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ERIC Number: ED568771
Record Type: Non-Journal
Publication Date: 2014-Nov
Pages: 232
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-6125-0747-7
ISSN: N/A
Teachers Talking Tech: Creating Exceptional Classrooms with Technology. Harvard Education Letter Impact Series
Saltman, Dave
Harvard Education Press
Someday soon, like the pencil, projector, and word processor before them, the smart board and smartphone will simply be things that teachers and students use on the way to learning. Until then, teachers will struggle to answer a myriad of difficult questions about a wide range of new digital tools that have burst forth on the educational landscape. What makes a new tool worth learning and adopting? How is it best learned? Who can help? To answer these questions and more, Dave Saltman, an experienced education journalist and "Tech Talk" columnist for "Harvard Education Letter", offers in-depth profiles of nine teachers who have become models of technology integration and excellent teaching in elementary, middle, and secondary schools across the country. By recounting their journeys and synthesizing their common experiences, Saltman provides a realistic and unique look at how teachers are adapting, adjusting, and succeeding in creating vibrant, productive learning environments. "Teachers Talking Tech" offers support and guidance to all teachers who are interested in doing more with technology in their classrooms but lack the time to follow blogs devoted to this subject. School leaders, teacher trainers, and others interested in supporting teachers who use new technologies will also appreciate this engaging reference. An appendix and index are included.
Harvard Education Press. 8 Story Street First Floor, Cambridge, MA 02138. Tel: 888-437-1437; Tel: 617-495-3432; Fax: 978-348-1233; e-mail: hepg@harvard.edu; Web site: http://hepg.org/hep-home/home
Publication Type: Books; Reports - Descriptive
Education Level: Elementary Education; Middle Schools; Secondary Education; Junior High Schools
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: Harvard University, Graduate School of Education