Educate students in mind and body—and optimize their success. There is no issue today that gets more attention and incites more debate than children’s use of technology. Technology offers exciting new opportunities and challenges to you and your students. Meanwhile, movement is essential to learning—it increases mental energy and helps brain cells develop. But screen time often comes at the expense of physical activity. How do you choose? You don’t! This blended instructional approach combines kinesthetic teaching methodologies with technological resources to meet content standards, increase achievement and test scores, and enrich the learning process. Here you’ll find  • A neuroscientific overview of the powerful brain-body connection  • Step-by-step instructions for balancing movement and the use of technology in the classroom  • Practical tools, templates, and vignettes to ensure successful implementation  • Classroom management tactics and useful remedies for common problems Educating the whole child means promoting social, physical, mental, emotional, and cognitive growth. By joining two powerful teaching tools, you’ll prepare students for a bright future—in school and in life—while growing your instructional expertise as well.

The Technology Machine

The Technology Machine

Technology Overload

You’ve probably witnessed the explosion of technology in your own life as well as in the lives of the adults and children around you. We live in a digital world. Technology drives our lives. It plays an important role in many aspects of communication, information access, business and finances, education, and medicine, to name a few. Innovative ideas have produced modern-day gadgets and gizmos that many people would say they can’t live without. There is no argument that fast-changing technology has made way for advancements in society that were once unimaginable but have now simplified a multitude of tasks in our daily lives.

Americans of all ages are using technology for an alarming number of hours per day. Cell ...

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