scholarly journals The Art of Teaching and the End of Wokeness

2021 ◽  
Vol 34 (4) ◽  
pp. 83-89
Author(s):  
Adam Ellwanger
Keyword(s):  
Curriculum Content ◽  
Teaching Technique ◽  
Art Of Teaching ◽  
K 12

Adam Ellwanger believes that the left conquered K-12 education by focusing on teaching technique and style, while traditionalists obsessed over curriculum content.

From App Attack to Goal-Oriented Tablet Use

2015 ◽  
pp. 1-21 ◽  
Author(s):  
Dominic Mentor
Keyword(s):  
Educational Technology ◽  
Theoretical Approach ◽  
Teaching And Learning ◽  
Curriculum Content ◽  
Educational Objectives ◽  
Tablet Devices ◽  
Different Types ◽  
Educational Engagement ◽  
K 12 ◽  
Interactive Experience

There is a need to move from the hype of tablets and apps to the usefulness and functionality of tablets' hypermedia capabilities to engage K – 12 students and teachers. Tablets are dynamic devices allowing students and teachers to construct knowledge multimodally, individually, and collaboratively. With so many different types of tablet devices, it is important to make well-informed decisions around goals and educational objectives. A hybrid theoretical approach is offered in this chapter that offers guiding markers. Considering the “four Cs” of context, curriculum, content, and collaboration as foundational guidance, this chapter offers insights and support when integrating educational technology. Considering these elements offers clarity for which theories and practical pedagogy would be applicable and how they should be applied for successful tablet educational engagement. The need exists to theoretically and practically plot and plan how to use tablets and apps, making the educational teaching and learning practice a rich interactive experience.

Computer Science in K-12 Education: The Big Picture

2018 ◽  
Vol 12 ◽  
pp. 3-11 ◽  
Author(s):  
Tim BELL
Keyword(s):  
Computer Science ◽  
Digital Technologies ◽  
Curriculum Content ◽  
New Curriculum ◽  
Big Picture ◽  
The Subject ◽  
K 12 ◽  
New Curricula

As topics from computer science are increasingly being taught in K-12 schools, it is valuable for those teaching within new curricula to be aware of the purpose of the various components that students are expected to learn. We explore the main purposes of having computer science in curricula in the first place, and then use examples to show how particular topics that might be regarded by some as esoteric can be related to the bigger picture of what is trying to be achieved. The model used is to relate curriculum content to how it affects people, both those who are learning the subject, and those who will be using digital technologies developed by those who have just learned to develop them. This provides a framework to help teachers to motivate themselves, their students, and other stakeholders to engage with new curriculum content.

Point-To-Point Videoconferencing

2008 ◽  
pp. 240-252
Author(s):  
Patricia Barbanell
Keyword(s):  
Student Learning ◽  
Educational Outcomes ◽  
Value Added ◽  
Content Delivery ◽  
Student Understanding ◽  
Curriculum Content ◽  
Solid Foundation ◽  
Point To Point ◽  
K 12 ◽  
The Impact

This chapter examines evidence that there is significant value-added to K-12 educational outcomes that emerges as a result of provider use of interactive videoconferencing and supporting resources in their content delivery. It includes discussion of the outcomes of several presentation approaches that have been analyzed with regard to effectiveness and impact on student understanding. The aim of the chapter is to offer a solid foundation for understanding the impact of interactive videoconferencing on student learning, and to present an overview of approaches to structuring interactive programs to enable comprehensive, systemic change in student encounters with and understanding of curriculum content.

Sign in / Sign up

Export Citation Format

Share Document