LEADER 01936nam 2200625 450 001 9910786689303321 005 20230803203306.0 010 $a1-4438-6175-8 035 $a(CKB)3710000000134404 035 $a(OCoLC)881608309 035 $a(CaPaEBR)ebrary10885615 035 $a(SSID)ssj0001321622 035 $a(PQKBManifestationID)11978411 035 $a(PQKBTitleCode)TC0001321622 035 $a(PQKBWorkID)11373297 035 $a(PQKB)10380627 035 $a(MiAaPQ)EBC1716670 035 $a(Au-PeEL)EBL1716670 035 $a(CaPaEBR)ebr10885615 035 $a(CaONFJC)MIL620408 035 $a(FINmELB)ELB148564 035 $a(EXLCZ)993710000000134404 100 $a20140630h20142014 uy 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt 182 $cc 183 $acr 200 10$aPortable roots $etransplanting the bicultural child /$fby Jeanne Stevenson-Moessner 210 1$aNewcastle upon Tyne, England :$cCambridge Scholars Publishing,$d2014. 210 4$dİ2014 215 $a1 online resource (134 p.) 300 $aBibliographic Level Mode of Issuance: Monograph 311 $a1-306-89157-4 311 $a1-4438-5697-5 320 $aIncludes bibliographical references and index. 606 $aBilingualism$xPsychological aspects 606 $aBiculturalism$xPsychological aspects 606 $aChildren$xIntelligence levels 606 $aEducation, Bilingual 606 $aIntellect 615 0$aBilingualism$xPsychological aspects. 615 0$aBiculturalism$xPsychological aspects. 615 0$aChildren$xIntelligence levels. 615 0$aEducation, Bilingual. 615 0$aIntellect. 676 $a404.2019 700 $aStevenson-Moessner$b Jeanne$01549016 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910786689303321 996 $aPortable roots$93806509 997 $aUNINA LEADER 02380nam 2200481 450 001 9910814293103321 005 20230808195038.0 010 $a1-4758-2848-9 035 $a(CKB)3710000000840998 035 $a(EBL)4658770 035 $a(MiAaPQ)EBC4658770 035 $a(EXLCZ)993710000000840998 100 $a20160908h20162016 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $2rdacontent 182 $2rdamedia 183 $2rdacarrier 200 10$aDigital tools for knowledge construction in the secondary grades /$fMichael Blocher 210 1$aLanham, Maryland :$cRowman & Littlefield,$d2016. 210 4$dİ2016 215 $a1 online resource (143 p.) 300 $aDescription based upon print version of record. 311 $a1-4758-2847-0 311 $a1-4758-2846-2 320 $aIncludes bibliographical references at the end of each chapters and index. 327 $aContents; Preface; Introduction; Part 1: Foundations; Chapter 1: Perspective; Chapter 2: Instructional Strategies; Chapter 3: Standards and Assessment; Part 2: Digital Tools for Learning; Chapter 4: Technology Operations; Chapter 5: Global Digital Citizenship; Chapter 6: Communication and Collaboration; Chapter 7: Research, Data Collection, and Analysis; Chapter 8: Creating and Publishing; Chapter 9: Thinking Critically: Solving Problems and Making Decisions; Chapter 10: Digital Games for Learning; Index; About the Author 330 $aDigital Tools for Knowledge Construction in the Secondary Grades was written for teachers who wish to gain a better understanding of how to integrate technology into their classrooms from a student-centered perspective. When done so, students must take more control of, and therefore more responsibility for, their learning. 606 $aEducation, Secondary$xComputer-assisted instruction 606 $aEducational technology 606 $aStudent-centered learning 615 0$aEducation, Secondary$xComputer-assisted instruction. 615 0$aEducational technology. 615 0$aStudent-centered learning. 676 $a371.33/44678 700 $aBlocher$b Michael$01628871 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910814293103321 996 $aDigital tools for knowledge construction in the secondary grades$93966264 997 $aUNINA