ERIC Number: ED499618
Record Type: Non-Journal
Publication Date: 2007-Nov-12
Reference Count: 0
Teaching in the Digital Age: Using the Internet to Increase Student Engagement and Understanding. Second Edition
Nelson, Kristen J.
Paul Chapman Publishing
This book provides a framework to help teachers connect brain-compatible learning, multiple intelligences, and the Internet to help students learn and understand critical concepts and skills. Educators will find internet-based activities that feature interpersonal exchange, problem-solving, and information gathering and analysis, plus standards-based lesson plans built around Howard Gardner's theory of multiple intelligences. The author demonstrates how teachers can adapt activities to meet students' unique learning needs and provides rubrics for assessing information literacy and multiple intelligence skills. The book features classroom tips throughout, with appendices that include a list of updated Web sites and blank assessment rubrics. Following a preface and an introduction, this book contains: (1) Designing Internet-Based Activities; (2) Connecting Brain-Compatible Learning, Multiple Intelligences, and the Internet; (3) Assessing Internet-Based Activities; (4) Using the Internet to Strengthen Interpersonal Skills; (5) Enhancing Information-Gathering and Analysis Skills; and (6) Improving Questioning and Problem-Solving Skills.
Descriptors: Multiple Intelligences, Problem Solving, Brain, Information Literacy, Internet, Teaching Methods, Student Participation, Technology Integration, Computer Uses in Education, Concept Formation, Skill Development, Interpersonal Relationship, Classroom Techniques, Interpersonal Competence, Questioning Techniques
Paul Chapman Publishing, a SAGE Publications Company. Customer Care, 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: firstname.lastname@example.org; Web site: http://www.paulchapmanpublishing.co.uk/
Publication Type: Books; Guides - Classroom - Teacher
Education Level: N/A
Authoring Institution: N/A