2010, ISBN: 9780335208623

McGraw-Hill College, 2001. Paperback. Good., McGraw-Hill College, 2001, 2.5, Harvard Education Publishing Group (HEPG). Used - Like New. Used book that is in almost brand-new condition… Altro …

McGraw-Hill College, 2001. Paperback. Good., McGraw-Hill College, 2001, 2.5, Harvard Education Publishing Group (HEPG). Used - Like New. Used book that is in almost brand-new condition., Harvard Education Publishing Group (HEPG), 5, Open University Press, 1997. Paperback. Used: Acceptable. Paperback - 1997 - fair condition, exlibrary, first 2 pages removed. - - . English, Language, and Education Series. What is happening to the English curriculum as a result of the impact of the new technologies on schools? What is the likely direction the curriculum in English will need to take in order to carry English teaching in schools into the twenty first century? English for Tomorrow looks at present developments in English teaching and attempts to explore what the English curriculum might look like in the year 2010. It is firmly rooted in present day classroom reality and is concerned especially with the changing nature of texts and our understanding of how they are composed and used. It presents a realistic and optimistic programme for English work in schools in the 21st century. The book has a multiple authorship and has been written from an international perspective. The book will be of interest not only to teachers of English but also to those involved in work in media studies and to all student teachers., Open University Press, 1997, 2.5, Open University Press, 2003. Paperback. Used: Acceptable. Paperback - 2003 - condition as new - . Isbn 0-335-20862-2, 0335208622. This book takes a practical approach to improving secondary science education with the use of Information and Communication Technology (ICT), while considering the broader educational issues that inform and underpin the approach. The material is presented from a teacher's perspective, and explores issues such as the selection of resources; lesson planning; the impact of ICT on classroom organization; and how ICT affects assessment. With topics ranging from using the Internet in school science to handling and interpreting data, Teaching Secondary Science with ICT is invaluable in helping teachers to make the most effective use of the ICT ;tools' available to them. This practical book is essential reading for anyone involved in science education, including trainee teachers, practising science teachers, and their tutors and mentors. It is particularly useful to support a school science department's internal professional development programme. About the Author Roy Barton is a senior lecturer in Education at the University of East Anglia. He has a long standing interest in the use of computers in science education and has written widely on the subject. Prior to working in higher education Roy Barton spent many years as a secondary school science teacher. Contributors Roy Barton, University of East Anglia Ton Ellermeijer, AMSTEL Institute, University of Amsterdam Patrick Fullick, University of Southampton Robert Musker, Lancashire Grid for Learning Laurence Rogers, University of Leicester Caroline Still, University of East Anglia John Wardle, Sheffield Hallam University Jerry Wellington, University of Sheffield, Open University Press, 2003, 2.5<

2003, ISBN: 9780335208623

edizione con copertina flessibile, edizione con copertina rigida

Used - Very Good. Former library book; may include library markings. Used book that is in excellent condition. May show signs of wear or have minor defects., 3, Hardback. Very Good., 3, … Altro …

Used - Very Good. Former library book; may include library markings. Used book that is in excellent condition. May show signs of wear or have minor defects., 3, Hardback. Very Good., 3, Very little wear. CDROM still sealed in its pouch. Original retail $50.00. This book and CD will ship at over two pounds. Excess shipping costs are included in the list price., John Wiley & Sons, 1996, 3, Noyes Data Corp, 1977 hardback book in near fine condition. 1st Edition. Hardcover. Near Fine., Noyes Data Corp, 1977, 4, Very Good., 3, Llh Technology Pub, 1992-08. Paperback. Good., Llh Technology Pub, 1992-08, 2.5, Open University Press, 2003. Paperback. Used: Acceptable. Paperback - 2003 - condition as new - . Isbn 0-335-20862-2, 0335208622. This book takes a practical approach to improving secondary science education with the use of Information and Communication Technology (ICT), while considering the broader educational issues that inform and underpin the approach. The material is presented from a teacher's perspective, and explores issues such as the selection of resources; lesson planning; the impact of ICT on classroom organization; and how ICT affects assessment. With topics ranging from using the Internet in school science to handling and interpreting data, Teaching Secondary Science with ICT is invaluable in helping teachers to make the most effective use of the ICT ;tools' available to them. This practical book is essential reading for anyone involved in science education, including trainee teachers, practising science teachers, and their tutors and mentors. It is particularly useful to support a school science department's internal professional development programme. About the Author Roy Barton is a senior lecturer in Education at the University of East Anglia. He has a long standing interest in the use of computers in science education and has written widely on the subject. Prior to working in higher education Roy Barton spent many years as a secondary school science teacher. Contributors Roy Barton, University of East Anglia Ton Ellermeijer, AMSTEL Institute, University of Amsterdam Patrick Fullick, University of Southampton Robert Musker, Lancashire Grid for Learning Laurence Rogers, University of Leicester Caroline Still, University of East Anglia John Wardle, Sheffield Hallam University Jerry Wellington, University of Sheffield, Open University Press, 2003, 2.5<

2004, ISBN: 9780335208623

Paperback. Very Good., 3, Routledge, 2001-06-01. Paperback. Good., Routledge, 2001-06-01, 2.5, Routledge, 2004. Paperback. New. 1st edition. 224 pages. 9.00x6.00x0.75 inches., Routled… Altro …

Paperback. Very Good., 3, Routledge, 2001-06-01. Paperback. Good., Routledge, 2001-06-01, 2.5, Routledge, 2004. Paperback. New. 1st edition. 224 pages. 9.00x6.00x0.75 inches., Routledge, 2004, 6, Routledge, 2004-08-24. Paperback. Good., Routledge, 2004-08-24, 2.5, Open University Press, 2003. Paperback. Used: Acceptable. Paperback - 2003 - condition as new - . Isbn 0-335-20862-2, 0335208622. This book takes a practical approach to improving secondary science education with the use of Information and Communication Technology (ICT), while considering the broader educational issues that inform and underpin the approach. The material is presented from a teacher's perspective, and explores issues such as the selection of resources; lesson planning; the impact of ICT on classroom organization; and how ICT affects assessment. With topics ranging from using the Internet in school science to handling and interpreting data, Teaching Secondary Science with ICT is invaluable in helping teachers to make the most effective use of the ICT ;tools' available to them. This practical book is essential reading for anyone involved in science education, including trainee teachers, practising science teachers, and their tutors and mentors. It is particularly useful to support a school science department's internal professional development programme. About the Author Roy Barton is a senior lecturer in Education at the University of East Anglia. He has a long standing interest in the use of computers in science education and has written widely on the subject. Prior to working in higher education Roy Barton spent many years as a secondary school science teacher. Contributors Roy Barton, University of East Anglia Ton Ellermeijer, AMSTEL Institute, University of Amsterdam Patrick Fullick, University of Southampton Robert Musker, Lancashire Grid for Learning Laurence Rogers, University of Leicester Caroline Still, University of East Anglia John Wardle, Sheffield Hallam University Jerry Wellington, University of Sheffield, Open University Press, 2003, 2.5<

2003, ISBN: 9780335208623

Open University Press, 2003. Paperback. Used: Acceptable. Paperback - 2003 - condition as new - . Isbn 0-335-20862-2, 0335208622. This book takes a practical approach to improving seco… Altro …

Open University Press, 2003. Paperback. Used: Acceptable. Paperback - 2003 - condition as new - . Isbn 0-335-20862-2, 0335208622. This book takes a practical approach to improving secondary science education with the use of Information and Communication Technology (ICT), while considering the broader educational issues that inform and underpin the approach. The material is presented from a teacher's perspective, and explores issues such as the selection of resources; lesson planning; the impact of ICT on classroom organization; and how ICT affects assessment. With topics ranging from using the Internet in school science to handling and interpreting data, Teaching Secondary Science with ICT is invaluable in helping teachers to make the most effective use of the ICT ;tools' available to them. This practical book is essential reading for anyone involved in science education, including trainee teachers, practising science teachers, and their tutors and mentors. It is particularly useful to support a school science department's internal professional development programme. About the Author Roy Barton is a senior lecturer in Education at the University of East Anglia. He has a long standing interest in the use of computers in science education and has written widely on the subject. Prior to working in higher education Roy Barton spent many years as a secondary school science teacher. Contributors Roy Barton, University of East Anglia Ton Ellermeijer, AMSTEL Institute, University of Amsterdam Patrick Fullick, University of Southampton Robert Musker, Lancashire Grid for Learning Laurence Rogers, University of Leicester Caroline Still, University of East Anglia John Wardle, Sheffield Hallam University Jerry Wellington, University of Sheffield, Open University Press, 2003, 2.5<