Download Teaching Secondary English with ICT: n a (Learning & by Anthony Adams, Sue Brindley PDF

By Anthony Adams, Sue Brindley

Contemporary study rooms are outfitted with ICT (information and communications expertise) instruments, and lecturers are anticipated to take advantage of them. With equivalent emphases on conception and perform, educating Secondary English with ICT is helping you in case you are strange with the newest school room applied sciences to increase your individual lesson plans applying the electronic instruments on hand to them. packed with case reports illustrating the information and methods mentioned, it explores all significant parts of the English curriculum.

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By Anthony Adams, Sue Brindley

Contemporary study rooms are outfitted with ICT (information and communications expertise) instruments, and lecturers are anticipated to take advantage of them. With equivalent emphases on conception and perform, educating Secondary English with ICT is helping you in case you are strange with the newest school room applied sciences to increase your individual lesson plans applying the electronic instruments on hand to them. packed with case reports illustrating the information and methods mentioned, it explores all significant parts of the English curriculum.

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Read or Download Teaching Secondary English with ICT: n a (Learning & Teaching with ICT) PDF

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Extra resources for Teaching Secondary English with ICT: n a (Learning & Teaching with ICT)

Sample text

Teachers regularly use overhead projectors to present material on transparencies. We do not expect the students to be impressed with our skills in using the projector; in fact we do not want them to be aware of it as a piece of equipment. Instead, we want the students to engage and interact with the material that is being presented to them. We need to take the same approach to using interactive whiteboards in the classroom. The technological effects that can be created using the interactive whiteboards can be used to enhance the dynamism of the lesson, but should not take over the purpose of the lesson.

Urbana, IL: NCTE. K (1980) The feel of writing – and teaching writing, in A. Freedman and I. Pringle (eds) Reinventing the Rhetorical Tradition. Conway, AK: Canadian Council of Teachers of English/L&S Books. QCA (2005) Meeting the Challenge. London: HMSO. Rawle, G. (2005) Woman’s World. London: Atlantic Books. Rosenblatt, L. (1978) The Reader, The Text, The Poem: The Transactional Theory of the Literary Work. Carbondale: Southern Illinois University Press. Smith, F. (1983) Essays into Literacy.

But, most importantly, as we have argued elsewhere (Adams and Brindley 1998), the added-value of the electronic age is that this collaboration is no longer limited in time or space. It is now possible for students working in different countries to collaborate together and to share their insights, cultures and experiences. htm). It seems appropriate to conclude this chapter with a reference to Lewis Carroll, himself a major textual innovator, who, in the following two quotations from Alice in Wonderland, neatly encapsulates the two views of the written text we have been exploring.

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