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020 _a9780387711485
_99780387711485
024 7 _a10.1007/9780387711485
_2doi
035 _avtls000332113
039 9 _a201509030216
_bVLOAD
_c201404122027
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040 _aMX-SnUAN
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050 4 _aLC8-6691
100 1 _aLaw, Nancy.
_eautor
_9304911
245 1 0 _aEducational Innovations Beyond Technology :
_bNurturing Leadership and Establishing Learning Organizations /
_cby Nancy Law, Allan Yuen, Robert Fox.
264 1 _aBoston, MA :
_bSpringer US,
_c2011.
300 _axviii, 246 páginas
_brecurso en línea.
336 _atexto
_btxt
_2rdacontent
337 _acomputadora
_bc
_2rdamedia
338 _arecurso en línea
_bcr
_2rdacarrier
347 _aarchivo de texto
_bPDF
_2rda
500 _aSpringer eBooks
505 0 _aPart I Introduction and Research Methods -- Ch 1 Introduction – context and purpose of the book -- Ch 2 Research methods -- Part II Classroom Level Analysis -- Innovations and dimensions of change -- Pedagogical practices and innovations -- Innovating change at the classroom level -- Part III School Level Analysis and Beyond -- Innovating change at the school level -- Interplay between school level and classroom level factors -- Socio-cultural dimensions of educational change: cross-regional comparisons -- Part IV Nurturing Leadership and Establishing Learning Organizations -- Changing roles in changing times: network of learning organizations for leadership development -- Research into practice: an online case study database for leadership and profession development -- Working with the SITES database of case studies -- Part V: Conclusion -- Thinking beyond technology -- Bibliography.
520 _aProviding today’s students with competitive skills—information literacy, problem-solving, communications—is an ongoing challenge requiring multiple levels of classroom and administrative support. Yet many institutions commit to technology initiatives without clear long-term goals or support structures, with the result that ideas that seem worthwhile in theory have scant effect on learning outcomes. Referencing numerous case studies from developed and developing countries, Educational Innovations beyond Technology examines the successful implementation of information and communication technology (ICT), not only in terms of test scores and classroom results, but also the creative and visionary strategies and practices of teachers, administrators, and policymakers in bringing about system-wide ICT-based change. ICT is demonstrated as both a sustaining and a transformative technology, simultaneously improving and redefining educational practice in these and other salient areas: • Student and teacher roles in the ICT-supported classroom. • Pedagogical practice, technology use, and teacher competence. • Contextual conditions of innovative schools. • Challenges of sustainability and transferability. • Methods of scaling up and transferring innovative practices in varied environments. • Leadership and change mechanisms at the school and system-wide levels. The ideas and insights in Educational Innovations Beyond Technology will inspire professionals in education and related fields, including teachers and teacher educators, instructional designers and technology coordinators, principals and administrators, and education policymakers. Researchers studying educational change, comparative educational methods, and technology integration will also find much of interest in this unique volume.
590 _aPara consulta fuera de la UANL se requiere clave de acceso remoto.
700 1 _aYuen, Allan.
_eautor
_9304912
700 1 _aFox, Robert.
_eautor
_9304913
710 2 _aSpringerLink (Servicio en línea)
_9299170
776 0 8 _iEdición impresa:
_z9780387711379
856 4 0 _uhttp://remoto.dgb.uanl.mx/login?url=http://dx.doi.org/10.1007/978-0-387-71148-5
_zConectar a Springer E-Books (Para consulta externa se requiere previa autentificación en Biblioteca Digital UANL)
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