Physical and Health Education in Canada
-15%
portes grátis
Physical and Health Education in Canada
Integrated Approaches for Elementary Teachers
Scaini, Carol; Barrett, Joe
Human Kinetics Publishers
07/2018
264
Mole
Inglês
9781492520429
15 a 20 dias
726
Descrição não disponível.
Part I. Preparing to Teach Physical and Health Education
Chapter 1. A Sociocultural Perspective on Teaching Health and Physical Literacy
Teresa Socha and Erin Cameron
What Is Health Literacy?
What Is Physical Literacy?
Health in the Context of Physical Literacy
Common Practices and Alternatives
Infusing HPE Curriculum With a Sociocultural Perspective
Summary
Voices From the Field
Chapter 2. Long-Range Planning
Joe Barrett and Daniel B. Robinson
Definitions and Meaning
Long-Range Planning
Backward Design model
Step 1: Identifying Provincial or Territorial Learning Outcomes
Step 2: Considering the Scope of the PE Program
Step 3: Sequencing Potential Unit Topics Across the Calendar
Step 4: Planning Unit Overviews
Step 5: Considering the Culminating Unit Task
Step 6: Selecting an Evaluation Tool
Step 7: Determining Criteria for Success
Step 8: Calculating Teaching Time
Step 9: Reviewing the Unit and Incorporating Outcomes
Step 10: Completing Daily Info
Summary
Voices From the Field
Chapter 3. Promoting Safe Practices
Greg Rickwood
Space and Facilities
Equipment
Safety Rules
Summary
Voices From the Field
Chapter 4. Including Everyone
Carol Scaini and Jeannine Bush
Instructional Supports
Teaching Methods and Instructional Strategies
Modifying the Environment and Equipment
Building Partnerships
Modifying Games and Sports
Summary
Voices From the Field
Chapter 5. Addressing Diversity
Erin Cameron
Creating Sociocultural Connections
Social Justice Education
Addressing Diversity: Becoming Aware of the Water
Race and Ethnicity
Disability
Gender
Body Size
Summary
Voices From the Field
Chapter 6. Infusing Indigenous Games and Perspectives Within HPE
Mary Courchene, Blair Robillard, Amy Carpenter, and Joannie Halas
Creating a New Narrative for Turtle Island
Mino' Pimatisiwin: Living a Balanced Life
Teaching Active Life and Learning
Playing It Forward With Games and Activities: The Original Intent of Play
The Circle We All Share as a Way of Being
Affirming Indigenous Pathways to Health and Wellness
Balancing the Four Directions: Mino' Pimatisiwin as Formative Assessment
Summary
Voices From the Field
Part II. Teaching Health Education
Chapter 7. Recommendations for Quality Health Education Teaching
Joe Barrett, Chunlei Lu, and Jillian Janzen
Why Do We Teach Health Education in Our Schools?
Relationship Between Health Literacy and School Health Education
Improving Health Literacy
Recommendations to Support Quality Health Education
Summary
Voices From the Field
Chapter 8. Promoting Positive Mental Health
Susan Rodger
Developing Mental Health Literacy
Understanding Mental Health and Resilience
Understanding Resilience
Noticing Student Mental Health and Behaviour
Helping Students Manage Stress
Adverse Effects on Well-Being
Normalizing Mental Health Discussion
Summary
Voices From the Field
Chapter 9. Comprehensive School Health
Rebecca Lloyd, Joanne G. de Montigny, and Jessica Whitley
What Is Comprehensive School Health?
World Health Organization
Joint Consortium for School Health
Physical and Health Education Canada
Whole School, Whole Community, Whole Child
Becoming a Champion of CSH: Forming a Community of Practice
Creating Partnerships Between Schools and Communities
Becoming a Champion of CSH: A Mindfulness Example
Creating Ongoing Opportunities to Promote CSH
Concluding Exercise
Summary
Voices From the Field
Part III. Teaching Physical Education
Chapter 10. Teaching Team Building Activities
Carol Scaini and Catherine Casey
Organizing Teams
Summary
Voices From the Field
Chapter 11. Teaching Movement Skills and Concepts
Helena Baert and Matthew Madden
Movement Education
Motor Development and Learning
Phases and Stages of Motor Development
Movement Skill Posters
Summary
Voices From the Field
Chapter 12. Teaching Games Using a TGfU Approach
Nathan Hall and Brian Lewis
Defining Games in Physical Education
Strategies for Selecting and Designing Games in Physical Education
Teaching Games for Understanding
Summary
Voices From the Field
Chapter 13. Incorporating Activities for Functional Fitness
Brian Justin
Starting With Why
Components of Physical Fitness
Implementing Physical Fitness Activities
Fitness Variables
Focused Fitness Qualities by Age
Guide to Using Activities
Summary
Voices From the Field
Chapter 14. Designing Games
Carol Scaini and Catherine Casey
Designing Cooperative Games
Designing Tag Games
Designing Games Through TGfU
Summary
Voices From the Field
Chapter 15. A Wellness Approach to Teaching Physical Education
Michelle Kilborn and Kim Hertlein
Rethinking Physical Education
A Wellness Way of Being a Teacher
Mindfulness
Interconnectedness: Kindness and Compassion
Balance
Summary
Voices From the Field
Chapter 16. Education for Sustainability and Well-Being
Thomas Falkenberg, Michael Link, and Catherine Casey
Physical Well-Being in Complex Systems
Appreciation for the Natural Environment
Guide to Using Activities
Summary
Voices From the Field
Chapter 17. Curricular Integration
Carol Scaini and Carolyn Evans
What Does It Mean to Integrate?
Potential Benefits of Integration in Health and Physical Education
Integrating Academic Subjects Into Physical Activities
Integrating Physical Activity Into Academic Subjects
Summary
Voices From the Field
Chapter 18. Taking Physical Education Outside
Andrew Foran
Three Teachers in the Outdoors
Scope and Benefits of Outdoor Education
Planning and Preparation
Planning Phase
Site Assessment
Preparing Students
At-a-Glance Checklist
Student Medical Form
Assessing and Managing Risk
Equipment and Instructional Resource Checks
Managing Groups Outside
Locations
Activities
Summary
Voices From the Field
Chapter 19. Teaching Dance and Movement Education
Michelle Hillier
Why Teach Dance?
Who Can Teach Dance?
What Does Dance Look Like in HPE?
1. Move It
2. Learn It
3. Live It
Summary
Voices From the Field
Chapter 20. Enhancing Teaching With Technology
Camille Rutherford
Tech-Enabled HPE
Aligning HPE With 21st-Century Competencies
Collaboration
Creativity
Communication
Critical Thinking
Citizenship
Summary
Voices From the Field
Chapter 1. A Sociocultural Perspective on Teaching Health and Physical Literacy
Teresa Socha and Erin Cameron
What Is Health Literacy?
What Is Physical Literacy?
Health in the Context of Physical Literacy
Common Practices and Alternatives
Infusing HPE Curriculum With a Sociocultural Perspective
Summary
Voices From the Field
Chapter 2. Long-Range Planning
Joe Barrett and Daniel B. Robinson
Definitions and Meaning
Long-Range Planning
Backward Design model
Step 1: Identifying Provincial or Territorial Learning Outcomes
Step 2: Considering the Scope of the PE Program
Step 3: Sequencing Potential Unit Topics Across the Calendar
Step 4: Planning Unit Overviews
Step 5: Considering the Culminating Unit Task
Step 6: Selecting an Evaluation Tool
Step 7: Determining Criteria for Success
Step 8: Calculating Teaching Time
Step 9: Reviewing the Unit and Incorporating Outcomes
Step 10: Completing Daily Info
Summary
Voices From the Field
Chapter 3. Promoting Safe Practices
Greg Rickwood
Space and Facilities
Equipment
Safety Rules
Summary
Voices From the Field
Chapter 4. Including Everyone
Carol Scaini and Jeannine Bush
Instructional Supports
Teaching Methods and Instructional Strategies
Modifying the Environment and Equipment
Building Partnerships
Modifying Games and Sports
Summary
Voices From the Field
Chapter 5. Addressing Diversity
Erin Cameron
Creating Sociocultural Connections
Social Justice Education
Addressing Diversity: Becoming Aware of the Water
Race and Ethnicity
Disability
Gender
Body Size
Summary
Voices From the Field
Chapter 6. Infusing Indigenous Games and Perspectives Within HPE
Mary Courchene, Blair Robillard, Amy Carpenter, and Joannie Halas
Creating a New Narrative for Turtle Island
Mino' Pimatisiwin: Living a Balanced Life
Teaching Active Life and Learning
Playing It Forward With Games and Activities: The Original Intent of Play
The Circle We All Share as a Way of Being
Affirming Indigenous Pathways to Health and Wellness
Balancing the Four Directions: Mino' Pimatisiwin as Formative Assessment
Summary
Voices From the Field
Part II. Teaching Health Education
Chapter 7. Recommendations for Quality Health Education Teaching
Joe Barrett, Chunlei Lu, and Jillian Janzen
Why Do We Teach Health Education in Our Schools?
Relationship Between Health Literacy and School Health Education
Improving Health Literacy
Recommendations to Support Quality Health Education
Summary
Voices From the Field
Chapter 8. Promoting Positive Mental Health
Susan Rodger
Developing Mental Health Literacy
Understanding Mental Health and Resilience
Understanding Resilience
Noticing Student Mental Health and Behaviour
Helping Students Manage Stress
Adverse Effects on Well-Being
Normalizing Mental Health Discussion
Summary
Voices From the Field
Chapter 9. Comprehensive School Health
Rebecca Lloyd, Joanne G. de Montigny, and Jessica Whitley
What Is Comprehensive School Health?
World Health Organization
Joint Consortium for School Health
Physical and Health Education Canada
Whole School, Whole Community, Whole Child
Becoming a Champion of CSH: Forming a Community of Practice
Creating Partnerships Between Schools and Communities
Becoming a Champion of CSH: A Mindfulness Example
Creating Ongoing Opportunities to Promote CSH
Concluding Exercise
Summary
Voices From the Field
Part III. Teaching Physical Education
Chapter 10. Teaching Team Building Activities
Carol Scaini and Catherine Casey
Organizing Teams
Summary
Voices From the Field
Chapter 11. Teaching Movement Skills and Concepts
Helena Baert and Matthew Madden
Movement Education
Motor Development and Learning
Phases and Stages of Motor Development
Movement Skill Posters
Summary
Voices From the Field
Chapter 12. Teaching Games Using a TGfU Approach
Nathan Hall and Brian Lewis
Defining Games in Physical Education
Strategies for Selecting and Designing Games in Physical Education
Teaching Games for Understanding
Summary
Voices From the Field
Chapter 13. Incorporating Activities for Functional Fitness
Brian Justin
Starting With Why
Components of Physical Fitness
Implementing Physical Fitness Activities
Fitness Variables
Focused Fitness Qualities by Age
Guide to Using Activities
Summary
Voices From the Field
Chapter 14. Designing Games
Carol Scaini and Catherine Casey
Designing Cooperative Games
Designing Tag Games
Designing Games Through TGfU
Summary
Voices From the Field
Chapter 15. A Wellness Approach to Teaching Physical Education
Michelle Kilborn and Kim Hertlein
Rethinking Physical Education
A Wellness Way of Being a Teacher
Mindfulness
Interconnectedness: Kindness and Compassion
Balance
Summary
Voices From the Field
Chapter 16. Education for Sustainability and Well-Being
Thomas Falkenberg, Michael Link, and Catherine Casey
Physical Well-Being in Complex Systems
Appreciation for the Natural Environment
Guide to Using Activities
Summary
Voices From the Field
Chapter 17. Curricular Integration
Carol Scaini and Carolyn Evans
What Does It Mean to Integrate?
Potential Benefits of Integration in Health and Physical Education
Integrating Academic Subjects Into Physical Activities
Integrating Physical Activity Into Academic Subjects
Summary
Voices From the Field
Chapter 18. Taking Physical Education Outside
Andrew Foran
Three Teachers in the Outdoors
Scope and Benefits of Outdoor Education
Planning and Preparation
Planning Phase
Site Assessment
Preparing Students
At-a-Glance Checklist
Student Medical Form
Assessing and Managing Risk
Equipment and Instructional Resource Checks
Managing Groups Outside
Locations
Activities
Summary
Voices From the Field
Chapter 19. Teaching Dance and Movement Education
Michelle Hillier
Why Teach Dance?
Who Can Teach Dance?
What Does Dance Look Like in HPE?
1. Move It
2. Learn It
3. Live It
Summary
Voices From the Field
Chapter 20. Enhancing Teaching With Technology
Camille Rutherford
Tech-Enabled HPE
Aligning HPE With 21st-Century Competencies
Collaboration
Creativity
Communication
Critical Thinking
Citizenship
Summary
Voices From the Field
Este título pertence ao(s) assunto(s) indicados(s). Para ver outros títulos clique no assunto desejado.
Part I. Preparing to Teach Physical and Health Education
Chapter 1. A Sociocultural Perspective on Teaching Health and Physical Literacy
Teresa Socha and Erin Cameron
What Is Health Literacy?
What Is Physical Literacy?
Health in the Context of Physical Literacy
Common Practices and Alternatives
Infusing HPE Curriculum With a Sociocultural Perspective
Summary
Voices From the Field
Chapter 2. Long-Range Planning
Joe Barrett and Daniel B. Robinson
Definitions and Meaning
Long-Range Planning
Backward Design model
Step 1: Identifying Provincial or Territorial Learning Outcomes
Step 2: Considering the Scope of the PE Program
Step 3: Sequencing Potential Unit Topics Across the Calendar
Step 4: Planning Unit Overviews
Step 5: Considering the Culminating Unit Task
Step 6: Selecting an Evaluation Tool
Step 7: Determining Criteria for Success
Step 8: Calculating Teaching Time
Step 9: Reviewing the Unit and Incorporating Outcomes
Step 10: Completing Daily Info
Summary
Voices From the Field
Chapter 3. Promoting Safe Practices
Greg Rickwood
Space and Facilities
Equipment
Safety Rules
Summary
Voices From the Field
Chapter 4. Including Everyone
Carol Scaini and Jeannine Bush
Instructional Supports
Teaching Methods and Instructional Strategies
Modifying the Environment and Equipment
Building Partnerships
Modifying Games and Sports
Summary
Voices From the Field
Chapter 5. Addressing Diversity
Erin Cameron
Creating Sociocultural Connections
Social Justice Education
Addressing Diversity: Becoming Aware of the Water
Race and Ethnicity
Disability
Gender
Body Size
Summary
Voices From the Field
Chapter 6. Infusing Indigenous Games and Perspectives Within HPE
Mary Courchene, Blair Robillard, Amy Carpenter, and Joannie Halas
Creating a New Narrative for Turtle Island
Mino' Pimatisiwin: Living a Balanced Life
Teaching Active Life and Learning
Playing It Forward With Games and Activities: The Original Intent of Play
The Circle We All Share as a Way of Being
Affirming Indigenous Pathways to Health and Wellness
Balancing the Four Directions: Mino' Pimatisiwin as Formative Assessment
Summary
Voices From the Field
Part II. Teaching Health Education
Chapter 7. Recommendations for Quality Health Education Teaching
Joe Barrett, Chunlei Lu, and Jillian Janzen
Why Do We Teach Health Education in Our Schools?
Relationship Between Health Literacy and School Health Education
Improving Health Literacy
Recommendations to Support Quality Health Education
Summary
Voices From the Field
Chapter 8. Promoting Positive Mental Health
Susan Rodger
Developing Mental Health Literacy
Understanding Mental Health and Resilience
Understanding Resilience
Noticing Student Mental Health and Behaviour
Helping Students Manage Stress
Adverse Effects on Well-Being
Normalizing Mental Health Discussion
Summary
Voices From the Field
Chapter 9. Comprehensive School Health
Rebecca Lloyd, Joanne G. de Montigny, and Jessica Whitley
What Is Comprehensive School Health?
World Health Organization
Joint Consortium for School Health
Physical and Health Education Canada
Whole School, Whole Community, Whole Child
Becoming a Champion of CSH: Forming a Community of Practice
Creating Partnerships Between Schools and Communities
Becoming a Champion of CSH: A Mindfulness Example
Creating Ongoing Opportunities to Promote CSH
Concluding Exercise
Summary
Voices From the Field
Part III. Teaching Physical Education
Chapter 10. Teaching Team Building Activities
Carol Scaini and Catherine Casey
Organizing Teams
Summary
Voices From the Field
Chapter 11. Teaching Movement Skills and Concepts
Helena Baert and Matthew Madden
Movement Education
Motor Development and Learning
Phases and Stages of Motor Development
Movement Skill Posters
Summary
Voices From the Field
Chapter 12. Teaching Games Using a TGfU Approach
Nathan Hall and Brian Lewis
Defining Games in Physical Education
Strategies for Selecting and Designing Games in Physical Education
Teaching Games for Understanding
Summary
Voices From the Field
Chapter 13. Incorporating Activities for Functional Fitness
Brian Justin
Starting With Why
Components of Physical Fitness
Implementing Physical Fitness Activities
Fitness Variables
Focused Fitness Qualities by Age
Guide to Using Activities
Summary
Voices From the Field
Chapter 14. Designing Games
Carol Scaini and Catherine Casey
Designing Cooperative Games
Designing Tag Games
Designing Games Through TGfU
Summary
Voices From the Field
Chapter 15. A Wellness Approach to Teaching Physical Education
Michelle Kilborn and Kim Hertlein
Rethinking Physical Education
A Wellness Way of Being a Teacher
Mindfulness
Interconnectedness: Kindness and Compassion
Balance
Summary
Voices From the Field
Chapter 16. Education for Sustainability and Well-Being
Thomas Falkenberg, Michael Link, and Catherine Casey
Physical Well-Being in Complex Systems
Appreciation for the Natural Environment
Guide to Using Activities
Summary
Voices From the Field
Chapter 17. Curricular Integration
Carol Scaini and Carolyn Evans
What Does It Mean to Integrate?
Potential Benefits of Integration in Health and Physical Education
Integrating Academic Subjects Into Physical Activities
Integrating Physical Activity Into Academic Subjects
Summary
Voices From the Field
Chapter 18. Taking Physical Education Outside
Andrew Foran
Three Teachers in the Outdoors
Scope and Benefits of Outdoor Education
Planning and Preparation
Planning Phase
Site Assessment
Preparing Students
At-a-Glance Checklist
Student Medical Form
Assessing and Managing Risk
Equipment and Instructional Resource Checks
Managing Groups Outside
Locations
Activities
Summary
Voices From the Field
Chapter 19. Teaching Dance and Movement Education
Michelle Hillier
Why Teach Dance?
Who Can Teach Dance?
What Does Dance Look Like in HPE?
1. Move It
2. Learn It
3. Live It
Summary
Voices From the Field
Chapter 20. Enhancing Teaching With Technology
Camille Rutherford
Tech-Enabled HPE
Aligning HPE With 21st-Century Competencies
Collaboration
Creativity
Communication
Critical Thinking
Citizenship
Summary
Voices From the Field
Chapter 1. A Sociocultural Perspective on Teaching Health and Physical Literacy
Teresa Socha and Erin Cameron
What Is Health Literacy?
What Is Physical Literacy?
Health in the Context of Physical Literacy
Common Practices and Alternatives
Infusing HPE Curriculum With a Sociocultural Perspective
Summary
Voices From the Field
Chapter 2. Long-Range Planning
Joe Barrett and Daniel B. Robinson
Definitions and Meaning
Long-Range Planning
Backward Design model
Step 1: Identifying Provincial or Territorial Learning Outcomes
Step 2: Considering the Scope of the PE Program
Step 3: Sequencing Potential Unit Topics Across the Calendar
Step 4: Planning Unit Overviews
Step 5: Considering the Culminating Unit Task
Step 6: Selecting an Evaluation Tool
Step 7: Determining Criteria for Success
Step 8: Calculating Teaching Time
Step 9: Reviewing the Unit and Incorporating Outcomes
Step 10: Completing Daily Info
Summary
Voices From the Field
Chapter 3. Promoting Safe Practices
Greg Rickwood
Space and Facilities
Equipment
Safety Rules
Summary
Voices From the Field
Chapter 4. Including Everyone
Carol Scaini and Jeannine Bush
Instructional Supports
Teaching Methods and Instructional Strategies
Modifying the Environment and Equipment
Building Partnerships
Modifying Games and Sports
Summary
Voices From the Field
Chapter 5. Addressing Diversity
Erin Cameron
Creating Sociocultural Connections
Social Justice Education
Addressing Diversity: Becoming Aware of the Water
Race and Ethnicity
Disability
Gender
Body Size
Summary
Voices From the Field
Chapter 6. Infusing Indigenous Games and Perspectives Within HPE
Mary Courchene, Blair Robillard, Amy Carpenter, and Joannie Halas
Creating a New Narrative for Turtle Island
Mino' Pimatisiwin: Living a Balanced Life
Teaching Active Life and Learning
Playing It Forward With Games and Activities: The Original Intent of Play
The Circle We All Share as a Way of Being
Affirming Indigenous Pathways to Health and Wellness
Balancing the Four Directions: Mino' Pimatisiwin as Formative Assessment
Summary
Voices From the Field
Part II. Teaching Health Education
Chapter 7. Recommendations for Quality Health Education Teaching
Joe Barrett, Chunlei Lu, and Jillian Janzen
Why Do We Teach Health Education in Our Schools?
Relationship Between Health Literacy and School Health Education
Improving Health Literacy
Recommendations to Support Quality Health Education
Summary
Voices From the Field
Chapter 8. Promoting Positive Mental Health
Susan Rodger
Developing Mental Health Literacy
Understanding Mental Health and Resilience
Understanding Resilience
Noticing Student Mental Health and Behaviour
Helping Students Manage Stress
Adverse Effects on Well-Being
Normalizing Mental Health Discussion
Summary
Voices From the Field
Chapter 9. Comprehensive School Health
Rebecca Lloyd, Joanne G. de Montigny, and Jessica Whitley
What Is Comprehensive School Health?
World Health Organization
Joint Consortium for School Health
Physical and Health Education Canada
Whole School, Whole Community, Whole Child
Becoming a Champion of CSH: Forming a Community of Practice
Creating Partnerships Between Schools and Communities
Becoming a Champion of CSH: A Mindfulness Example
Creating Ongoing Opportunities to Promote CSH
Concluding Exercise
Summary
Voices From the Field
Part III. Teaching Physical Education
Chapter 10. Teaching Team Building Activities
Carol Scaini and Catherine Casey
Organizing Teams
Summary
Voices From the Field
Chapter 11. Teaching Movement Skills and Concepts
Helena Baert and Matthew Madden
Movement Education
Motor Development and Learning
Phases and Stages of Motor Development
Movement Skill Posters
Summary
Voices From the Field
Chapter 12. Teaching Games Using a TGfU Approach
Nathan Hall and Brian Lewis
Defining Games in Physical Education
Strategies for Selecting and Designing Games in Physical Education
Teaching Games for Understanding
Summary
Voices From the Field
Chapter 13. Incorporating Activities for Functional Fitness
Brian Justin
Starting With Why
Components of Physical Fitness
Implementing Physical Fitness Activities
Fitness Variables
Focused Fitness Qualities by Age
Guide to Using Activities
Summary
Voices From the Field
Chapter 14. Designing Games
Carol Scaini and Catherine Casey
Designing Cooperative Games
Designing Tag Games
Designing Games Through TGfU
Summary
Voices From the Field
Chapter 15. A Wellness Approach to Teaching Physical Education
Michelle Kilborn and Kim Hertlein
Rethinking Physical Education
A Wellness Way of Being a Teacher
Mindfulness
Interconnectedness: Kindness and Compassion
Balance
Summary
Voices From the Field
Chapter 16. Education for Sustainability and Well-Being
Thomas Falkenberg, Michael Link, and Catherine Casey
Physical Well-Being in Complex Systems
Appreciation for the Natural Environment
Guide to Using Activities
Summary
Voices From the Field
Chapter 17. Curricular Integration
Carol Scaini and Carolyn Evans
What Does It Mean to Integrate?
Potential Benefits of Integration in Health and Physical Education
Integrating Academic Subjects Into Physical Activities
Integrating Physical Activity Into Academic Subjects
Summary
Voices From the Field
Chapter 18. Taking Physical Education Outside
Andrew Foran
Three Teachers in the Outdoors
Scope and Benefits of Outdoor Education
Planning and Preparation
Planning Phase
Site Assessment
Preparing Students
At-a-Glance Checklist
Student Medical Form
Assessing and Managing Risk
Equipment and Instructional Resource Checks
Managing Groups Outside
Locations
Activities
Summary
Voices From the Field
Chapter 19. Teaching Dance and Movement Education
Michelle Hillier
Why Teach Dance?
Who Can Teach Dance?
What Does Dance Look Like in HPE?
1. Move It
2. Learn It
3. Live It
Summary
Voices From the Field
Chapter 20. Enhancing Teaching With Technology
Camille Rutherford
Tech-Enabled HPE
Aligning HPE With 21st-Century Competencies
Collaboration
Creativity
Communication
Critical Thinking
Citizenship
Summary
Voices From the Field
Este título pertence ao(s) assunto(s) indicados(s). Para ver outros títulos clique no assunto desejado.
