Sentences with phrase «examining teacher technology»

Examining teacher technology use: Implications for preservice and inservice teacher preparation.

Examining Teacher Technology Use Implications for Preservice and Inservice Teacher Preparation

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On the site, I explain and demonstrate instructional and classroom management strategies; explore technology, books, research and professional development tools that can make us better; help teachers fine - tune the design of their materials; examine the emotional and social forces that impact the way we do our work; and conduct my own little grass - roots studies on topics that I think need more attention.

This first - ever Education Week Tech Confidence Index examines teachers» perspectives on the present and future status of educational technology in K - 12 schools.

Online Professional Development for Teachers: Emerging Models and Methods — featuring authors from across a range of organizations, including HGSE — examines how educators can utilize online technology to make the most of professional development.

The Education Week Tech Confidence Index examines teachers» perspectives on the present and future status of educational technology in K - 12 schools.

For the 2016 edition of the report, the Education Week Research Center created a brand new way of examining teachers» views on educational technology.

This exploratory, longitudinal study examined six teachers» views on the factors that affect technology use in classrooms, studying teachers of grades 4 - 6 for three years, as a group and as individual case studies.

In the 2013 - 2014 school year, with 200 teachers (in 50 schools) in the treatment group and an equal number in a control group participating, we examine whether digital video technology can improve teaching practice and student outcomes in treatment classrooms; whether it is preferred by both teachers and principals to in - person observations; and whether it presents a cost - effective, scalable alternative to in - person observations.

Technology Counts 2017: Classroom Technology: Where Schools Stand, the 20th edition of Technology Counts, examines how schools are tackling tech training for teachers, «passive» vs. «active» use of digital tools, and online learning needs.

Flanagan and Shoffner (2013) examined how two English teachers used technology to support their English / language arts (ELA) instruction.

This is a qualitative study that used a collective case study design (Stake, 1995) to examine the question, How does engaging in a new literacies course support teachers» efforts to implement technology with students?

Using a technology, pedagogy, and content knowledge (TPACK) framework, this paper examines the classroom practice of two middle grades mathematics and science teachers integrating a 1:1 initiative and the ways they dealt with the barriers in their classroom practices.

Studies by Brown et al. (2001), Fortner and Boyd (1995), Frechtling and Katzenmeyer (2001) and Russell (1990) examined teacher leader activities to support teacher use of instructional materials, such as a new curriculum or technology, which had been the focus of a teacher leader preparation program.

Teacher educators must explore with preservice teachers how digital technologies shape and are shaped by education and examine the deeper theoretical and pragmatic understanding of the core purpose of social studies to prepare civic life.

Within the methods courses, preservice teachers must feel supported yet challenged to play within and through the field of digital technologies and examine the opportunities to engage in the type of systematic literacy work that is required in the preparation of flexible and mindful citizens in the digital age.

In this article, the authors describe a case study approach used to examine the complexities and contradictions of ways teachers perceive and implement technology in a seventh - grade social studies class.

Preservice teachers will have the opportunity to examine some reasons for teaching with technology and may compare those reasons with their existing beliefs about the uses of technology in the classroom.

This study examined the specific benefits to teacher participants while also providing a more nuanced understanding of the factors that contribute to and hinder the use of technology in the social studies classroom in general.

This study examined teachers» uses of virtual manipulatives across grades K - 8 after participating in a professional development institute in which manipulatives and technology were the major resources used throughout all of the activities.

This mixed - methods study examined 38 teachers in a science educational gaming professional development program that provided baseline characteristics about personal technology use and post professional development workshop experiences to ascertain characteristics that align with diffusion of innovation theory and educational game development as a new innovation in current pedagogical practices.

Since the factors previously identified as influencing teacher instructional use of technology likely impacted the teachers in this case study, the TPACK framework is a logical construct with which to examine their instructional practice.

The report provides both national and state - by - state data and examines teacher and student access to instructional technology, teachers» efforts to integrate technology in mathematics instruction and assessment, student use of technology in mathematics learning, and the technology - related development and support that states provide to teachers.

In this study, the authors examined the intersections between technology, pedagogy, and content through two social studies teachers» development from preservice to in - service teaching.

Professional development needs to be provided for teachers who may not be comfortable engaging their students using new technologies such as discussion boards in their classrooms, in open discussions of difficult issues (e.g., slavery), or in examining how the video portions of a VFT act as historical sources with values and perspectives from the present as well as the past.

Situated in informal reflection (Shoffner, 2008), preservice English teachers» choice of a specific technology medium for reflective practice is examined for satisfaction with their choice and understanding of that medium's influence on their reflection.

Articles will examine areas where equity is a challenge, such as financial resources, teacher quality, technology instruction, and access to a challenging curriculum.

A two - level hierarchical linear model (Raudenbush & Bryk, 2002) was used to examine the extent to which teacher / classroom, school, and home variables can predict the average classroom usage of specific technology tools.

Figure 4 is a Force Field Analysis Diagram depicting a framework for preservice teachers to examine how technology integration factors (forces) can potentially address learning barriers for students with learning disabilities.

«Within the methods courses, preservice teachers must feel supported yet challenged to play within and through the field of digital technologies and examine the opportunities to engage in the type of systematic literacy work that is required in the preparation of flexible and mindful citizens in the digital age» (Hicks et al., 2014, para. 21 below «Cultivate and Support a Variety of Civic Practices with Technology»).

While the tensions between our two overarching perspectives are more complex than what we have described, long discussions related to that conflict caused us to work together to examine how a veteran social studies teacher and his student teacher in a local middle grades school perceived and implemented technology in their classroom.

As suggested by many authors in the Handbook of Technological Pedagogical Content Knowledge (AACTE Committee on Innovation and Technology, 2008), more research needs to examine the role of teacher preparation programs teachers» beliefs (Niess, 2008), and specific student and school contexts (McCrory, 2008) regarding the nature and development of TPACK.

In addition to addressing these questions, the data from 344 preservice teacher work samples and 151 preservice teacher reflections were examined through the lens of the National Educational Technology Standards and Performance Indicators for Teachers (ISTE, 2000) and National Educational Technology Standards for Students: The Next Generation (ISTE, 2007).

We seek articles on such topics as expanding our view of data beyond test scores, setting up a school culture in which teachers collaborate to examine student data and translate it into meaningful action, using qualitative data - collection techniques like peer observation and home visits, harnessing technology to organize data and make it more useful, and sharing data with school stakeholders to help them understand its implications and to mobilize support.

They explained the need to recognize the digital divide and its impact on teaching and learning social studies and to examine the digital disconnect between teachers» and students» abilities and expectations with regard to using technology.

Preservice teacher reflections were examined for examples of technology use throughout their student teaching field experience, not just during the instruction of the work sample.

In order to provide preservice teachers with the exposure and experience they need to become comfortable with technology beyond productivity and social networking, teacher preparation programs must examine the best methods for providing the needed information, whether through modeling, explicit instruction, or collaboration during the practicum (Jones, Cunningham & Stewart, 2005; Keeler, 2008; West & Graham, 2007; Williams & Foulger, 2007).

While attitudes toward technology and actual use of technology in the classroom are both areas that have been examined, the concept of NETS - T recognition in teachers, either preservice or in - service, provides an opportunity for future studies.

This study was completed as part of the dissertation requirements in the educational technology doctoral program, which is part of the same college as the teacher preparation programs being examined.

Vannatta and Fordham (2004) conducted a similar study and examined the relationship between a variety of teacher variables — amount of professional development, amount of technology training, years of teaching, self - efficacy, and philosophy — and their technology use for teaching.

Sara Kajder examines ways in which teachers and students co-construct new literacies through Web 2.0 technology - infused instructional practices.

These leaders examined best practices, discussed draft guidelines for use of technology in teacher education in each content area, established technology strands at their annual conferences, and established an on - line journal, Contemporary Issues in Technology and Teacher Education (CITEtechnology in teacher education in each content area, established technology strands at their annual conferences, and established an on - line journal, Contemporary Issues in Technology and Teacher Education (CITE Joteacher education in each content area, established technology strands at their annual conferences, and established an on - line journal, Contemporary Issues in Technology and Teacher Education (CITEtechnology strands at their annual conferences, and established an on - line journal, Contemporary Issues in Technology and Teacher Education (CITETechnology and Teacher Education (CITE JoTeacher Education (CITE Journal).

The authors surveyed technology - using K - 12 teachers at two points (2009 and 2015) to examine what they perceived as useful technology PD with regard to content and format.

In this course, entitled Capstone Mathematics, Statistics, and Technology for Teachers, students learn to use technology as they examine secondary mathematics topics from an advanced sTechnology for Teachers, students learn to use technology as they examine secondary mathematics topics from an advanced stechnology as they examine secondary mathematics topics from an advanced standpoint.

The purpose of this study was to examine K - 12 technology - using teachers» perceptions and needs of PD for technology integration before and after 6 years» time.

Supporting change in teacher practice: Examining shifts of teachers» professional development preferences and needs for technology integration.

The main purpose of this study was to examine technology PD content and formats teachers perceived useful in 2009 and 2015, documenting whether shifts occurred.

This study was designed to examine teacher candidates» perceptions of technology that may be used to support literate practices.

In this study, we examined teachers» preferences for technology PD content and format over a period of technology change (2009 - 2015).

Many studies indicate that a teacher's attitude is a strong factor in determining technology usage (Bradshaw, 2002; Davis, 1989; Hardy, 1998; Luke, Moore, Joi, & Sawyer, 1998; McFarlane, Hoffman, & Green, 1997; Marcinkiewicz, 1993/1994; Sarama, Clements, & Jacobs - Henry, 1998), so it was important to examine aspects of technology training that might best facilitate change in teachers» attitudes.