Literaturnachweis - Detailanzeige
| Sonst. Personen | An, Heejung (Hrsg.); Fuentes, David (Hrsg.) |
|---|---|
| Titel | Digital learning in high-needs schools. A critical approach to technology access and equity in preK-12. |
| Quelle | New York, NY: Routledge (2023) |
| Beigaben | Literaturangaben |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| ISBN | 9781032226408 (gebundene Ausgabe); 9781032228600 (Taschenbuch); 9781003274537 (E-Book) |
| Schlagwörter | USA; Children with social disabilities; Education; United States; Computer-assisted instruction; Social aspects; Web-based instruction; Educational technology; Regional disparities; Educational equalization; Erziehung Child; Children; Social disabilities; Kind; Kinder; Verhaltensstörung; Soziales Verhalten; Bildung; Erziehung; USA; Computerunterstützter Unterricht; Social behavior; Social behaviour; Web based instruction; Web Based Training; Unterrichtsmedien; Regional disparity; Regional difference; Regionaler Unterschied; Education |
| Abstract | Understanding the sociocultural and sociopolitical contexts of U.S. high-needs public schools before, during, and after the COVID-19 pandemic / David Fuentes and Heejung An -- Ramifications of the digital divide on cognitive development and school preparedness / Joshua DeVincenzo, Geryel Oriana Osorio-Godoy, and Thomas Chandler -- Strategies to help administrators, teachers, and parents to achieve equitable digital learning in U.S. high-needs school communities / Heejung An and Woonhee Sung -- Bridging the digital divide : an analysis of federal, state, and local policies in U.S. schools / Thomas Chandler and Joshua DeVincenzo -- The role of Twitter for professional development and learning in high needs schools : considerations for school leaders / Samuel Fancera -- Feedback, evaluation, and grading : the unique considerations distance learning poses to the evaluation cycle and the task of ensuring equitable practices / Kimberly Moreno -- Students' informational needs : applying the principles of universal design to address inequity in high-needs schools during virtual learning / Gihan Mohamad and Ellen Pozzi -- Content-neutral technologies as a pedagogical response in high-needs schools and communities : design thinking, making, and learning / Diallo Sessoms -- Strategies to facilitate digital learning in urban high-needs social studies classrooms / Erik Kormos and Joe Sherman -- Designing a culturally responsive multilingual arts-integration program : read-aloud and book-inspired art-making videos / Heejung An, Triada Samaras, Maria Lanni, and Nisreen Rajab -- The influence of an online mathematics activity on elementary school students' engagement and learning in a high-needs context / August Howerton and Drew Polly -- Digital learning for students with disabilities / Pei-Lin Weng -- Using Bitmoji and Google Classroom to support remote literacy instruction in high-needs schools / Neil Grimes and Alicia Burchell -- A whole new world : virtual excursions for learners from urban settings / Renee Whelan and Michael Salvatore -- Rural social studies teachers' post-pandemic use of technology tools / Scott W. DeWitt and Ethan Podwojski. "Digital Learning in High-Needs Schools examines the challenges and affordances that arise when high-needs school communities integrate educational technologies into their unique settings. Although remote, blended, and networked learning are ubiquitous today, a number of cultural, economic, and political realities-from the digital divide and digital literacy to poverty and language barriers-affect our most vulnerable and under-resourced teachers and students. This book uses critical theory to compassionately scrutinize and unpack the systemic issues that impact high-needs schools' implementation of digital learning tools. Incisive sociocultural analyses across fifteen original chapters explore the intersection of society, technology, people, politics, and education in high-needs school contexts. Informed by real-world cases pertaining to technology infrastructure, formative feedback, Universal Design for Learning, and more, these chapters illuminate how best practices emerge from culturally responsive and context-specific foundations"--Provided by publisher. |
| Erfasst von | Library of Congress, Washington, DC |
| Update | 2023/1/02 |
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