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12 reviews(Ebook) Optimizing K12 Education through Online and Blended Learning 1st Edition by Nathaniel Ostashewski, Jennifer Howell, Martha Cleveland Innes - Ebook PDF Instant Download/Delivery: 9781522505075 ,1522505075
Full download (Ebook) Optimizing K12 Education through Online and Blended Learning 1st Edition after payment
Product details:
ISBN 10: 1522505075
ISBN 13: 9781522505075
Author: Nathaniel Ostashewski, Jennifer Howell, Martha Cleveland Innes
(Ebook) Optimizing K12 Education through Online and Blended Learning 1st Edition Table of contents:
Chapter 1: Online Coaching as Teacher Training
ABSTRACT
INTRODUCTION
MAIN FOCUS OF THIS CHAPTER
BACKGROUND
COMMUNITY OF INQUIRY
COGNITIVE PRESENCE
TEACHING PRESENCE
SOCIAL PRESENCE
EMOTIONAL PRESENCE
THE MATH COACH PROGRAM
CONCEPTUALIZATION OF ONLINE COACHING
FINDINGS
DISCUSSION
CONCLUSION
FURTHER RESEARCH
REFERENCES
ENDNOTE
Chapter 2: Optimizing K-12 Education through Effective Educator Preparation
ABSTRACT
INTRODUCTION
BACKGROUND
MAIN FOCUS OF THE CHAPTER
FIELD AND CLINICAL COMPONENTS NEEDED IN EDUCATOR PREPARATION PROGRAMS
METHODOLOGY
SOLUTIONS AND RECOMMENDATIONS
FUTURE RESEARCH DIRECTIONS
CONCLUSION
REFERENCES
KEY TERMS AND DEFINITIONS
Chapter 3: A Model for Teacher Training to Improve Students' 21st Century Skills in Online and Blended Learning
ABSTRACT
INTRODUCTION
NEW SKILLS FOR THE 21 CENTURY
USING FILMS AT SCHOOL
FILM AND MEDIA EDUCATION IN TEACHER TRAINING
CONCLUSION
FUTURE RESEARCH DIRECTIONS
ACKNOWLEDGMENT
REFERENCES
KEY TERMS AND DEFINITIONS
ENDNOTES
APPENDIX: QUESTIONNAIRE
Chapter 4: Current Trends and Perspectives in the K-12 Canadian Blended and Online Classroom
ABSTRACT
INTRODUCTION
DEFINITIONS
CANADIAN DISTANCE EDUCATION: COAST TO COAST TO COAST
TRENDS AND ISSUES
THE WAY FORWARD
CONCLUSION
REFERENCES
KEY TERMS AND DEFINITIONS
ENDNOTES
Chapter 5: Factors Influencing International Student Success in a K-12 Blended Learning Program
ABSTRACT
INTRODUCTION
CONTEXT FOR THE RESEARCH
METHOD
UNEXPECTED FINDINGS
CONCLUSION
REFERENCES
KEY TERMS AND DEFINITIONS
Chapter 6: The Psychological Domain
ABSTRACT
INTRODUCTION
BACKGROUND
MAIN FOCUS OF THE CHAPTER
METHODOLOGY
FINDINGS
FUTURE RESEARCH DIRECTIONS
CONCLUSION
REFERENCES
KEY TERMS AND DEFINITIONS
Chapter 7: Introducing the Teaching and Learning Benefits of the WWW in Aboriginal Schools
ABSTRACT
INTRODUCTION
BACKGROUND
THE PROJECTS
CONCLUSION
ACKNOWLEDGMENT
REFERENCES
Chapter 8: An Inquiry-Based Approach to Blended and Online Learning in K-12 Education
ABSTRACT
INTRODUCTION
INQUIRY THROUGH BLENDED AND ONLINE LEARNING EXPERIENCES
FUTURE TRENDS
CONCLUSION
REFERENCES
KEY TERMS AND DEFINITIONS
Chapter 9: Teaching Strategies and Tactics in K-12 Blended Education
ABSTRACT
INTRODUCTION
MEETING CHALLENGES IN EDUCATION USING THE FLIPPED CLASSROOM MODEL
DEFINITION OF FLIPPED CLASSROOM (FC) MODEL
PEDAGOGICAL RATIONALE FOR THE FLIPPED CLASSROOM (FC) MODEL
BEST PRACTICES FOR IMPLEMENTATION OF THE FLIPPED CLASSROOM (FC) MODEL: THREE CASE STUDIES
CONSIDERATIONS WHEN IMPLEMENTING FLIPPED CLASSROOM (FC) MODEL
CONCLUSION
REFERENCES
KEY TERMS AND DEFINITIONS
Chapter 10: iPad Usage and Appropriate Applications
ABSTRACT
INTRODUCTION
BACKGROUND: THE EMERGENCE OF MOBILE LEARNING
GENERAL BENEFITS OF THE iPAD
BENEFITS OF iPADS IN K-12 CLASSROOMS
iPADS FOR TEACHER USAGE
iPADS FOR STUDENT USAGE
ADDITIONAL APPLICATIONS TO CONSIDER
RESEARCH DOCUMENTED CHALLENGES AND SOLUTIONS
PRACTITIONER OBSERVED CHALLENGES
1-TO-1 iPAD SUCCESSES
FUTURE RESEARCH DIRECTIONS
CONCLUSION
REFERENCES
KEY TERMS AND DEFINITIONS
Chapter 11: Optimizing an Online Learning Course Using Automatic Curating in Sliding Mode
ABSTRACT
INTRODUCTION
BACKGROUND
MAIN FOCUS OF THE CHAPTER
FUTURE RESEARCH DIRECTIONS
CONCLUSION
REFERENCES
KEY TERMS AND DEFINITIONS
Chapter 12: Authentic Assessment Construction in Online Education
ABSTRACT
INTRODUCTION
BACKGROUND
MAIN FOCUS OF THE CHAPTER
ISSUES, CONTROVERSIES, PROBLEMS
SOLUTIONS AND RECOMMENDATIONS
FUTURE RESEARCH DIRECTIONS
CONCLUSION
REFERENCES
KEY TERMS AND DEFINITIONS
Chapter 13: Case Studies of Scaffolded On-Line Inquiry in Primary and Secondary Classrooms
ABSTRACT
CONTEXT
INTRODUCTION
BACKGROUND: THE NEED FOR DIGITAL KNOWLEDGE
THE SYNERGY BETWEEN SCIENCE INQUIRY AND ICT
THE CASE STUDIES
RESEARCH DESIGN
RESULTS AND FINDINGS
IMPLEMENTATION CHALLENGES ACROSS CONTEXTS
AFFORDANCES AND LIMITATIONS
CONCLUSION AND IMPLICATIONS
REFERENCES
KEY TERMS AND DEFINITIONS
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