Sentences with phrase «begin teaching the technology»

He will then begin teaching the technology to understand his voice so that it will learn to control everything in his home, such as music, lights and temperature.

Not exact matches

30 days ago, we decided to teach others as we learned about cryptocurrencies and began to understand the blockchain and its impact on technology.

Pellettieri began her career in brewing as a chemist and microbiologist at the Siebel Institute of Technology and World Brewing Academy in Chicago, where she also taught sensory management.

The use of computer technology for teaching and learning began to receive government of Ghana's attention from the late 1990s.

The commissioner said apart from the ongoing teachers recruitment exercise, the state government had begun the distribution of 15,000 Tablet phones to teachers in order to harness the benefit brought by technology in teaching aspect.

And so this was also the beginning of years of study and research into the nature of scientific language and how it could best be taught, which was to culminate many years later in a PhD plus a book on the subject: Text and Argumentation in English for Science and Technology.

We just began a new undergraduate program in Science Communication at my school, Stevens Institute of Technology, and I'm agonizing over what to teach.

The researchers conclude that the successful spread of even the earliest known toolmaking technology, more than 2 million years ago, would have required the capacity for teaching, and probably also the beginnings of spoken language — what the researchers call protolanguage.

In 2008 tech industry giants Cisco, Intel and Microsoft, concerned that the job applicants they were seeing were poorly prepared for crucial tasks, began funding their own research through a group called Assessment & Teaching of 21st Century Skills (ATC21S) to identify and promote so - called 21st - century skills — roughly the ability to think critically and creatively, to work cooperatively, and to adapt to the evolving use of technology in business and society.

Let's begin teaching digital literacy to the youngest students to prepare them for handling the technology to which they've already been exposed.

Along with advances in technology, we are beginning to have a better understanding of how best to teach certain concepts.

If trust and transparency are leading your technology initiatives, schools will begin to see great successes in teaching and learning.

Connie Malamed is of the view that in the future, Instructional Designers, in addition to creating courses for a specific user profile, would also begin to play a crucial role in enabling learning via online communities, social media technologies, curating content, and providing guidance to faculty and teaching experts on how to generate more relevant content.

Way back when I began teaching, technology consisted of ditto copies and overhead transparencies.

But, as Dockterman discovered when he enrolled in the Ed School's doctoral program — admittedly unsure of how he was going to make greater impact in education — he was not against technology in education after all, and he began investigating the question, how can educators leverage technology in teaching?

She was so inspired she ended up designing and teaching some higher education online courses and began to focus more on technology in her classroom.

With time, educational institutes began implementing various technologies into their lectures and realized the increase in productivity and interactions of their students which proves that the ever advancing technologies have greatly improved our educational system and our way of teaching.

It seems we would avoid much of the fragmentation and lack of theory if social studies researchers began with the ends in mind — student learning — and examined the ways in which technology can be used to bring about the kinds of teaching and learning activities known to contribute positively to student learning.

Each professional development session began with a model activity that demonstrated using digital primary sources and one of the targeted instructional practices for the professional development program, such as teaching for understanding, differentiated instruction, literacy instruction, and technology integration.

Data collected from the interviews, surveys, videotapes, and online transcripts were analyzed to explore the effectiveness of the three technology tools for eliciting and encouraging beginning teacher reflection leading to improvement of teaching practice.

When asked individually to indicate which of the three technology tools was the most effective for eliciting and encouraging their reflective teaching practice, the beginning teachers in this study tended to vary their responses across the interview dates.

The completion of one cycle of experiential learning helped them gain a better understanding of VS, the key VS teaching skills, the VS teacher's responsibilities, and the role of technology in VS. It also helped the teacher candidates to address their preconceptions and misconceptions, which minimized their concerns about VS. What began with a motivation to acquire the required contact field experience hours ended with spurred interest in a potential career related to VS.

An identical analysis was applied to ascertain which technology tools encouraged the beginning teachers to engage in reflection for improvement of their teaching practice.

Through these technology tools, beginning teachers can engage in reflection on their teaching practices and use these reflections to improve their teaching skills and knowledge.

In the following study, the preceding three technology tools were introduced to a group of 10 new teachers as a means of exploring their use for eliciting and encouraging reflection on their beginning teaching experiences.

As reported in this study, beginning teachers were encouraged to engage in reflection through the use of these technology tools, often leading to improvements in their teaching practice.

Which of the three technologies (videotaping teaching, online discussions, and portfolio development) is most effective for eliciting and encouraging meaningful reflection among the beginning teachers?

Electronic portfolio development, online discussions, and videotaping teaching are three technology tools that may encourage reflection on teaching as it naturally occurs in a beginning teacher's practice.

Other studies have shown that for preservicesocial studies teachers to begin to use technology in their teaching, theyneed to see it modeled and be able to experience success with the technologybefore they are willing to risk trying it independently (Crowe, 2004).

For example, beginning in the first semester of the teacher preparation program, preservice teachers in a technology course are taught to identify and use effective technologies that may be considered as assistive technology for students with disabilities and instructional technology for other students.

One aspect of the questionnaire focused on how technology is integrated within the context of English teacher education programs, asking — as a new area of emphasis in the teaching of English — how teacher educators prepare beginning English teachers to address the teaching of technology and new literacies in the context of the ELA.

After teaching middle school for 13 years in the Fort Mill, SCSchool District, where she taught middle school science, socials studies, and computer technology, she left the K - 12 environment and began to work full time at Winthrop University.

For example, at the beginning of her student teaching semester, Catherine was uncertain about how she would use the IDS technology in her instruction.

Explicit instruction of NETS - T would allow students to be clear about their technology literacy skills, and allow them to begin connecting that awareness with the importance of standards - based technology in their future teaching experiences.

Once student teaching began, the researchers periodically conducted informal interviews with each participant to determine their thoughts about technology integration.

One aspect of the study focused on how technology is integrated within the context of English teacher education programs, asking the question, «As an area of emphasis in the teaching of English, how do teacher educators prepare beginning English teachers to address the teaching of technology and new literacies in the context of the English language arts?»

As you get further into the program, you will begin to take classes focused on your degree concentration, the methodology of teaching, and incorporating technology into the classroom.

As the first generation of Digital Natives (those who have not known a world without the Internet) enters our classrooms and begins teaching in the digital space, they will bring new perspectives to the use of technology and all its resources for students.

Dr. Dorian Giorgio began her career as a mathematics teacher, and quickly gained experience in teaching mathematics, computer programming and technology to all ages from Kindergarten through college.

Let us begin talking about teaching literacy through technology, and use the opportunity to revise this belief statement as a way to expand that conversation.

This development money helped to generate a community of teacher educators who not only began to appreciate the power of teaching with technology but recognized new - found confidence in technology knowledge and skills.

For example, Warburton and Campbell's (2001) study indicated that preservice teachers began to understand poetic language, developed more confidence in teaching poetry to children, and observed how popular culture and technologies could serve their instructional aims after participating in three integrated projects that immersed them in appreciating and understanding figurative language and poetic forms and communicating an original poem through text and computer - based illustrations.

After discovering how much she enjoyed it, she began teaching as an Adjunct Instructor for the Veterinary Technology program at Sanford Brown College in Fort Lauderdale, FL..

In 1999, he became a case coordinator at Murray State University's Breathitt Veterinary Center in Hopkinsville, Ky., and also began teaching pre-veterinary and veterinary technology students at Murray State.

Beginning in the 1940s, he taught at the Provincial Institute of Technology and Art, Calgary and spent summers at The Banff Centre teaching painting classes.

«This article begins in Part II with a short history of modern classroom technology, why it has routinely failed to work as promised and the lessons this can teach us.

This was the year in which a second wave of law schools began to discover the importance of teaching and studying legal technology.

The purpose of this fellowship is really to address an information and resource gap that continues to grow for many low - income families, and my time in the technology clinic and serving others at SLLS taught me that if we think critically, creatively, and compassionately, we can leverage technology and begin bridging that gap,» said Brown, who plans to move to Washington in late August to begin her fellowship.

In this prototype, we begin with the premise that law schools must teach students about legal - service delivery innovation and technology.

In 2010 Marki was named the Illinois Real Estate Educator of the Year.Marki began her career in education in 1993 and currently works as a speaker, instructor, and coach, teaching social media marketing and technology classes for the National Association of REALTORS ®, Prudential, Keller Williams, CHASE, and REALOGY.