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_a(OCoLC)ocm02576039;SER004491
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_bAssociation for Supervision and Curriculum Development, 125 N. West St., Alexandria, VA 22314-2798
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_aDLC
_dNIC;MnMULS;NSDP;InU;DLC;AIP;NSDP;AIP;OCoLC;InU;DNAL;NST;DNAL;DLC;DNAL;NST;DNAL;MH;CU-S;DNLM;OCoLC;CU-S;InU;NLGGC;CaQQL;RPB;NSDP
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_aEducational Leadership.
_b
240 _s
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245 0 _a
_aWorking with Tech-Savvy Kids.
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246 _a
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249 _i
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_3
_aWashington, D.C. :
_d
_bDepartment of Supervision and Curriculum Development, N.E.A.,
_c200846
300 _e
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_c24 cm.
_av. :
_bill.
310 _a
_aMonthly.
_b
321 _a
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336 _b
_atext
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337 _3
_30
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_a2
338 _3
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340 _2
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344 _2
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347 _2
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362 _a
_aNovember 2008 / volume 66, number 3
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385 _m
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410 _t
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440 _p
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490 _a
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500 _a
_aABSTRACT: Today's students are increasingly savvy about the role technology plays in modern life. Yet schools are not keeping up. Students can be valuable resources in the areas of training and support. Five models have emerged that balance the benefits of service learning and leadership with the needs of schools struggling to integrate technology: students as committee members, students as trainers, students as technical support agents, students as resource developers and communicators, and students as peer mentors and leaders.
_d
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_c56
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505 _a
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506 _a
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600 _b
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630 _x
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648 _2
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650 _x
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_aEducational technology.
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_y20
_vProfessional development.
651 _x
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655 _0
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700 _i
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_aSylvia Martinez and Dennis Harper.
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_bDept. of Supervision and Curriculum Development.
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_aAssociation for Supervision and Curriculum Development.;National Education Association of the United States.
711 _a
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780 _x
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_tEducational method;Curriculum journal
_w(OCoLC)6899051.;(DLC)a 41000686;(OCoLC)1565708.
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787 _x
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