COD 2017 - G865
Making the Invisible Visible: Technology’s Impact on Teaching and Learning
Educators interested in learning how to make learning visible with technology
1
sesiones, inicia: 15-Feb
El curso elegido no admite nuevas inscripciones
Ficha del curso
Ciclo: 2017
Nivel: General
Idioma: Inglés
Estado: Terminado
Lugar: ESSARP - Deheza 3139, CABA
Capacitador/es: Ms. Jennifer Verschoor
Colegios Afiliados
ARS
ARS
Centros de Examen
ARS
ARS
No afiliados
ARS 800.00
ARS 800.00
Sesiones
Sesiones | Fechas | Inicia | Termina |
---|---|---|---|
1 | 15 Febrero 2017 | 09:30 am | 04:30 pm |
Capacitador/es
Jennifer Verschoor
Educators interested in learning how to make learning visible with technology
This workshop will provide participants with an introduction to some of the world's best research, information, helpful resources, and practical strategies to make learning visible with technology.
During this workshop participants will learn:
-how to digitize coursebooks.
-integrate web 2.0 tools in the classroom.
-the best practices for making learning visible.
- a new way to enhance learning using progressive, research-based practices for increasing collaboration and critical thinking in and outside the classroom
-how to digitize coursebooks.
-integrate web 2.0 tools in the classroom.
-the best practices for making learning visible.
- a new way to enhance learning using progressive, research-based practices for increasing collaboration and critical thinking in and outside the classroom
We are going to use a special platform designed for the course in the computer lab.
McArdle, F. (2010). Preparing Quality Teachers: Making Learning Visible. Australian Journal of Teacher Education, 35(8).
http://dx.doi.org/10.14221/ajte.2010v35n8.5
Hashweh, M. (2005). Teacher pedagogical constructions: A reconfiguration of pedagogical
content knowledge. Teachers and Teaching: Theory and Practice, 11(3), pp. 273–292.
http://dx.doi.org/10.14221/ajte.2010v35n8.5
Hashweh, M. (2005). Teacher pedagogical constructions: A reconfiguration of pedagogical
content knowledge. Teachers and Teaching: Theory and Practice, 11(3), pp. 273–292.