Language: English
Published by Information Science Pub, 2008
ISBN 10: 1599047659 ISBN 13: 9781599047652
Seller: Ria Christie Collections, Uxbridge, United Kingdom
£ 85.96
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Seller: Mispah books, Redhill, SURRE, United Kingdom
Hardcover. Condition: Like New. Like New. book.
Seller: THE SAINT BOOKSTORE, Southport, United Kingdom
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Language: English
Published by Information Science Publishing, 2011
ISBN 10: 1599047659 ISBN 13: 9781599047652
Seller: moluna, Greven, Germany
Gebunden. Condition: New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. The Continuous Practice Improvement professional development program introduces teachers to infusing computers into the curriculum and classroom activities seamlessly. This work covers a successful computer-related professional development program that was .
Language: English
Published by Information Science Publishing, 2011
ISBN 10: 1599047659 ISBN 13: 9781599047652
Seller: preigu, Osnabrück, Germany
Buch. Condition: Neu. Infusing Technology into the Classroom | Continuous Practice Improvement | Catherine Schifter | Buch | Gebunden | Englisch | 2011 | Information Science Publishing | EAN 9781599047652 | Verantwortliche Person für die EU: Libri GmbH, Europaallee 1, 36244 Bad Hersfeld, gpsr[at]libri[dot]de | Anbieter: preigu Print on Demand.
Language: English
Published by Information Science Publishing, 2008
ISBN 10: 1599047659 ISBN 13: 9781599047652
Seller: AHA-BUCH GmbH, Einbeck, Germany
Buch. Condition: Neu. nach der Bestellung gedruckt Neuware - Printed after ordering - Technology has impacted how many teachers develop methods of instruction in their classroom settings. The Continuous Practice Improvement (CPI) professional development program introduces teachers to infusing computers into the curriculum and classroom activities seamlessly. Infusing Technology into the Classroom: Continuous Practice Improvement retells compelling stories of a successful computer-related professional development program that was implemented into Kindergarten through eighth grade classrooms of a Philadelphia school. Through an analysis of the study, a theoretical model to guide technology infused professional development for teachers is discovered.