Test Scores
17(1)
Technology and Learner Motivation
18(1)
Technology Use and Self-Esteem
18(1)
What Is the Digital Divide's Impact onLearning?
18(1)
Closing the Digital Divide's Impact on Learning?
18(1)
Closing the Gap: Integrating Technology into Classroom Learning
19(8)
How Can Teachers Integrate Technology and Student Learning?
21(1)
Hypertext and Hypermedia
21(1)
Characteristics of Hypermedia
21(1)
Interactive, Contexztualized Environments
21(1)
Convenient Access to Word Meanings
21(1)
Design Principles
22(5)
Adolescent Development and Student Engagement
27
What Is the Relationship Among Physical, Cognitive, and Socio-Emotional Development in Adolescence?
27(1)
How Can the Use of Hypermedia Environments Support the Development Needs of Adolescengts and Facilitate Student Engagement?
28(1)
What Is the Role of Student Engagement in Adolescent Literacy Development?
29(3)
Understanding Adolescent Literacy
29(1)
Identifying Reader Strenghts and Weaknesses
30(1)
Defining Student Engagement
31(1)
Facilitating Adolescent Development
31(1)
To Waht Extent Do Hypermedia Environemnts MOtivate and/or Enable Students to Become MOre Actively Engaged in Reading, Writing, and Learning?
32
Lesson Guidelines
36
Section Two Prctical Application
9(90)
Using Existing Hypermedia Environments
40(13)
Why Woudl I Use Existing Web-BaSED Environments?s
40(1)
How Would I Use Exsiting Web-Based Environments?
41(8)
Exporing the Meaning of New Words
41(2)
Understanding Multiple-Meaning Words
43(4)
Connecting Words and Concepts
47(2)
What Resources Do I Need to Use Existing Web-Based Environments?
49(1)
Guidelines for Selecting Web Sites
49(1)
Facilitating Students Working Online
50(1)
What Special Considerations Exist for English Learners Using Existing Web-Based Environments?
50(3)
Using Teacher-Created Hypermedia Environments
53(12)
Why Would I Use Teacher-Created Hypermedia Environments?
53(1)
HOw Would I use Teacher-Created Hypermedia Environments?
54(7)
Introducing New Vocabularys
54(2)
Modeling Simple Definitions and Words in Context
56(3)
Reviewing Vocabularysd
59(2)
What Resources Do I Need to Usse Teacher-Created Hypermedia Environments?
61(2)
Helping Teacher Gain Necessary Skills
61(1)
Using the One-Computer Classroom
61(1)
Guidelines for Designing Hypermedia Environments
62(1)
What Special Considerations Exist for Engilish Learners Using Teacher-Created Hypermedia Environments?
63(2)
Using Student-Created Hypermedia Environments
65(13)
Why Would I Use Student-Created Hypermedia Environemets?
65(1)
How Woudl I Use Student-Created Hypermedia Environments?
66(8)
Developing Metacognitive Strategies for Vocabulary Learning
66(2)
Using New Words in Context
68(3)
Developing Students' ACademic Language Skills
71(3)
What Resources Do I Need to Use Student-Created Hypermedia Environments?
74(1)
Equipment for the Classroom
74(1)
Choosing Software Programs
74(1)
Helping Teachers and Student Understand Software
75(1)
What Special Considerations Exist for English Learners Using Student-Created Hypermedia Environments?
75(3)
Using Video-Enhanced Hypermedia Environments
78(14)
Why Woudl I use Video-Enhance Hypermedia Environments?sd
78(1)
HOw Woudl I Use Video-Enhanced Hypermedia Envrironements?
79(7)
Visually Processing Content Knowledge and Vocabularysd
79(2)
Hearing Vocabulary Used in Context
81(3)
Using Vocabulary in Conversation
84(2)
What Resources Do I Need to Use Video-Enhanced Hypermedia Environments?
86(2)
10 Tips for Capturing Great Videosd
86(2)
Finding Online Resources
88(1)
What Speical Considerations Exist for English Learners Using Video-Enchanced Hpermedia Environments?sd
88(4)
Making It Happend in Your Classroom, School, and District
92(7)
What Do We Know About How Teachers Adopt Technology?
92(3)
What Barriers Hinder the Integration of Technology?
95(1)
External Factors
95(1)
Internal Factors
95(1)
What conditions Contibute to the Successful Integration of Technology?
96(3)
Lesson 1: Start with a Vision-Leadership, the Key Ingredient
96(1)
Lesson 2: Develop a Technology Plan Involving All Planning Partners
97(1)
Lesson 3:s Udnerstand That Effective Technology Integration Takes Time
97(1)
Lesson 4: Adopt New Teaching Strategies, Effective Catalysts for Technology Integration
97(1)
Lesson 5: Provide Access to Experts in Technology and Pedagogy
98(1)
What Are the Components of a Successful Professional Development Model for Technology Integration?
99
Dr. Susan OHara is an associate professor in the Department of Teacher Education at Sacramento State University. Her research focuses on using technology as a tool to positively impact the science, math and academic language skills of all students. Dr. OHara has co-authored articles for numerous journals, including the Journal of Adolescent and Adult Literacy, and has co-authored a book titled NETS Grades 6-8 Multidisciplinary Resource Units, published by the International Society for Technology in Education (ISTE).

Dr. Robert Pritchard is Professor of Education and Chair of the Department of Teacher Education at California State University, Sacramento.  He has been a teacher educator for twenty years, working extensively with teachers in both pre-service and in-service settings. A past President of the California Reading Association, Dr. Pritchard is also active in professional organizations such as the International Reading Association. Dr. Pritchard served as a classroom teacher for thirteen years. His professional experiences and academic preparation have made him a popular speaker at school, district and county level staff development sessions for teachers and administrators.