|
Search Internet@Schools
|
|
Subscribe Today!
|
View Current Issue
View Past Issues
|
|
Research Centers
|
|
Assessment
|
 |
|
Association News, Initiatives, Alerts
|
|
|
Communications, Collaboration Tools
|
|
|
Curriculum Standards
|
|
|
Elementary
|
|
|
Grants, Funding, Free Resources
|
|
|
Hardware — Computers, Other Learning Devices
|
|
|
History and Social Studies Resources
|
|
|
Information Literacy, Research Strategies
|
|
|
Language Arts
|
|
|
Legislation/Policy
|
|
|
Library Automation
|
|
|
Math
|
|
|
Middle
|
|
|
No Child Left Behind
|
|
|
Online Databases, Resources, Reference Tools
|
|
|
Online Education/Distance Learning
|
|
|
Professional Development
|
|
|
Projection, Presentation Systems
|
|
|
Science
|
|
|
Secondary
|
|
|
Security
|
|
|
Streaming Media
|
|
|
Technology Integration
|
|
|
Tools and Cross-Curricular Resources
|
|
|
Trends, Research, Reports
|
|
|
Visual Learning
|
|
|
Web Searching
|
|
|
Wireless Technology
|
|
|
|
|
|
|
|
|
|
|
|
|
 |
Articles By Mary Burns |
 |
How can teachers help students develop visual literacy skills that complement and deepen phonemic literacy? How can teachers help students develop critical thinking skills so they can analyze, reflect upon, evaluate, and make inferences from the images they see and not be the passive recipients of visual information? The answer in part is for teachers themselves to develop the conceptual, instructional, and technical skills so that they feel comfortable incorporating visual learning into traditional learning. Mary Burns' article discusses a series of professional development activities that can help.
|
|