This book is a comprehensive guide for literacy teacher educators and professional development trainers who teach and work in online settings. The authors provide tools, techniques, and resources for developing courses, workshops, and other online learning experiences, including blended/hybrid delivery formats that combine face-to-face meetings with online practices. Moving away from traditonal discussions in which technology and delivery systems dominate the conversation, this book focuses on the literacy instructor with techniques for building effective learning communities. The authors outline the unique pedagogical challenges posed by online courses and offer guidance for making decisions about what tools to use for specific instructional purposes. More that simply a qhow-toq book, this resource will encourage novice and experienced instructors to extend their thinking and enable online literacy teacher education to grow in positive ways. Book features include: support for those teaching in many different roles, including program coordinators, professors, and adjuncts; a focus on pedagogical innovation as the key to sucess, with concrete examples of instructional and assessment practices; connections to the IRA Standards for Reading Professionals and other national standards for teacher education; and a companion website where online literacy teacher educators can communicate and share resources.Finally, you will submit two final papers on this project: a Reflection and a Final Report. a. ReflectionaThe reflection is a 300a500 word reflective essay. This essay will be shared with the whole class through the Class Discussion Board.
|Title||:||Educating Literacy Teachers Online: Tools, Techniques, and Transformations|
|Author||:||Lane W. Clarke, Susan Watts-Taffe|
|Publisher||:||Teachers College Press - 2013-12-13|