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Digital Tools in Urban Schools demonstrates significant ways in which high school teachers in the complex educational setting of an urban public high school in northern California extended their own professional learning to revitalize learning in their classrooms. Through a novel research collaboration between a university and this public school, these teachers were supported and guided in developing the skills necessary to take greater advantage of new media and new information sources to increase student learning while making connections to their relevant experiences and interests. Jabari Mahiri draws on extensive qualitative data—including blogs, podcasts, and other digital media—to document, describe, and analyze how the learning of both students and teachers was dramatically transformed as they utilized digital media in their classrooms. Digital Tools in Urban Schools will interest instructional leaders and participants in teacher preparation and professional development programs, education and social science researchers and scholars, graduate and undergraduate programs and classes emphasizing literacy and learning, and those focused on urban education issues and conditions.
"Today there is massive interest in how digital tools and popular culture are transforming learning out of school and lots of dismay at how digitally lost our schools are. Jabari Mahiri works his usual magic and here shows us how to cross this divide in a solidly grounded and beautifully written book."
—James Paul Gee, Fulton Presidential Professor of Literacy Studies, Arizona State University
"Digital Tools in Urban Schools is a profoundly sobering yet inspiring depiction of the potential for committed educators to change the lives of urban youth, with the assistance of a new set of technical capabilities."
—Mimi Ito, Professor in Residence and MacArthur Foundation Chair in Digital Media and Learning, Departments of Informatics and Anthropology, University of California, Irvine
"An uplifting book that addresses a critical gap in existing literature by providing rich and important insights into ways teachers, administrators, and members of the wider community can work together with students previously alienated—even excluded—from formal education to enhance classroom learning with appropriate digital tools and achieve inspiring results under challenging circumstances."
—Colin Lankshear, James Cook University, and Michele Knobel, Montclair State University