دانلود کتاب Exploring Pedagogies for Diverse Learners Online (International Pedagogical Practices of Teachers Part 2)

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Front Cover Exploring Pedagogies for Diverse Learners Online Copyright page Contents List of Contributors Editorial Team Acknowledgments Editor’s Notes References Foreword Section I: Promises of Digital Technology for Teaching and Learning Section II: Reimagining Support for Online Learners Section III: Thinking about Online Practice References Section I: Promises of Digital Technology for Teaching and Learning Section Introduction: Promises of Digital Technology for Teaching and Learning Reference Digital Technologies and Diverse Learning in Teacher Education: Reassembling the Social Perspective Introduction Technology and Teacher Education: Two Popular Ideas Digital Natives/Digital Immigrants Technological Pedagogical Content Knowledge (TPCK/TPACK) Technology and Teacher Education: Two Productive Ideas The Competency Model Networked Publics Conclusions: Reassembling the Social in Technology and Teacher Education References Resource Students’ Use of Internet Inquiry Strategies in an Online Inquiry Project Introduction Review of Literature Benefits of the Internet for Adolescents Challenges of Internet Use Marginalized Adolescents’ Use of Technology Uses of Technology in Classroom Settings Internet Workshop for Promoting Adolescent Literacy Open-Ended Internet Projects Methods and Strategies Context for the Study Teacher/Researcher Description Class Description Participants Bobby Lily Student Journals Monitoring Program Researcher Field Notes Interviews Design Data Sources and Collection Internet Inquiry Procedures Topic Selection Locating Information Presenting Information Collected Artifacts Student Journals Monitoring Program Researcher Field Notes Interviews Coding the Data Findings Bobby’s Case Question or Problem Shift in Question, Problem, or Topic Locating Information Planning the Search Using a Search Engine Determining Key Words Reading the Results of a Search Reading a Webpage Evaluating Information Checking Reliability Reading Print Texts Taking Notes Presenting Information Considering Audience Formatting the Presentation Applying Technical Skill Strategies Used throughout the Project Collaborating with Peers Collaborating with the Teacher Expressing Frustration Summary Lily’s Case Selecting a Topic Question or Problem Shift in Question, Problem, or Topic Locating Information Using a Search Engine Determining Key Words Reading the Results of a Search Reading a Webpage Evaluating Information Checking Reliability Reading Print Texts Taking Notes Presenting Information Considering Audience Formatting the Presentation Applying Technical Skill Strategies Used throughout the Project Collaborating with Peers Collaborating with the Teacher Expressing Frustration Summary Discussion Using Internet Tasks with Marginalized Adolescents Recommendations References Blended Learning for Students with Disabilities: The North Carolina Virtual Public School’s Co-Teaching Model Introduction Overview of the Chapter The Need for More Research in Online Settings about Students with Disabilities Rationale for the NCVPS Blended Learning Model Making Online Learning Accessible for All Students Co-Teaching School-to-Work Transition Programs Exploring the NCVPS OCS Model Situating the NCVPS OCS Program Historically Who Are the OCS Students? Summarizing Our Research of OCS Findings Benefits and Challenges of Online Learning for At-Risk Youth and OCS Students Roles of F2F and Virtual Teachers in OCS Coursework Co-Teaching in the NCVPS OCS Program Discussion Necessary Support Structures for All Teachers Implications for NCVPS, Schools and Districts, and Teacher Preparation Conclusions References Section II: Reimagining Support for Online Learners Section Introduction: Reimagining Support for Online Learners Parental Engagement in Online Learning Environments: A Review of the Literature Introduction Parental Engagement Definitions and Frameworks Face-to-Face Frameworks Online Frameworks Research on Parental Engagement in Online Learning Levels of Engagement Types of Engagement Nurturing and Mentoring Communicating Organizing Monitoring and Motivating Instructing Impact of Parental Engagement Implications for Practice and Research References Rhetorical Constructions of Parents by Online Learning Companies: A Study of Parent Testimonials Introduction Developing a Theory of Testimony Testimonies as Narratives across Multiple Fields Testimonies as Narratives in Advertising Identity and Role Construction in Schooling Locating and Analyzing the Online Testimonials Analytic Technique Data Sources Findings from the Analysis Narrative Themes Imagined and Vicarious Experience Worthwhile Effort Leading to Accomplishment Emotional Arousal for a Child’s Well-being Discussing the Testimonials Implications for Teacher Education Final Thoughts References Providing Chances for Students to Recover Credit: Is Online Learning a Solution? Introduction Literature Review Methods Case Study #1: Summer School Credit Recovery Benefits of Online Summer School Credit Recovery Challenges of Online Summer School Credit Recovery Case Study #2: North Carolina PLCs Benefits of Online Learning in the PLC Setting Challenges of Online Learning in the PLC Setting Key Findings Prepare Students for Online Learning Provide Individualized Support Develop Strategies and Structures for Student Success Implications of Online Teaching and Learning for Credit Recovery Implications for Program Development Implications for Teachers Conclusion References Section III: Thinking about Online Practice Section Introduction: Thinking about Online Practice References Ecosophic Teaching Using a Pedagogy of the Glocal Introduction Ecosophy and Education Mapping the Glocal as a Pedagogical Strategy Mapping Out Our Home Spaces Tracking the Routes of Digital Artifacts Eco-Issues in the Classroom Reuse and Recycling: Developing Maps Mapping Our Digital Connections through Infrastructure Conclusion References Mapping Relational Models for Online Teacher Preparation and Professional Development Introduction Dewey and Positive Experiences Supporting Relational Spaces Vygotsky and Relational Spaces within the Zone of Proximal Development Freire and Engaged Spaces Becoming Relational Spaces Relationally Educative Experiences Conclusion References With New Eyes: Online Teachers’ Sacred Stories of Students with Disabilities Introduction Expectations for Online Teachers Collecting and Analyzing the Stories Stories of Online Teacher–Student Relationships Implications for Working with Students with Disabilities Online References Afterword Potential Affordances of Technology to Transform Teaching and Learning Support Structures Needed to Assist Diverse Learners in the Online Environment Pedagogies to Enable Engagement in Online Settings References About the Contributors