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NOW Classrooms, Grades K-2
Part of the NOW Classrooms series.
Developed specifically for grades K-2, this resource presents classroom-ready lessons that support the ISTE Standards for Students (NET standards). Use the lessons, which focus on four essential skills (communication, collaboration, critical thinking, and creativity), to take instruction and learning to the next level through the use of technology. Each chapter includes strategies for developing authentic learning experiences and ends with discussion questions for personal reflection.
Integrate digital learning and support the ISTE Standards (formerly National Educational Technology Standards for Students or NETS):
* Understand that real transformational change results from teaching and learning, not ever-changing digital devices.
* Give students opportunities to exercise their voice, choice, and creativity using multimedia and digital tools.
* Implement practical novice-, operational-, and wow-level lessons and tips for using digital tools in classroom lessons.
* Foster digital citizenship, helping students keep themselves and their data safe online and make ethical decisions on the Internet.
* Learn how to get students communicating, collaborating, innovating, and thinking critically in grade K-2 classroom lessons.
Contents:
Chapter 1: Learning Technology Operations and Concepts
Chapter 2: Embracing Creativity
Chapter 3: Communicating and Collaborating
Chapter 4: Conducting Research and Curating Information
Chapter 5: Thinking Critically to Solve Problems
Chapter 6: Being Responsible Digital Citizens
Chapter 7: Expanding Technology and Coding Concepts
Epilogue
Appendix
References and Resources
Books in the NOW Classrooms series:
* NOW Classrooms, Leader's Guide
* NOW Classrooms, Grades K-2
* NOW Classrooms, Grades 3-5
* NOW Classrooms, Grades 6-8
* NOW Classrooms, Grades 9-12
eBook
Expanding Notions of Assessment for Learning
This book explores teacher and student experiences of AfL interactions in primary science and technology classrooms. Working from a sociocultural perspective, the book's fundamental premise is that AfL has a contribution to make to students developing identities as accomplished learners and knowers. The focus is on understanding and enhancing teacher practices that align with the spirit of AfL.
eBook
Design and technology in primary school classrooms
Design and Technology in Primary School Classrooms presents a comprehensive account of the development and nature of design and technology in the primary classroom from the modest beginnings in the 1980s to detailed implementation within the National Curriculum.It shows how the design/problem solving process and the knowledge, skills and understanding associated with design and technology can be developed by teachers who were previously unfamiliar with such activities. Case studies demonstrate the teaching strategies employed and illustrate in detail how children respond to design and technology in complex ways.The book combines original classroom research data wuth extensive illustrations, resource information and summaries of what design and technology in the National Curriculum involves.
eBook
Design and Technology in the Primary School
The inclusion of technology among the National Curriculum foundation subjects is an exciting , but at the same time somewhat daunting challenge for primary teachers. This series of case studies shows how real teachers across the primmary age range have put design and technology into practice as a focus for their topic work. Through these examples Margaret Rogers and Hind Makiya show what is meant by design and technology in the primary school and how problem solving activiies can be used to fulfil the requirements of the National Curriculum across several subjects. Useful appendices summarize the technology requirements of the National Curriculum and give extra guidance in common areas of difficulty such as the introduction of electricity and the use of electricity and the use of technical lego.
eBook
Understanding Design and Technology in Primary Schools
Teaching design and technology to young children has set new challenges for primary school managers, teachers, pupils and parents. Through the use of frank and detailed case studies, this book reveals the teaching aims and methods adopted by teachers, the issues they face in making their work effective, and the experiences of their pupils in learning design and technology. Extensive first hand evidence of classroon experience is provided by the teachers. The collection describes how action research can be done. It then provides practical examples of teachers introducing changes in the curriculum, in their teaching and in their use of evidence in monitoring teaching, as a result of this kind of research. Student teachers, teachers, parents and curriculum managers will all benefit from the insights offered by this wealth of practical accounts.
eBook
Engineering in K-12 Education
Engineering education in K-12 classrooms is a small but growing phenomenon that may have implications for engineering and also for the other STEM subjects-science, technology, and mathematics. Specifically, engineering education may improve student learning and achievement in science and mathematics, increase awareness of engineering and the work of engineers, boost youth interest in pursuing engineering as a career, and increase the technological literacy of all students. The teaching of STEM subjects in U.S. schools must be improved in order to retain U.S. competitiveness in the global economy and to develop a workforce with the knowledge and skills to address technical and technological issues.
Engineering in K-12 Education reviews the scope and impact of engineering education today and makes several recommendations to address curriculum, policy, and funding issues. The book also analyzes a number of K-12 engineering curricula in depth and discusses what is known from the cognitive sciences about how children learn engineering-related concepts and skills.
Engineering in K-12 Education will serve as a reference for science, technology, engineering, and math educators, policy makers, employers, and others concerned about the development of the country's technical workforce. The book will also prove useful to educational researchers, cognitive scientists, advocates for greater public understanding of engineering, and those working to boost technological and scientific literacy.
eBook
Standards for K-12 Engineering Education?
The goal of this study was to assess the value and feasibility of developing and implementing content standards for engineering education at the K-12 level. Content standards have been developed for three disciplines in STEM education-science, technology, and mathematic-but not for engineering. To date, a small but growing number of K-12 students are being exposed to engineering-related materials, and limited but intriguing evidence suggests that engineering education can stimulate interest and improve learning in mathematics and science as well as improve understanding of engineering and technology. Given this background, a reasonable question is whether standards would improve the quality and increase the amount of teaching and learning of engineering in K-12 education.
The book concludes that, although it is theoretically possible to develop standards for K-12 engineering education, it would be extremely difficult to ensure their usefulness and effective implementation. This conclusion is supported by the following findings: (1) there is relatively limited experience with K-12 engineering education in U.S. elementary and secondary schools, (2) there is not at present a critical mass of teachers qualified to deliver engineering instruction, (3) evidence regarding the impact of standards-based educational reforms on student learning in other subjects, such as mathematics and science, is inconclusive, and (4) there are significant barriers to introducing stand-alone standards for an entirely new content area in a curriculum already burdened with learning goals in more established domains of study.
eBook
Research on Art Teaching Practice Supported by Virtual Reality (VR) Technology in the Primary Schools
Nowadays, teaching and learning methods are constantly changing with the development and popularization of information technology. Many teaching activities are exploring the integration of virtual technology. However, the specific effects of VR are challenging to verify. In this paper, “teaching in VR environment” and “traditional teaching” were designed to carry out a series of teaching comparison practices between two groups of a primary school. By analyzing the experimental data of the experimental group and the control group, the research found that it is easier to enter mental flow in virtual reality, and the introduction of virtual reality technology is positively correlated with learning engagement. What is more, compared with traditional teaching and learning methods, virtual reality technology and related software can help individuals give full play to their creativity.
Journal Article