{"title":"书评:互联教育者的不同之处","authors":"S. Kirby","doi":"10.2458/AZU_ITET_V3I2_KIRBY","DOIUrl":null,"url":null,"abstract":"What Connected Educators Do Differently encourages educators to begin connecting via social media to further their own learning and success. Whitaker, Zoul and Casas support teachers pursuing digital connection through step-by-step suggestions and resources, arguing that educators will grow as learners and teachers, and develop their access to a “large collective brain trust consisting of diverse ideas and perspectives” (p. xxiii). DOI: 10.2458/azu_itet_v3i2_kirby","PeriodicalId":173411,"journal":{"name":"Issues and Trends in Educational Technology","volume":"8 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2015-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Book Review: What Connected Educators Do Differently\",\"authors\":\"S. Kirby\",\"doi\":\"10.2458/AZU_ITET_V3I2_KIRBY\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"What Connected Educators Do Differently encourages educators to begin connecting via social media to further their own learning and success. Whitaker, Zoul and Casas support teachers pursuing digital connection through step-by-step suggestions and resources, arguing that educators will grow as learners and teachers, and develop their access to a “large collective brain trust consisting of diverse ideas and perspectives” (p. xxiii). DOI: 10.2458/azu_itet_v3i2_kirby\",\"PeriodicalId\":173411,\"journal\":{\"name\":\"Issues and Trends in Educational Technology\",\"volume\":\"8 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2015-12-03\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Issues and Trends in Educational Technology\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.2458/AZU_ITET_V3I2_KIRBY\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Issues and Trends in Educational Technology","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.2458/AZU_ITET_V3I2_KIRBY","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 0
摘要
What Connected Educators Do different鼓励教育者开始通过社交媒体进行联系，以促进他们自己的学习和成功。惠特克、佐尔和卡萨斯支持教师通过逐步的建议和资源来追求数字联系，他们认为教育工作者将成长为学习者和教师，并发展他们与“由不同想法和观点组成的大型集体智囊团”的联系(第23页)
Book Review: What Connected Educators Do Differently
What Connected Educators Do Differently encourages educators to begin connecting via social media to further their own learning and success. Whitaker, Zoul and Casas support teachers pursuing digital connection through step-by-step suggestions and resources, arguing that educators will grow as learners and teachers, and develop their access to a “large collective brain trust consisting of diverse ideas and perspectives” (p. xxiii). DOI: 10.2458/azu_itet_v3i2_kirby
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