More Substance, Less Hype: Using Digital Texts to Support Diverse Readers

Autor/in	Lundy, Sarah
Titel	More Substance, Less Hype: Using Digital Texts to Support Diverse Readers
Quelle	In: Social Education, 79 (2015) 2, S.98-101 (4 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0037-7724
Schlagwörter	Electronic Publishing; Elementary Secondary Education; World History; Teaching Methods; Educational Technology; Technology Uses in Education; Student Diversity; Telecommunications; Handheld Devices; High School Students; History Instruction + Suchen Sie Ihr Suchwort? Elektronisches Publizieren; Weltgeschichte; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Telekommunikationstechnik; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; History lessons; Geschichtsunterricht
Abstract	A thoughtfully designed digital text can provide classroom teachers with a powerful resource for addressing an enduring challenge of the K-12 classroom: how to simultaneously provide individualized and student-centered learning experiences for large class sizes and highly diverse student needs. The author describes how she relied on digital texts in her World History classes, provides examples of embedded learning supports in high-quality digital texts, and highlights a unit on Afghanistan that she taught as a good example of how she usually integrates a digital text in the classroom. (ERIC).
Anmerkungen	National Council for the Social Studies. 8555 Sixteenth Street #500, Silver Spring, MD 20910. Tel: 800-683-0812; Tel: 301-588-1800; Fax: 301-588-2049; e-mail: membership@ncss.org; Web site: http://www.socialstudies.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01