Books · Organizations · Software · Teaching

Google Classroom like a Pro

GOOGLE CLASSROOM LIKE A PRO: The Guide for students and teachers

Title: Google Classroom Like A Pro

Author: Michael Redcar

2017 | English | ASIN: B06XXZ2VVT | 176 pages

Welcome to a world of paperless education!
Google Classroom is the new and highly innovative service from Google, which aims to help you to deliver the education ideas of the future.
Now, with this great new book, teachers and students have the opportunity to find out what Google Classroom can do for them in their schools and other learning institutions.
With an in-depth look at the features of Google Classroom, you will learn how this amazing product can:

  • Help to streamline assignments
  • Give you options when it comes to grading
  • Ease communication between teachers and students
  • Cut down on wasted time
  • Store assignments for the future

This how-to-use manual is simple and easy-to-follow, is the next step in the future of learning and is set to become a sensation.
Get your copy of Google Classroom today and see what difference it will make to the way you teach and the way you learn!

Books · Educational Philosophy · Teaching

Culturally Responsive Pegagogy

Culturally Responsive Pedagogy: Working towards Decolonization, Indigeneity and InterculturalismTitle: Culturally Responsive Pegagogy

Authors: Fatima Pirbhai-Illich and Shauneen Pete

English | ISBN: 3319463276 | 2017 | 261 pages

Working towards Decolonization, Indigeneity and Interculturalism

This book convincingly argues that effective culturally responsive pedagogies require teachers to firstly undertake a critical deconstruction of Self in relation to and with the Other; and secondly, to take into account how power affects the socio-political, cultural and historical contexts in which the education relation takes place. The contributing authors are from a range of diaspora, indigenous, and white mainstream communities, and are united in their desire to challenge the hegemony of Eurocentric education and to create new educational spaces that are more socially and environmentally just. In this venture, the ideal education process is seen to be inherently critical and intercultural, where mainstream and marginalized, colonized and colonizer, indigenous and settler communities work together to decolonize selves, teacher-student relationships, pedagogies, the curriculum and the education system itself. This book will be of great interest and relevance to policy-makers and researchers in the field of education; teacher educators; and pre- and in-service teachers.

This book represents is a new look at a well documented topic. Here is a very important article from over 20 years ago that was published in ASCD’s Educational Leadership periodical.

September 1995 | Volume 53 | Number 1
Strengthening Student Engagement Pages 17-21

A Framework for Culturally Responsive Teaching

Raymond J. Wlodkowski and Margery B. Ginsberg

Research has shown that no one teaching strategy will consistently engage all learners. The key is helping students relate lesson content to their own backgrounds.

To be effective in multicultural classrooms, teachers must relate teaching content to the cultural backgrounds of their students. According to the research, teaching that ignores student norms of behavior and communication provokes student resistance, while teaching that is responsive prompts student involvement (Olneck 1995). There is growing evidence that strong, continual engagement among diverse students requires a holistic approach—that is, an approach where the how, what, and why of teaching are unified and meaningful (Ogbu 1995).

To that end, we have developed a comprehensive model of culturally responsive teaching: a pedagogy that crosses disciplines and cultures to engage learners while respecting their cultural integrity. It accommodates the dynamic mix of race, ethnicity, class, gender, region, religion, and family that contributes to every student’s cultural identity. The foundation for this approach lies in theories of intrinsic motivation.

Before we outline our framework for culturally responsive teaching, we will address the bond of motivation and culture, and analyze some of the social and institutional resistance to teaching based on principles of intrinsic motivation. Understanding these relationships provides a clearer view of the challenges we must overcome if we are to genuinely transform teaching and successfully engage all students.

Motivation Is Inseparable from Culture

Engagement is the visible outcome of motivation, the natural capacity to direct energy in the pursuit of a goal. Our emotions influence our motivation. In turn, our emotions are socialized through culture—the deeply learned confluence of language, beliefs, values, and behaviors that pervades every aspect of our lives. For example, one person working at a task feels frustrated and stops, while another person working at the task feels joy and continues. Yet another person, with an even different set of cultural beliefs, feels frustrated at the task but continues with increased determination. What may elicit that frustration, joy, or determination may differ across cultures, because cultures differ in their definitions of novelty, hazard, opportunity, and gratification, and in their definitions of appropriate responses. Thus, the response a student has to a learning activity reflects his or her culture.

While the internal logic as to why a student does something may not coincide with that of the teacher, it is, nonetheless, present. And, to be effective, the teacher must understand that perspective. Rather than trying to know what to do to students, we must work with students to interpret and deepen their existing knowledge and enthusiasm for learning. From this viewpoint, motivationally effective teaching is culturally responsive teaching.

Locked in Mid-Century

Most educators with whom we have worked would agree that there is a strong relationship between culture and motivation, and that it only makes sense to understand a student’s perspective. Why, then, do we have such difficulty acting this way in the classroom?

One major reason is that we feel very little social pressure to act otherwise. The popular media and structural systems of education remain locked in a deterministic, mechanistic, and behavioristic orientation toward human motivation.

If one were to do a content analysis of national news broadcasts and news magazines for the last 40 years to identify the most widely used metaphor for motivation, “the carrot and the stick”—reward and punish, manipulate and control—would prevail. As a result, our national consciousness assumes there are many people who need to be motivated by other people.

The prevailing question, “How do I motivate them?” implies that “they” are somehow dependent, incapable of self-motivation, and in need of help from a more powerful “other.” In this sense, the “at-risk” label acts to heighten our perception of students as motivationally dysfunctional, and increases our tendency not to trust their perspective. The fact that an inordinately high number of “at-risk” students are poor and people of color should cause us to reflect on how well we understand motivation. Thoughtful scholars have suggested that this label now serves as a euphemism for “culturally deprived” (Banks 1993).

Secondary education is influenced a great deal by the practices of higher education, and both levels tend to follow the precepts of extrinsic reinforcement. Teaching and testing practices, competitive assessment procedures, grades, grade point averages, and eligibility for select vocations and colleges form an interrelated system. This system is based on the assumption that human beings will strive to learn when they are externally rewarded for a specific behavior or punished for lack of it.

Schools and colleges successfully educate a disproportionately low number of low-income and ethnic minority students (Wlodkowski and Ginsberg 1995). Because the importance of grades and grade point averages increases as a student advances in school, it is legitimate to question whether extrinsic motivation systems are effective for significant numbers of students across cultures. We can only conclude that, as long as the educational system continues to relate motivation to learn with external rewards and punishments, culturally different students will, in large part, be excluded from engagement and success in school.

Changing Consciousness About Motivation

It is part of human nature to be curious, to be active, to initiate thought and behavior, to make meaning from experience, and to be effective at what we value. These primary sources of motivation reside in all of us, across all cultures. When students can see that what they are learning makes sense and is important, their intrinsic motivation emerges.

We can begin to replace the carrot and stick metaphor with the words “understand” and “elicit”; to change the concept of motivation from reward and punishment to communication and respect. We can influence the motivation of students by coming to know their perspective, by drawing forth who they naturally and culturally are, and by seeing them as unique and active. Sharing our resources with theirs, working together, we can create greater energy for learning.

Intrinsic systems of motivation can accommodate cultural differences. Theories of intrinsic motivation have been successfully applied and researched in areas such as cross-cultural studies (Csikszentmihalyi and Csikszentmihalyi 1988); bilingual education (Cummins 1986); and education, work, and sports (Deci and Ryan 1985). Ample documentation across a variety of student and regional settings suggests that noncompetitive, informational evaluation processes are more effective than competitive, controlling evaluation procedures (Deci et al. 1991, Deci and Ryan 1991).

A growing number of educational models, including constructivism and multiple intelligences theory, are based on intrinsic motivation. They see student perspective as central to teaching. Unfortunately, educators must often apply these theories within educational systems dominated by extrinsic reinforcement, where grades and class rank are emphasized. And, when extrinsic rewards continue to be the primary motivators, intrinsic motivation is dampened. Those students whose socialization accommodates the extrinsic approach surge ahead, while those students—often the culturally different—whose socialization does not, fall behind. A holistic, culturally responsive pedagogy based on intrinsic motivation is needed to correct this imbalance.

An Intrinsic Motivational Framework

We propose a model of culturally responsive teaching based on theories of intrinsic motivation. This model is respectful of different cultures and is capable of creating a common culture that all students can accept. Within this framework, pedagogical alignment—the coordination of approaches to teaching that ensure maximum consistent effect—is critical. The more harmonious the elements of teaching are, the more likely they are to evoke, encourage, and sustain intrinsic motivation.

The framework names four motivational conditions that the teacher and students continuously create or enhance. They are:

  1. Establishing inclusion—creating a learning atmosphere in which students and teachers feel respected by and connected to one another.
  2. Developing attitude—creating a favorable disposition toward the learning experience through personal relevance and choice.
  3. Enhancing meaning—creating challenging, thoughtful learning experiences that include student perspectives and values.
  4. Engendering competence—creating an understanding that students are effective in learning something they value.

These conditions are essential to developing intrinsic motivation. They are sensitive to cultural differences. They work in concert as they influence students and teachers, and they happen in a moment as well as over a period of time.

Culturally Responsive Teaching

Let us look at an actual episode of culturally responsive teaching based on this motivational framework. It occurs in an urban high school social science class with a diverse group of students and an experienced teacher.

At the start of a new term, the teacher wants to familiarize students with active research methods. She will use such methods throughout the semester, and she knows from previous experience that many students view research as abstract, irrelevant, and oppressive work.

After reflecting on the framework, her teaching goal, and her repertoire of methods, she randomly assigns students to small groups. She encourages them to discuss any previous experiences they may have had in doing research as well as their expectations and concerns for the course. Each group then shares its experiences, expectations, and concerns as she records them on the chalkboard. In this manner, she is able to understand her students’ perspectives and to increase their connection to one another and herself (motivational condition: establishing inclusion).

The teacher explains that most people are researchers much of the time, and she asks the students what they would like to research among themselves. After a lively discussion, the class decides to investigate and predict the amount of sleep some members of the class had the previous night. This experience engages student choice, increases the relevance of the activity, and contributes to the favorable disposition emerging in the class (motivational condition: developing attitude). The students are learning in a way that includes their experiences and perspectives.

Five students volunteer to serve as subjects, and the other students form research teams. Each team must develop a set of observations and questions to ask the volunteers. (They cannot ask them how many hours of sleep they had the night before.) After they ask their questions, the teams rank the five volunteers from the most to the least amount of sleep. When the volunteers reveal the amount of time they slept, the students discover that no research team was correct in ranking more than three students.

Students discuss why this outcome may have occurred, and consider questions that might have increased their accuracy, such as, “How many hours of sleep do you need to feel rested?” Collaborative learning, hypothesis testing, critical questioning, and predicting heighten the engagement, challenge, and complexity of this process for the students (motivational condition: enhancing meaning).

These procedures encourage and model equitable participation for all students.

After the discussion, the teacher asks the students to write a series of statements about what this activity has taught them about research. Students then break into small groups to exchange their insights. Self-assessment helps the students to gain, from an authentic experience, an understanding of something they may value (motivational condition: engendering competence).

This snapshot of culturally responsive teaching illustrates how the four motivational conditions constantly influence and interact with one another. Without establishing inclusion (small groups to discuss experiences) and developing attitude (students choosing a relevant research), the enhancement of meaning (research teams devising hypotheses) may not have occurred with equal ease and energy; and the self-assessment to engender competence (what students learned from their perspective) may have had a dismal outcome. According to this model of teaching, all the motivational conditions contribute to student engagement.

Norms, Procedures, and Structures

Although the above event actually occurred, it may sound like a fairy tale because everything worked smoothly. In reality, teaching situations often become fragmented by the competing needs and interests of a diverse student body. All too often, we use educational norms and procedures that are contradictory. The result is that we confuse students and decrease their intrinsic motivation. For example, consider the teacher who uses cooperative learning yet gives pop quizzes; or who espouses constructivist learning yet grades for participation; or who abhors discrimination yet calls mainly on boys during class discussions.

In an effort to help educators avoid such errors of incoherence, we have compiled educational norms, procedures, and structures that are effective from a motivational as well as multicultural perspective (see fig. 1). Together, they provide an integrated system of teaching practices for our model of culturally responsive teaching. They are categorized according to the motivational conditions of the framework:

Norms are the explicit values espoused by the teacher and students. Procedures are learning processes that carry out the norms. Structures are the rules or binding expectations that support the norms and procedures.

Figure 1. Four Conditions Necessary for Culturally Responsive Teaching

1. Establish Inclusion

Norms:

  • Emphasize the human purpose of what is being learned and its relationship to the students’ experience.
  • Share the ownership of knowing with all students.
  • Collaborate and cooperate. The class assumes a hopeful view of people and their capacity to change.
  • Treat all students equitably. Invite them to point out behaviors or practices that discriminate.

Procedures: Collaborative learning approaches; cooperative learning; writing groups; peer teaching; multi-dimensional sharing; focus groups; and reframing.

Structures: Ground rules, learning communities; and cooperative base groups.

2. Develop Positive Attitude

Norms:

  • Relate teaching and learning activities to students’ experience or previous knowledge.
  • Encourage students to make choices in content and assessment methods based on their experiences, values, needs, and strengths.

Procedures: Clear learning goals; problem solving goals; fair and clear criteria of evaluation; relevant learning models; learning contracts; approaches based on multiple intelligences theory, pedagogical flexibility based on style, and experiential learning.

Structure: Culturally responsive teacher/student/parent conferences.

3. Enhance Meaning

Norms:

  • Provide challenging learning experiences involving higher order thinking and critical inquiry. Address relevant, real-world issues in an action-oriented manner.
  • Encourage discussion of relevant experiences. Incorporate student dialect into classroom dialogue.

Procedures: Critical questioning; guided reciprocal peer questioning; posing problems; decision making; investigation of definitions; historical investigations; experimental inquiry; invention; art; simulations; and case study methods.

Structures: Projects and the problem-posing model.

4. Engender Competence

Norms:

  • Connect the assessment process to the students’ world, frames of reference, and values.
  • Include multiple ways to represent knowledge and skills and allow for attainment of outcomes at different points in time.
  • Encourage self-assessment.

Procedures: Feedback; contextualized assessment; authentic assessment tasks; portfolios and process-folios; tests and testing formats critiqued for bias; and self-assessment.

Structures: Narrative evaluations; credit/no credit systems; and contracts for grades.

Based on Wlodkowski, R. J., and M. B. Ginsberg. (1995). Diversity and Motivation: Culturally Responsive Teaching. San Francisco: Jossey-Bass.

Teaching in a way that respects diversity is challenging, of course. Consider the following case example. The norm that Mr. Clark, a U.S. history teacher, is aiming for is “sharing the ownership of knowing.” The topic is the notion of cultural pluralism, and, later, the roles that our socioeconomic backgrounds play in our lives. Clark uses the procedures of collaborative learning and critical questioning to facilitate student comprehension of the concepts of “melting pot,” “social class,” and other terms.

Clark asks the class to first brainstorm words that are associated with culture. Students volunteer “language,” “ethnicity,” “gender,” “religion,” “food preference,” and so forth. In pairs, students then talk to their partner about ways in which they believe they are culturally similar and distinct from each other.

After 15 minutes, the teacher asks students to note three observations about the concept of culture. The most prevalent response is that “we were surprised at how much we have in common.” Clark indicates that he sees this as well. He asks the class, “If we have such commonality, why do some groups of people in the United States have such difficulty becoming economically secure?” Note what happen as students struggle over whose perceptions are the most accurate.

First student: Some have more difficulty because of discrimination, because people have prejudices against people whose skin is a different color from theirs.

Second student: I don’t think it’s that simple. Look how many people of color are doing well. We’ve got generals, mayors, and corporation executives. There’s a black middle class and they are economically secure.

Third student: Yeah, that might be so, but it isn’t as many people as you think. The newspapers just make a big deal about minorities succeeding.

Clark’s ground rules (structure) for this conversation endorse honesty in offering opinions and forbid putdowns, so the tone of this exchange is respectful. Interest in the topic intensifies as a result of the exchange. Clark acknowledges the different points of view and asks the class: “What questions might provide insights or clarify the differences between these viewpoints?” The class breaks into small groups after which Clark records the suggested questions. Some that emerge:

  1. Which ethnic groups are most economically successful? Least successful?
  2. What proportion of each ethnic group is lower income, middle income, upper income?
  3. Are more people of color economically successful today than 20 years ago? 100 years ago?
  4. What is the relationship of educational opportunity to income status?
  5. Do middle- and upper-class African Americans and Latinos encounter more discrimination than do European Americans?
  6. Is there a difference in the quality of family and community support among middle- and upper-income African Americans, European Americans, and Latinos?

As a result of the discussion, students begin to see how the viewpoints about race and socioeconomic backgrounds are part of a broad and complex picture. The difference of opinion has become a stimulus for deeper learning. Students then divide into three groups: one to conduct library research of relevant documents and studies; one to read and analyze relevant biographies and autobiographies; and one to interview community members who represent different cultures.

A Holistic Approach

For culturally different students, engagement in learning is most likely to occur when they are intrinsically motivated to learn. This motivational framework provides a holistic and culturally responsive way to create, plan, and refine teaching activities, lessons, and assessment practices.

References

Banks, J. A. (1993). “Multicultural Education: Historical Development, Dimensions, and Practice.” In Review of Research in Education, Vol. 19, edited by L. Darling-Hammond. Washington, D.C.: American Educational Research Association.

Csikszentmihalyi, M., and I. S. Csikszentmihalyi. (1988). Optimal Experience: Psychological Studies of Flow in Consciousness. New York: Cambridge University Press.

Cummins, J. (1986). “Empowering Minority Students: A Framework for Intervention.” Harvard Educational Review 56, 1: 18–36.

Deci, E. L., and R. M. Ryan. (1991). “A Motivational Approach to Self: Integration in Personality.” In Nebraska Symposium on Motivation: Vol. 38. Perspectives on Motivation, edited by R. Dienstbier. Lincoln: University of Nebraska Press.

Deci, E. L., and R. M. Ryan. (1985). Intrinsic Motivation and Self-Determination in Human Behavior. New York: Plenum.

Deci, E. L., R. J. Vallerand, L. C. Pelletier, and R. M. Ryan. (1991). “Motivation and Education: The Self-Determination Perspective.” Educational Psychologist 26, 3 and 4: 325–346.

Ogbu, J. U. (1995). “Understanding Cultural Diversity and Learning.” In Handbook of Research on Multicultural Education, edited by J. A. Banks and C. A. M. Banks. New York: Macmillan.

Olneck, M. R. (1995). “Immigrants and Education.” In Handbook of Research on Multicultural Education, edited by J. A. Banks and C. A. M. Banks. New York: Macmillan.

Wlodkowski, R. J., and M. B. Ginsberg. (1995). Diversity and Motivation: Culturally Responsive Teaching. San Francisco: Jossey-Bass.

Raymond J. Wlodkowski is an Educational and Psychological Consultant, 6033 Jay Rd., Boulder, CO 80301. Margery B. Ginsberg is Research Associate, RMC Research Corporation, Writer Square, Ste. 540, 1512 Larimer St., Denver, CO 80202.

Educational Philosophy · Gamification · Springer · Uncategorized

Serious Games: Foundations, Concepts and Practice

Title: Serious Games: Foundations, Concepts and Practice
Aurhor: Ralf Dörner

 

English | 13 Sept. 2016 | ISBN: 3319406116 | 440 PagesSerious Games: Foundations, Concepts and Practice (Repost)

This textbook provides an introduction to the fundamentals of serious games, which differ considerably from computer games that are meant for pure entertainment.

Undergraduate and graduate students from various disciplines who want to learn about serious games are one target group of this book. Prospective developers of serious games are another, as they can use the book for self-study in order to learn about the distinctive features of serious game design and development. And ultimately, the book also addresses prospective users of serious game technologies by providing them with a solid basis for judging the advantages and limitations of serious games in different application areas such as game-based learning, training and simulation or games for health.

To cater to this heterogeneous readership and wide range of interests, every effort was made to make the book flexible to use. All readers are expected to study Chapter 1, as it provides the necessary basics and terminology that will be used in all subsequent chapters. The eleven chapters that follow cover the creation of serious games (design, authoring processes and tools, content production), the runtime context of serious games (game engines, adaptation mechanisms, game balancing, game mastering, multi-player serious games), the effects of serious games and their evaluation (player experience, assessment techniques, performance indicators), and serious games in practice (economic aspects, cost-benefit analysis, serious game distribution). To familiarize the readers with best practice in this field, the final chapter presents more than 30 selected examples of serious games illustrating their characteristics and showcasing their practical use.

Lecturers can select chapters in a sequence that is most suitable for their specific course or seminar. The book includes specific suggestions for courses such as “Introduction to Serious Games”, “Entertainment Technology”, “Serious Game Design”, “Game-based Learning”, and “Applications of Serious Games”.

Books · Gamification · Math

Essential Mathematics for Games and Interactive Applications

Title: Essential Mathematics for Games and Interactive Applications (3rd Edition)

Authors: James M. Van Verth, Lars M. BishopEssential Mathematics for Games and Interactive Applications (3rd Edition) (Repost)
2015 | 624 Pages | ISBN: 1482250926
Developed from the authors’ popular Game Developers Conference (GDC) tutorial, Essential Mathematics for Games and Interactive Applications, Third Edition illustrates the importance of mathematics in 3D programming. It shows you how to properly animate, simulate, and render scenes and discusses the mathematics behind the processes. Completely revised to fix errors and make the content flow better, this third edition reflects the increased use of shader graphics pipelines, such as in DirectX 11, OpenGL ES (GLES), and the OpenGL Core Profile. It also updates the material on real-time graphics with coverage of more realistic materials and lighting. The Foundation for Successful 3D Programming The book covers the low-level mathematical and geometric representations and algorithms that are the core of any game engine. It also explores all the stages of the rendering pipeline. The authors explain how to represent, transform, view, and animate geometry. They then focus on visual matters, specifically the representation, computation, and use of color. They also address randomness, intersecting geometric entities, and physical simulation. An Introduction to Creating Real and Active Virtual Worlds This updated book provides you with a conceptual understanding of the mathematics needed to create 3D games as well as a practical understanding of how these mathematical bases actually apply to games and graphics. It not only includes the theoretical mathematical background but also incorporates many examples of how the concepts are used to affect how a game looks and plays.
Educational Philosophy · Gamification · Smart Education · Teaching

Serious Games and Edutainment Applications

Entertainment Computing and Serious GamesTitle: Entertainment Computing and Serious Games
Authors: Ralf Dörner, Stefan Göbel, Michael Kickmeier-Rust, Maic Masuch, Katharina Zweig
English | 2016 | 549 Pages | ISBN : 3319461516

The aim of this book is to collect and to cluster research areas in the field of serious games and entertainment computing. It provides an introduction and gives guidance for the next generation of researchers in this field.
The 18 papers presented in this volume, together with an introduction, are the outcome of a GI-Dagstuhl seminar which was held at Schloß Dagstuhl in July 2015.

Title: Serious Games and Edutainment Applications

Authors: Nikolaos Antonopolous, Minhua Ma, Lakhmi C. Jain
Published: 2011-12-09 | ISBN: 1447121600  | 520 pages

Serious Games and Edutainment Applications (repost)
The recent re-emergence of serious games as a branch of video games and as a promising frontier of education has introduced the concept of games designed for a serious purpose other than pure entertainment. To date the major applications of serious games include education and training, engineering, medicine and healthcare, military applications, city planning, production, crisis response, to name just a few. If utilised alongside, or combined with conventional training and educational approaches, serious games could provide a more powerful means of knowledge transfer in almost every application domain. Serious Games and Edutainment Applications offers an insightful introduction to the development and applications of games technologies in educational settings. It includes cutting-edge academic research and industry updates that will inform readers of current and future advances in the area. The book is suitable for both researchers and educators who are interested in using games for educational purposes, as well as game professionals requiring a thorough understanding of issues involved in the application of video games technology into educational settings. It is also applicable to programmers, game artists, and management contemplating or involved in the development of serious games for educational or training purposes.

Title: Serious Games and Edutainment Applications Volume II

Authors: Ma, Minhua, Oikonomou, Andreas (Eds.)

2017 | ISBN: 978-3-319-51645-5 | Publisher: Springer International Publishing | English | 702 pages

With the cSpringer: Serious Games and Edutainment Applications Volume IIontinued application of gaming for training and education, which has seen exponential growth over the past two decades, this book offers an insightful introduction to the current developments and applications of game technologies within educational settings, with cutting-edge academic research and industry insights, providing a greater understanding into current and future developments and advances within this field.
Following on from the success of the first volume in 2011, researchers from around the world presents up-to-date research on a broad range of new and emerging topics such as serious games and emotion, games for music education and games for medical training, to gamification, bespoke serious games, and adaptation of commercial off-the shelf games for education and narrative design, giving readers a thorough understanding of the advances and current issues facing developers and designers regarding games for training and education.
This second volume of Serious Games and Edutainment Applications offers further insights for researchers, designers and educators who are interested in using serious games for training and educational purposes, and gives game developers with detailed information on current topics and developments within this growing area.

Books · Educational Philosophy · Teaching

Teaching: Making a Difference

Title: Teaching: Making a Difference

Authors: Rick Churchill, Sally Godinho, Nicola F Johnson
English | 2016 | ISBN: 0730315452 | 641 pages
Teaching: Making a Difference, 3 edition

At the beginning of each semester in Australian universities, students entering teacher education courses are asked ‘Why do you want to teach?’ The answers vary, but the most prominent response is ‘To make a difference’. Building on the market-leading success of the first two editions, Teaching: Making a Difference, Third edition, has been designed to launch students on their journey to become the kind of teacher who continually strives to deliver quality learning outcomes in all aspects of professional endeavour. Making a real difference in tomorrow’s early childhood, primary and secondary classrooms is as much about understanding learning and learners as it is about understanding what makes a quality teacher and quality teaching. The unique four-part pedagogical structure of this series consistently provides students with a compass to navigate recent changes to the Australian Curriculum and practical strategies for the meaningful use of ICTs in the classroom. Part 1 The teaching profession Part 2 Understanding learning and learners Part 3 Preparation, practice and process Part 4 Effectiveness, professionalism and the future This edition draws together the voices and contemporary research of Australia’s pre-eminent education academics. The culmination of their knowledge, hands-on experience and insight will help pre-service teachers develop their craft and technique and provide a framework to enable them to excel as future educators. Great teachers must maintain a broad range of skills, understandings, ideas and knowledge. They must also continually reflect on what they do and question not only their own practice, but also the ever-changing needs of their students and education at large. Teaching: Making a Difference, Third edition, empowers students to draw on the range of skills and personal attributes they will need to deal with the day?to?day realities of teaching, the intangibles and the serendipitous moments.

Software · Teaching

OneNote Class Notebooks for Educators

Title: Lynda – OneNote Class Notebooks for Educators

Size: 185 MB | Duration: 1h 4m
Genre: eLearning | Level: Beginner | Language: English
Microsoft OneNote Class Notebooks allow educators to organize lesson plans and deliver interactive lessons to their students.
Lynda - OneNote Class Notebooks for Educators

* Using OneNote

* Adding Class Notebooks
* Creating a new notebook
* Adding and removing students and teachers
* Managing notebooks
* Adding content
* Using the Web Clipper extension
* Creating content
* Using the collaboration space
* Syncing notebooks to the OneNote desktop app
* Adding, viewing, and grading assignments

Books · Science · Teaching

Teaching the Female Brain

Title: Teaching the Female Brain: How Girls Learn Math and ScienceTeaching the Female Brain: How Girls Learn Math and Science

Authors: Abigail Norfleet James, “”
English | ISBN: 1412967104, 1412967090 | 2009 | 208 pages

Abigail James has made an extensive study of cognitive gender differences and examined how that knowledge can best be applied to practices in teaching boys and girls. In this work, she examines how girls’ unique sensory, physical, cognitive, and emotional systems affect their performance in the classroom, and provides specific suggestions for how teachers can use that information to benefit girls either in single-sex or co-ed settings.

In particular, the book focuses on math and science instruction, since women are under-represented in these courses at the university level and in related fields, despite current incentives for female students to select math, science, or engineering majors. A large part of the problem, it seems, is that math and science classes are simply not taught in ways that complement the female brain. James shows teachers how to incorporate research-based findings and adapt classroom experiences to assist girls’ learning, within the best standards of classroom instruction.

Who Will Do the Science of the Future?: A Symposium on Careers of Women in Science
Title: Who Will Do the Science of the Future?: A Symposium on Careers of Women in Science
English | 2000-12-12 | ISBN: 0309071852 | 104 pages


Who Will Do the Science of the Future? is the summary of a symposium on careers of women in science. The symposium incorporated three panels of presenters: one focusing on the next generation, Science for All Students; a second that looks in depth at the issues reflected in one particular field of science, computer science, reflecting an in-depth view of academic and industrial computer scientists; and a third that focuses on strategies and policies to recruit, retain, and promote career advancement for women scientists. Lastly, there was a plenary address on how to ensure women continue to advance into positions of leadership in science.

Books · Science · Teaching

Teaching Math, Science, and Technology in Schools Today

Title: Teaching Math, Science, and Technology in Schools Today: Guidelines for Engaging Both Eager and Reluctant Learners

Authors: Dennis Adams, Mary Hamm
2014 | 2nd Edition | ISBN-10: 1475809034, 1475809042 | 176 pages

Teaching Math, Science, and Technology in Schools Today: Guidelines for Engaging Both Eager and Reluctant Learners


Teaching Math, Science, and Technology in Schools Today: Guidelines for Engaging Both Eager and Reluctant Learners offers unique, engaging, and thought-provoking ideas. The activities open imaginative doors to learning and provide opportunities for all learners. It surveys today’s most important trends and dilemmas while explaining how collaboration and critical thinking can be translated into fresh classroom practices. Questions, engagement, and curiosity are viewed as natural partners for mathematical problem solving, scientific inquiry, and learning about technology. Like the Common Core State Standards, the book builds on the social nature of learning to provide suggestions for both eager and reluctant learners. The overall goal of the book is to deepen the collective conversation, challenge thinking, and provide some up-to-date tools for teachers so they can help reverse the steady erosion of math, science, and technology understanding in the general population.

Brainball: Teaching Inquiry Science as a Team Sport, Science Edition
Title: Brainball: Teaching Inquiry Science as a Team Sport, Science Edition

Authors: Mickey Kolis and Todd Lenz
English | 2014 | ISBN: 1475808879, 1475808887 | 196 pages


What is a game? You might think of cards and dice, computers, or sports. You might even think of music or theater as games. But what about Science? Games have rules, players, and objectives, but, maybe most importantly, games are fun. People play games because they think they are “fun,” and sometimes they even learn some important lessons. Classrooms are intended to teach important lessons, and sometimes people think they are fun (not nearly often enough).

Brainball (Science Edition) is designed to combine the best of both worlds! Science Inquiry is the game and learning the intended outcome! Veteran science teachers Kolis and Lenz provide small step-by-step 5E’s lessons and an inquiry-based sequence to guide you through that first learning experience so that you too can play the game of Brainball (Science Edition)!

Books · Educational Philosophy · Science

Mind, Brain, and Education Science

Title: Mind, Brain, and Education Science: A Comprehensive Guide to the New Brain-Based Teaching

Author: Tracey Tokuhama-Espinosa
English | 2010 | ISBN: 0393706079 | 464 pages

Mind, Brain, and Education Science: A Comprehensive Guide to the New Brain-Based Teaching
Establishing the parameters and goals of the new field of mind, brain, and education science.
A groundbreaking work, Mind, Brain, and Education Science explains the new transdisciplinary academic field that has grown out of the intersection of neuroscience, education, and psychology. The trend in œbrain-based teaching has been growing for the past twenty years and has exploded in the past five to become the most authoritative pedagogy for best learning results. Aimed at teachers, teacher trainers and policy makers, and anyone interested in the future of education in America and beyond, Mind, Brain, and Education Science responds to the clamor for help in identifying what information could and should apply in classrooms with confidence, and what information is simply commercial hype. Combining an exhaustive review of the literature, as well as interviews with over twenty thought leaders in the field from six different countries, this book describes the birth and future of this new and groundbreaking discipline. Mind, Brain, and Education Science looks at the foundations, standards, and history of the field, outlining the ways that new information should be judged. Well-established information is elegantly separated from œneuromyths to help teachers split the wheat from the chaff in classroom planning, instruction and teaching methodology.