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 Technology and Language Arts Education. The Narrative Voice of Teachers
Наименование:

Technology and Language Arts Education. The Narrative Voice of Teachers

автор Vetta V. издательство Книга по Требованию Педагогика среднего специального образования
Cтраниц 156        мягкая обложка       
Аннотация:Research reveals, however, that even when there is sufficient access, far too many English teachers are reluctant to use technology as a teaching/learning resource. Perhaps this is because of concerns about appropriately integrating technology into their classroom praxis. This study discloses the factors that have most significantly facilitated and inhibited the implementation of technology in their classrooms. This research also provides an account of these teachers' perspectives of how teacher preparation programs might equip pre-service teachers for the challenges and potential of integrating technology into secondary Language Arts classrooms. This 3 months study explores how three English teachers at an urban secondary school in Vancouver experienced the use of technology in their classrooms. Qualitative methods were used to generate, analyze and report data. The University of British Columbia as well as many of the secondary schools in Vancouver, B. C. have invested in the potential of technology. Data collection included formal and informal discussions, interviews, extensive field notes and the observation of classes.
Автор: Vetta V.
Издательство: Книга по Требованию
Год:2008
Цена:
2415 руб
Нет в наличии
Поиск: Technology and Language Arts Education. The Narrative Voice of Teachers
НОВЫЙ ГОД СИМВОЛ 2013 ГОДАУКРАШЕНИЯ
КАРНАВАЛ НА НОВЫЙ ГОД РАСПРОДАЖА
Ортомолекулярная медицина Orthomol Устрание причин заболеваний. Ортомоль это новый метод для лечения и профилактики болезней. Orthomol - ортомолекулярная медицина.
Особенности перевода агломератов звукоподражательных...

Alice would have said some hi g pi yi g o comfor i , 'If i would o ly sigh like o her people!' she hough . (AWL, 49) . Но даже и эти чужие уши не слышали в лесу ничего, кроме птичьей трескотни, стука дятла и ровного звона сосновых вершин. (НЧ,6) 4-составные агломераты: ^ . Он спал как каменный, не слыша ни ровного шума сосен, ни уханья филина, стонавшего где-то у дороги, ни далекого воя волков - ничего из тех неясных звуков, которыми была полна густая и непроницаемая, плотно обступившая его тьма. (НЧ, 2) 5 - составные агломераты: . "She boxed he Quee 's ears - " he Rabbi bega . Alice laughed ou loud. "Oh! Hush!" he Rabbi whispered. " he Quee will hear you! You see she came ra her la e a d he Quee said." "Ge o your places!" shou ed he Quee i a voice of hu der. (AWL,89) . Среди ночи разыгралась метель. Зашевелились, тревожно зашумели, застонали, заскрипели над головой сосны. Тучи колючего снега поволокло по земле. Шелестящий мрак заплясал над ухающим, искрящимся пламенем. (НЧ, 25) Принимая во внимание статистические данные, мы сделали вывод о том, что многосоставные агломераты звукоподражательных единиц широко применяются в текстах художественной литературы, при этом количество составляющих их ономатопов может достигать значительных величин.
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