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Educational Trends is a textbook of articles and essays exclusively written to encourage and assist a variety of educational professionals in the field of education and cultural awareness. The materials and information provided in this text are meant to assist in university coursework as a supplemental reading aid. The book has been specifically designed for preschool teachers, professors, principals, school administrators, students, teachers and university personnel from many diverse discipl...
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Il volume propone un approccio open e collaborativo alla produzione di contenuti didattici digitali e allo sviluppo professionale degli insegnanti. Muovendo da un excursus iniziale sugli assunti del movimento delle Open Educational Resources e sul valore della collaborazione a scuola e tra scuole, affronta il tema della formazione degli insegnanti a sostegno dei processi di innovazione, con particolare riferimento alla LIM, integrando la riflessione teorica con i risultati del progetto biennale AMELIS, realizzato con una rete di scuole nel quadro di Innovascuola (2008-10), e con la presentazione delle risorse didattiche digitali prodotte dalla rete. Tali risorse sono anche disponibili online sotto forma di schede e materiali multimediali che completano il volume, restituendo la ricchezza dell'esperienza e offrendo a insegnanti ed educatori risorse utili per la loro attività didattica. The book proposes an open and collaborative approach to the production of digital teaching contents and to teachers' professional development. Starting from an initial excursus on the undertakings of the Open Educational Resources movement and on the value of collaboration in and among schools, it deals with the topic of teacher training as a back-up to innovation processes, with particular reference to multimedia whiteboards. The theoretical reflection is integrated with the results of the AMELIS biennial project, carried out alongside a network of schools within the Innovascuola (2008-10) framework, and with a presentation of the digital teaching resources produced by the network. Completing the volume, these resources are also available on-line in the form of files and multimedia materials. Conveying the wealth of the experience, they offer teachers and educators useful resources for their teaching activities.
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This book is a systematic treatise neither on psychology nor on education. It endeavours to set forth the relation between them. This relation must be found in the actual lives of individual children, and it is to help people engaged in education to study those lives that I have written. I have endeavoured to keep as free as possible from technicalities, and throughout to deal with life as a developing whole. Though the treatment is psychological, the selection of topics has been determined by educational considerations. The end sought is a presentation of the general form in which efficiency of life develops through ever-extending purposes. The various human faculties are regarded as factors intermingled, in an indefinitely large variety of ways, in every piece of life, and are, therefore, not considered apart and in themselves. Similarly, little or nothing is said of elements of experience which are merely constituent of fuller forms of life. That a much more extensive and exact knowledge of facts must be attained before the course of mental development can be set forth with scientific precision and completeness is certain. But for the purpose here in view this is not altogether a disadvantage. The main lines are, I believe, sound, and the reader is, by the very generality of the treatment, forced to recognize that he cannot get all he wants by reading, but that a substantial part of the work is left for him to do. Moreover, if a detailed chart of life could be laid down the temptation to forget that it could be only an abstraction, and to consider it as a kind of biography of every child would be one which many would be unable to resist. Then the study of psychology would tend to make educative work unpsychological. For it is individual lives with which the educator has to deal, not generalized averages. Still, more detailed knowledge is wanted. But it is knowledge of concrete pieces of life, not of isolated facts torn from their vital context. If, to any degree, this book should inspire those who find it helpful to publish precise records of careful observations on points which especially interest them it will be of some service to the cause of psychology as well as to that of education". (PsycINFO Database Record (c) 2014 APA, all rights reserved).
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