Hawkins served for seven years as director of the Center for Children and Technology, in New York City, a nonprofit group conducting research and development on
the appropriate use of technologies in schools, homes, and other settings.
Not exact matches
Articles on Science and Disability, 1970s Correspondence, 1970s Articles on Science and Disability, 1980s Conferences on Science and Disability, 1980s Correspondence, 1980s Articles on Science and Disability, 1990s Conferences on Science and Disability, 1990s Correspondence, 1990s Project Proposals (funded) on Science and Disability, 1990s Articles on Science and Disability, 2000s Conferences on Science and Disability, 2000s Correspondence, 2000s AAAS Annual Meeting - Barrier Free, 1976 A Disgn for Utilizing Successful Disabled Scientists as Role Models - Final Report, 1977 - 1978 Utilization
of Scientific Professional Society Placement Services - Final Report, 1978 - 1980 Within Reach: Out
of School Opportunities for Youth - A Guide, 1981
Appropriate Technology: Its Design and
Use by Disabled People, Workshop, Tel Aviv, Israel, Nov. 20, 1984
Appropriate Technology Workshop Papers, Nov. 20, 1984 Linkages Project meeting, Feb. 11, 1986 China Fund for the Handicapped: Deng Pufang, US Visit, Oct. 10,1987 Teaching Science and Mathematics to Students with Learning Disabilities: Challenges and Resources (NSF Grant 9552586), Jan. 1990 Recruitment and Retention
of Students and Faculty with Disabilities
in Schools of Engineering (NSF Grant EID 9101122), 1990 - 1995 Agenda for Access: Scientists and Engineers with Disabilities, Oct. 1991 High
School, High Tech, 1993 Model Undergraduate Project for the Disabled: A Study
of Issues involved
in underrepresentation (NSF Grand HRD 9054022), Jan. 31, 1994 AAAS - NASA ACCESS - Summer internship program, 1996 - 1997 AAAS - National Easter Seals Society ACCESS Science, 1996 - 1998 ENTRY POINT!
Districts and charter
schools have begun to embrace Public Impact's vision
of an Opportunity Culture, creating pilot
schools that
use job redesign and age -
appropriate technology to extend excellent teachers» reach, directly and by leading other teachers,
in fully accountable roles, for more pay — but within budget.
From the start
of the autumn term, all
schools will be expected to ensure
appropriate internet filters and monitoring systems are
in place to protect pupils from potentially harmful or inappropriate content, and should have a clear policy on the
use of mobile
technology.
The qualification has been designed specifically for
schools, to help them improve the standards
of e-safety amongst staff and young people, and follows a 2010 report2 by Ofsted that recommends that
schools should: • audit the training needs
of all staff and provide training to improve their knowledge
of and expertise
in the safe and
appropriate use of new
technologies • work closely with all families to help them ensure that their children
use new
technologies safely and responsibly both at home and at
school • provide an age - related, comprehensive curriculum for e-safety which enables pupils to become safe and responsible users
of new
technologies.
Those include introducing and reviewing software, Internet resources, and other
appropriate materials, and making the information available to staff; coordinating computer usage
in projects and activities within, across, and between curricula and
schools; working with classroom teachers, individually and
in grade level teams, to plan, organize and implement the
use of technology through such activities as demonstration lessons, team teaching, and joint planning; providing both building - based and district - wide staff development at faculty meetings, district professional development days, and after -
school and summer workshops; and keeping abreast
of current
technologies by attending conferences and workshops on a regular basis.
Harbour Primary
School's Senior Leadership Team wanted their students to be confident
in picking up any piece
of technology and knowing how to
use it and what it's most
appropriate for.
As
in all Opportunity Culture
schools, a Wells team
of teachers and administrators chose among models that
use job redesign and age -
appropriate technology to reach more students with personalized, high - standards instruction — one hallmark
of great teachers.
In fulfillment of its duty to the citizens of this state, the Legislature has established certification requirements to assure that educational personnel in public schools possess appropriate skills in reading, writing, and mathematics, and adequate pedagogical knowledge, including the use of technology to enhance student learning, and relevant subject matter competence so as to demonstrate an acceptable level of professional performanc
In fulfillment
of its duty to the citizens
of this state, the Legislature has established certification requirements to assure that educational personnel
in public schools possess appropriate skills in reading, writing, and mathematics, and adequate pedagogical knowledge, including the use of technology to enhance student learning, and relevant subject matter competence so as to demonstrate an acceptable level of professional performanc
in public
schools possess
appropriate skills
in reading, writing, and mathematics, and adequate pedagogical knowledge, including the use of technology to enhance student learning, and relevant subject matter competence so as to demonstrate an acceptable level of professional performanc
in reading, writing, and mathematics, and adequate pedagogical knowledge, including the
use of technology to enhance student learning, and relevant subject matter competence so as to demonstrate an acceptable level
of professional performance.
The system supports detailed alignments to relevant standards and provides item - level performance information including depth
of knowledge and
appropriate reading levels, practical real - time reports to inform instruction, and compatibility with iPad, Chromebook, and other common
technologies used in school districts.
This course enables the educational leader to develop the ability to make informed decisions about
appropriate technologies for
school use, understand the importance and role
of multimedia
technologies for instructional support, administrative decision - making, and management
of data
in schools.
The experience
of the Tri-Creek
School Corporation seems to have demonstrated that
appropriate use of technology as a learning and creation tool is extremely important
in learning.
Act as an on - site consultant, advising
in all aspects
of instructional
technology and providing just -
in - time support for
school staff members
in the areas
of curriculum connections, troubleshooting, and
appropriate use of software
In Opportunity Culture models, a team
of teachers and administrators at each
school chooses among models that
use job redesign and age -
appropriate technology to reach more students with personalized, high - standards instruction — one hallmark
of great teachers.
Functions The teacher leader: a) Collaborates with colleagues and
school administrators to plan professional learning that is team - based, job - embedded, sustained over time, aligned with content standards, and linked to
school / district improvement goals; b)
Uses information about adult learning to respond to the diverse learning needs of colleagues by identifying, promoting, and facilitating varied and differentiated professional learning; c) Facilitates professional learning among colleagues; d) Identifies and uses appropriate technologies to promote collaborative and differentiated professional learning; e) Works with colleagues to collect, analyze, and disseminate data related to the quality of professional learning and its effect on teaching and student learning; f) Advocates for sufficient preparation, time, and support for colleagues to work in teams to engage in job - embedded professional learning; g) Provides constructive feedback to colleagues to strengthen teaching practice and improve student learning; and h) Uses information about emerging education, economic, and social trends in planning and facilitating professional learn
Uses information about adult learning to respond to the diverse learning needs
of colleagues by identifying, promoting, and facilitating varied and differentiated professional learning; c) Facilitates professional learning among colleagues; d) Identifies and
uses appropriate technologies to promote collaborative and differentiated professional learning; e) Works with colleagues to collect, analyze, and disseminate data related to the quality of professional learning and its effect on teaching and student learning; f) Advocates for sufficient preparation, time, and support for colleagues to work in teams to engage in job - embedded professional learning; g) Provides constructive feedback to colleagues to strengthen teaching practice and improve student learning; and h) Uses information about emerging education, economic, and social trends in planning and facilitating professional learn
uses appropriate technologies to promote collaborative and differentiated professional learning; e) Works with colleagues to collect, analyze, and disseminate data related to the quality
of professional learning and its effect on teaching and student learning; f) Advocates for sufficient preparation, time, and support for colleagues to work
in teams to engage
in job - embedded professional learning; g) Provides constructive feedback to colleagues to strengthen teaching practice and improve student learning; and h)
Uses information about emerging education, economic, and social trends in planning and facilitating professional learn
Uses information about emerging education, economic, and social trends
in planning and facilitating professional learning.
Knowledge
of appropriate use of technology to enhance the learning experience * Demonstrated desire to teach
in the Middle
School and Upper
School * Advanced degrees / certification
in Education or...
The primary goal
of the EdGCM (Educational Global Climate Model) Project is to enhance the quality
of climate - change science teaching and learning at the high
school level through broader access to actual GCMs, and to assist teachers by providing the
appropriate technology, materials and support to
use these research - quality climate models effectively
in the classroom.
Math Tutor ABC
SCHOOL, De Soto, MO (6/2008 to Present) • Comprehend each students» individual needs for understanding complex mathematical concepts • Thoroughly go through existing mathematics curriculum and create supportive lesson plans • Implement lesson plans to groups of students by concentrating on their individual abilities • Assist students in understanding how technology can be used to effectively utilize campus resources • Promote a classroom environment that is safe and conducive to learning and instruction • Develop instructional materials to help students understand the concepts of mathematics easily • Conduct ongoing assessments to determine students» adaptability to classroom environments • Encourage parental involvement in students» education and ensure that appropriate and effective communication is maintained with parents • Assess curriculum suitability and make changes to the mathematics curriculum to suit the individual needs of students • Assist students in understanding concepts and handling class assignments • Plan, create and administer tests and ensure that they are graded according to the grade sheets provided by the school • Create and maintain records of students in a confidential
SCHOOL, De Soto, MO (6/2008 to Present) • Comprehend each students» individual needs for understanding complex mathematical concepts • Thoroughly go through existing mathematics curriculum and create supportive lesson plans • Implement lesson plans to groups
of students by concentrating on their individual abilities • Assist students
in understanding how
technology can be
used to effectively utilize campus resources • Promote a classroom environment that is safe and conducive to learning and instruction • Develop instructional materials to help students understand the concepts
of mathematics easily • Conduct ongoing assessments to determine students» adaptability to classroom environments • Encourage parental involvement
in students» education and ensure that
appropriate and effective communication is maintained with parents • Assess curriculum suitability and make changes to the mathematics curriculum to suit the individual needs
of students • Assist students
in understanding concepts and handling class assignments • Plan, create and administer tests and ensure that they are graded according to the grade sheets provided by the
school • Create and maintain records of students in a confidential
school • Create and maintain records
of students
in a confidential manner
* Analyze, evaluate and work to resolve customer inquiries and issues * Interact with customers
in a courteous and professional manner * Effectively communicate issues and resolutions to customers and
appropriate internal staff *
Use judgment and problem - solving skills to solve customer problems *
Use multiple screens
of information simultaneously to address customer needs * Follow processes according to contact center standards to ensure contact handling accuracy and operational effectiveness *
Use technology tools as directed and within established guidelines * Adhere to precise work schedules, taking continuous phone calls for extended periods
of time * Answer prior authorization inquiries calls as well as research and resolve formulary and benefit issues * Consistently meet established productivity, schedule adherence, and quality standards * Performs other duties as assigned by management Education / Experience: * High
School Diploma or equivalent * Minimum one (1) year current / recent Pharmacy Technician experience
in healthcare setting * PTCB Pharmacy Certification required or ability to obtain within six - months
of employment