Beruflich Dokumente
Kultur Dokumente
DuFour, R., DuFour, R., Eaker, R., Many, T. W., & Mattos, M. (2016). Learning by doing:
Dufour et al. establish a revised PLC framework which they have developed and
whose members have clear, mutually agreed upon roles, and who follow
student behaviour.
process leading up to the 2001 protests against the Summit of the Americas in
Quebec City, as well as the events that transpired during the protests
themselves. He situates it within the history of the political left in North America,
prefigurative politics becomes concrete: if you are working on social change, the
process by which you get there is just as important as the end product. Graeber
explains, with much detail, the ways that non-hierarchical activist meetings
occur. They often involve the use of an agenda, consensus-based
Klopfer, E., Osterweil, S. Groff, J., & Haas, J. (2009). The Instructional Power of Digital
Games, Social Networking, Simulations and How Teachers Can Leverage Them.
pedagogical tool, and highlights the benefits over the potential pitfalls. The main
argument used that applies to using mobile media in the classroom is that
teachers can use digital technologies to lessen the gap between how students
use media technologies outside of school and how schools use (or do not use)
considered a valuable resource that can simply be accentuated with the use of
digital technologies; in this case video games can further develop group work
Laskin, A. V., & Avena, J. (2015). Introduction of Mobile Media Into Formal Classroom
276-285.
This article investigates the uses of mobile media in classrooms. The article
focuses exclusively upon smartphones as mobile media, but the authors point
out that tablets are also a tool of mobile media. The authors point to the reality
that despite widespread access to mobile media, the use of such technology in
the contemporary classroom is still the exception and not the rule. According to
the authors, the integration of smartphone technologies and social media
classroom, and the majority of students replied no, but the authors believe this
aversion to smartphone use in the classroom, and the authors feel this will
support this prediction, they draw on studies of teachers who actively use
Madison, E. (2015). Mobile Media Best Practices: Lessons From 5 Years of "OR
While this article focuses on the use of mobile media within the context of a
use and intentional integration of technology into the classroom, all of which
smartphone ownership has proliferated to near ubiquity, and how this broad
also explains that using mobile media draws upon important pedagogical