Brooke Mabeus

Technology in Education
September 14, 2015

Google Books Assignment

Book Title: Child Language Development Learning to Talk Second Edition
URL: https://books.google.com/books?
id=wRSRRMm6sHIC&printsec=frontcover&dq=language+development+in+c
hildren&hl=en&sa=X&sqi=2&ved=0CCoQ6AEwAmoVChMIluLuqfz2xwIVg5QN
Ch2i6A3z#v=onepage&q=language%20development%20in
%20children&f=false
This book is concerned with the early stages of language acquisition. It
is intended to be a guide that can be used by early childhood teachers,
nursery nurses, special education teachers, and others that are working with
children experiencing difficulties in acquiring early communication skills. This
book is based on a developmental sequence that moves from the early skills
of joint attention, turn-taking and appropriate play to the more complex skills
of asking and answering questions. The programme in this book is derived
from a theoretical model which assumes that early language skills are
acquired through childrens meaningful involvement with people, objects and
events in their environment. According to this view, cognitive, social and
linguistic aspects of childrens experiences contribute to early language
development. It goes on to say that childrens first words emerge due to their
early experiences with adults, particularly in situations that provide
opportunities for infants to observe their cares faces and be able to listen to
their voices.
In this book, there is a set of procedures that can be used to asses
childrens current language skills. Using this information, one can design a
series of activities and experiences that will increase their level of
communicative competence. This book includes language teaching activities
that can be used in one-to-one situations. These types of situations would be
professionals working directly with individual children in clinical contexts.
Chapter one begins with the question what is language? It goes on to
describe the use, meaning, rules, and form of the term language. The rest of
the chapter then goes on to describe the cognitive and interactional
explanations for language.
There is a part in chapter one that describes the levels of language.
There are six different levels, each of which deals with different skills. The
first level is called the preverbal level where parents attach meaning to
infant actions and sounds that are not yet intentional. Then there is the first

Brooke Mabeus
Technology in Education
September 14, 2015
level that deals with preliminary skills such as looking together, turn taking
and imitation, and appropriate play. The second level is the preverbal skills
like gestures, performatives, and protowords. Level three of language
development is when the child says their first words. After level three comes
level four which is when the child begins to say early sentences such as boy
fall down. And the last level would be extending meaning to sentences; for
example, making words plural by adding an s at the end.
Book Title: The Future of Technology Ediucation
URL: https://books.google.com/books?
id=O5lxBQAAQBAJ&printsec=frontcover&dq=technology+in+education&hl=
en&sa=X&sqi=2&ved=0CEEQ6AEwA2oVChMIxCCpIz3xwIVwc2ACh1HtwL7#v=onepage&q=technology%20in
%20education&f=false
This book is about technology in education. Technology education has
an important role to play in the school curriculum. Technology education can
provide students with opportunities to integrate their technological,
economic, environmental and social worlds, and develop their technological
literacy. This book is offered as a platform from which to continue discussing
how technology education might progress in the future. The book begins with
the thought that even though our environment keeps changing, some things
stay the same. Examples of things that stay the same would be the need of a
sound curriculum that meets the needs of students, teachers and the
community. Although the detail within the curriculum, assessment and
surrounding education policy might change, the basic principles do not.
This book goes on to say that it is the teacher beliefs and values that
influence what happens in the technology education classroom. An example
of this would be a teachers understandings of and beliefs about the nature
of technology influence hoe he or she interprets curriculum documentation
and what he or she chooses to emphasis in the classroom. There is a
technology pentagon that is introduced in this book and it deals with key
variables and the interaction between them.
This technology pentagon is a pentagon with a star in the middle to
show how the variables interact with each other. The variables of this
pentagon are the nature of technology, curriculum, pedagogy, assessment,
and students cultural capital. A teachers beliefs and values related to each
of these variables is what ultimately influence what happens in the

Brooke Mabeus
Technology in Education
September 14, 2015
classroom. A teachers understandings of the nature of technology,
interacting with understandings of the curriculum will impact on the
pedagogical approaches that are adopted. In turn, a view that technology
education is about design and make will likely drive classroom interactions
that focus on these sorts of tasks and activities, rather than on developing
students understandings of other aspects of the nature of technology, such
as sociocultural considerations. The book basically goes on to describe how
the five key variables of technology education have an affect on each other
and how teachers can use them in the classroom.

Book Title: 40 Active Learning Strategies for the Inclusive Classroom

URL: https://books.google.com/books?
id=4ut3WgDQjMgC&pg=PR7&dq=how+to+make+classrooms+a+fun+learni
ng+experience&hl=en&sa=X&ved=0CFwQ6AEwB2oVChMI9JS4tNn3xwIVjbKA
Ch2xSAxn#v=onepage&q=how%20to%20make%20classrooms%20a%20fun
%20learning%20experience&f=false
This book is about incorporating learning strategies in the classroom to
meet every childs diverse needs. Educators must ensure that students who
enter classroom environments are welcomed with appropriate pedagogical
approaches that match their diverse needs. This book offers ways for
teachers to creatively deliver the curriculum. Chapter one begins with a story
about a business man telling a group of teachers that if he ran his company
the way they run their school, he would not be in business very long. A
teacher then stands up and asks him if he gets a bad batch of blueberries
shipped to him what does he do? He says he sends them back, and the
teacher then states that they cannot just simply return their bad
blueberries. She then states that they take them big, small, rich, poor,
gifted, exceptional, abused, frightened, confident, homeless, rude, and
brilliant. The chapter goes on to state what inclusion is, and how teachers
can accomplish this in their classroom.
One of the next things the book discusses is differentiated instruction.
Differentiated instruction provides multiple opportunities to support diverse
students in inclusive settings. It requires teachers to identify the strengths
and needs of their students and possess a repertoire of strategies to support
students with and without disabilities. Active learning is also something the
book discusses. Active learning can be effective and essential instructional

Brooke Mabeus
Technology in Education
September 14, 2015
component of the inclusive classroom. Students with special needs who are
actively involved and engaged tend to learn more and faster. The best
strategy would be hands on learning. This type of learning appeals to the
students senses and provides a reason to learn, promotes attention to talk,
and may lessen negative behaviors.
The ability to motivate students is fundamental to equity in teaching
and learning, and is a core virtue of educators who successfully differentiate
instruction. Teachers need to be aware of each childs diversity and cultural
differences. This book is basically a guide for teachers. It will help teachers to
be able to understand how each child is different, and even though they are
different, there are ways to incorporate learning strategies to help each child.
The book includes 40 different strategies and activities to help the teacher.

Book Title: Positive Psychology in the Elementary School Classroom

URL: https://books.google.com/books?
id=sYSsm2D36OsC&printsec=frontcover&dq=elementary+education&hl=en
&sa=X&ved=0CDoQ6AEwAjgKahUKEwi77Y2E6_fHAhWMrYAKHeFcALE#v=on
epage&q=elementary%20education&f=false
Chapter one of this book begins with the promise of positive
psychology in the elementary school classroom. The book states that
positive psychology is the scientific study of optimal functioning associated
with physical, mental, social, and emotional well-being, along with the
strengths and virtues that enable individuals and communities to thrive.
Incorporating positive psychology into the elementary classroom has the
power to dramatically improve childrens academic achievement. Keeping a
positive mindset in the classroom allows the students to stay optimistic,
strengthen their willpower, increase their resiliency, build meaningful social
relationships, and find greater meaning and satisfaction.
Chapter one goes on to explain something called the PERMA model.
This model provides the schema for positive education and also emphasizes
social emotional learning. The book states that it also, (1) increased positive
emotion, (2) increased engagement, (3) increased positive relations, (4)
increased service, and (5) increased accomplishment. In positive psychology
there are different models. Those models are the democratic model, the

Brooke Mabeus
Technology in Education
September 14, 2015
humanistic model, Montessori model, progressive education model,
synergistic teaching model, and the whole child model. Each model
demonstrates different ways positive psychology being included in these
models can affect the students learning outcomes. Each model affects the
students learning differently, and therefore, the outcomes are different.
When teaching positive psychology is concurrent with academic
content, the cognitive, affective, and conative domains of learning merge.
The first chapter continues on and describes practices of positive psychology
in the classroom. Flow is a big factor described in this chapter. Emotions flow
in every direction in the elementary classroom. These emotional flows can
either stimulate the flow of learning or block it. Without flow it is very difficult
to concentrate on the task. Positive psychology teaches the positive
emotions and engaged strengths that increase flow. This book just describes
the different ways to incorporate positive psychology into the elementary
classroom in order to make the classroom environment flow.