"The major strengths of this resource are the practical strategies presented in clear, usable ways and the book′s uncomplicated, straightforward approach." —Melissa Awenowicz, Director of Clinical Experiences University of Pittsburgh "I appreciated the thoughtful explanations at the beginning of each section and the intelligent rationale behind teaching each tool." —Evelyn M. Kennedy, Reading Specialist La Pine Elementary School, OR Use these literacy-boosting techniques and give students the key to lifelong learning! Based on analyses of what works for effective literacy instruction, this resource offers more than 100 tools to sharpen students′ reading comprehension, note-taking, vocabulary, research, concept-mapping, and test-taking abilities. From prereading strategies to exercises for the secondary level, this invaluable guide provides a range of ready-to-use, teacher-friendly activities that can be used with any curriculum. New features in this revitalized edition include: Expanded assessment techniques Additional activities customized for middle and high school students Tips on selecting appropriate activities for specific skills Strategies that integrate technology with instruction More Than 100 Tools for Developing Literacy, Second Edition, empowers educators with practical, powerful techniques to enrich students′ literacy skills.

"This is a fabulous book! Hundreds of activities that can be implemented at no cost. Buy it, use it, and allow the genius of Kathy Perez to rub off on you."-Harry K. Wong, AuthorThe First Days of SchoolBoost literacy achievement with these practical, brain-compatible strategies!Activating prior knowledge, differentiating instruction, and creating interactive opportunities-these are key practices that optimize learning, according to brain research. This essential guide translates cutting-edge research into ready-to-use tactics to promote literacy development in your classroom. Internationally recognized educator Kathy Perez offers a definitive collection of more than 100 field-tested strategies that can be implemented easily and immediately for maximum results at any grade level. The activities and tools provide strong building blocks for creating a dynamic, brain-friendly environment where teachers and students thrive. The book offers a flexible framework, step-by-step guidance, and key features such as:Approaches to motivate students with hands-on learningSpecific techniques for differentiation and utilizing multiple intelligencesTactics to strengthen reading comprehension and the meaning-making process Pre-reading strategies, standards-based activities, planning templates, reproducibles, and other resources to boost student achievementMore Than 100 Brain-Friendly Tools and Strategies for Literacy empowers teachers, literacy coaches, and reading specialists with proven tools to cultivate active learning.

This timely Handbook takes stock of the range of debates that characterise the field of international education and development, and suggests key aspects of a research agenda for the next period. It is deliberately divergent in its approach, recognising the major ideological and epistemological divides that characterise a field that draws on many traditions. Leading and emergent voices from different paradigms and contexts are afforded a space to be heard and each section puts current debates in larger historical contexts. The Handbook is divided in four parts and book-ended by an introduction and a conclusion, the latter oriented towards the implications that the volume has for future research agendas. The first part explores major strands of debates about education’s place in development theory. The second acknowledges the disciplining of the field by the education for all movement and examines the place that learning and teaching, and schools play in development. Part three looks beyond schools to consider early years, adult and vocational education but focuses particularly on the return to thinking about higher education's role in development. The final part considers the changing, but still important, role that international cooperation plays in shaping education in developing countries. Featuring over thirty chapters written by leading international and interdisciplinary scholars, the Routledge Handbook of International Education and Development offers the first comprehensive and forward-looking resource for students and scholars.

Information and Communication Technology (ICT) has contributed immensely to social and economic improvements, such as higher employment and productivity, and increased access to a higher quality of life. ICT incorporates electronic technologies and techniques used to manage information and knowledge, including information-handling tools used to produce, store, process, distribute and exchange information. The benefits of ICT can be achieved directly, through improved healthcare provision and disease prevention, or indirectly, through improved social infrastructure, economic growth, or other broader determinants of population health. In the context of public health, ICT, if properly designed and implemented, can generate many positive outcomes: improved access for communities in rural or remote areas, support of healthcare professionals, real-time disease surveillance, data sharing, and data capture, storage, interpretation, and management. ICT can generate important contributions to public health, from education to surveillance. In the education and higher learning context, ICT enables healthcare professionals to be updated and trained on knowledge advances wherever are located. The US National Higher Education ICT Initiative (2003) defines ICT knowledge as “the ability to use digital technology, communication tools, and/or networks appropriately to solve information problems to function in an information society. This includes the ability to use technology as a tool to research, organize, evaluate, and communicate information and the possession of a fundamental understanding of the ethical/legal issues surrounding the access and use of information.” ICT tools are also indispensable to healthcare professionals and researchers because of the current volume and complexity of information available from different sources (peer-reviewed journals, the Internet, and mainstream media). In 2003, a study reported that 55 new clinical trials were performed per day, 1,260 articles were indexed in MEDLINE per day, and 5,000 papers were published in the health field per day.7 Information management tools are thus necessary for these professionals to navigate through the vast amounts of data and information available. According to the United Nations Educational, Scientific and Cultural Organization (UNESCO), ICT “can contribute to achieving universal education worldwide, through the delivery of education and training of teachers, improved professional skills, better conditions for lifelong learning, and the potential to reach people that are outside the formal education process.” In the United Nations Millennium Development Goals, ICT is highlighted as the means to reach the underserved, to listen, and to learn from their experience. Online education is essential for students whose physical presence in class is impeded because of work or family responsibilities, geographical limitations, health issues, or other constraints. Although face-to-face interaction in a classroom setting seems to be preferred among education professionals, the number of online universities and online courses offered by on-campus universities has risen in the past 10 years. To develop successful online programs, however, it is necessary to understand what the specific ICT needs of an institution are. According to the Organization for Economic Co-operation and Development (OECD), investments in higher education are essential for economic growth, and the global demand for higher education is predicted to increase vastly from less than 100 million students in 2000 to more than 250 million students in 2025. Institutions have to integrate the innovative tools made available by ICT to increase access to and improve the quality and competitiveness of higher education programs. Without these tools and technologies.

"This book presents learning and knowledge management from a point of view where the basic tools and applications are provided by open source technologies. It explains an intense orientation to the critical issues of the open source paradigm: open source tools, applications, social networks, and knowledge sharing in open source communities"--Provided by publisher.

The human condition is affected by numerous factors in modern society. In modern times, technology is so integrated into culture that it has become necessary to perform even daily functions. Human Development and Interaction in the Age of Ubiquitous Technology is an authoritative reference source for the latest scholarly research on the widespread integration of technological innovations around the globe and examines how human-computer interaction affects various aspects of people’s lives. Featuring emergent research from theoretical perspectives and case studies, this book is ideally designed for professionals, students, practitioners, and academicians.

Members of today’s online educational settings are often isolated which can prohibit the sharing of ideas and best practices among individuals working and learning as a collective group. Promoting collaboration across various disciplines and departments fosters professional development activities, as well as creates strong connections to the entire online community. Building Online Communities in Higher Education Institutions: Creating Collaborative Experience cultivates knowledge on topics pertaining to the improvement of communication and collaboration in online learning communities. Advancing the current scope of research in this field, this book is designed for use by faculty, students, researchers, practitioners, and college administrators interested in strengthening communication and collaboration in virtual settings.

The whole landscape of space use is undergoing a radical transformation. In the workplace a period of unprecedented change has created a mix of responses with one overriding outcome observable worldwide: the rise of distributed space. In the learning environment the social, political, economic and technological changes responsible for this shift have been further compounded by constantly developing theories of learning and teaching, and a wide acceptance of the importance of learning as the core of the community, resulting in the blending of all aspects of learning into one seamless experience. This book attempts to look at all the forces driving the provision and pedagogic performance of the many spaces, real and virtual, that now accommodate the experience of learning and provide pointers towards the creation and design of learning-centred communities. Part 1 looks at the entire learning universe as it now stands, tracks the way in which its constituent parts came to occupy their role, assesses how they have responded to a complex of drivers and gauges their success in dealing with renewed pressures to perform. It shows that what is required is innovation within the spaces and integration between them. Part 2 finds many examples of innovation in evidence across the world – in schools, the higher and further education campus and in business and cultural spaces – but an almost total absence of integration. Part 3 offers a model that redefines the learning landscape in terms of learning outcomes, mapping spatial requirements and activities into a detailed mechanism that will achieve the best outcome at the most appropriate scale. By encouraging stakeholders to creating an events-based rather than space-based identity, the book hopes to point the way to a fully-integrated learning landscape: a learning community.