By Richard Beach & Lee-Ann Kastman Breuch
Given the elevated use of electronic examining and writing instruments within the school room, this e-book offers secondary and school English language arts academics with actions and lecture room examples for utilizing a number of varied electronic tools—blogs, wikis, web content, annotations, Twitter, mapping, discussion board discussions, etc.—to interact scholars in realizing and growing electronic texts. It as a result integrates interpreting and writing guideline via goal-driven actions supported by means of makes use of and affordances of electronic tools.
This ebook additionally presents a framework for designing those actions that inspire scholars to outline function and viewers, make connections among electronic texts and other people, collaborate with others, hire replacement modes of communique and achieve new views, and developing identities; practices which are associated with addressing the highschool English Language Arts universal middle nation criteria.
The ebook additionally describes how you can use electronic instruments to help those practices—for instance, utilizing electronic instruments to foster scholars’ collaborative examining and writing. The booklet additionally describes use of electronic suggestions and e-portfolio instruments to foster scholars’ mirrored image on their makes use of of those practices.
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Additional resources for Understanding and creating digital texts : an activity-based approach
Each state henceforth had to report annually on the pass rates on tests of its own choosing for each cohort of prospective teachers completing training programs in the state’s own teacher training institutions. However, each state was allowed to decide what licensure tests it would require, what it would assess on them, their pass scores, and 30 CHA P TER 4 when the tests could be taken. The expectation was that a requirement to report pass scores on state licensure tests annually would upgrade the quality of the teacher preparation programs in each state or perhaps cause some to go out of existence.
Moreover, even though ETS’s Technical Handbook, issued in 1965, stated that “the chief purpose of the NTE is to provide an independent evaluation of the academic preparation of teacher education students,” the validating criterion for the content of the test was now how the test related to teacher education curricula. Since the academic preparation of most prospective teachers occurred in the arts and sciences, not in education schools, this criterion made no sense. Worse yet, it excluded the very sources of validation that would have made sense—the syllabi developed by academic experts for their courses in the arts and sciences.
2. The first nationwide tests, the National Teachers Examinations, were offered in 1940. They were developed to help many large cities and states to determine the best candidates in a large pool of academically qualified candidates seeking a teaching career during the Great Depression. 3. Almost from the beginning, teacher educators claimed that subject matter tests could be validated only by evidence of teachers’ later effectiveness, even though the test developers insisted that the validity of subject matter tests depended only on whether they could be shown to measure what they claimed to measure— the test taker’s academic knowledge.