Sentences with phrase «effective technology pd»

Researchers have also recommended system support for effective technology PD (O'Hara et al., 2013; Somekh, 2008).

Yet, since the technology PD K - 12 teachers received may have varied between districts, the findings of teachers» perceptions in this study were not meant to be generalized to the broader K - 12 technology - using teacher population regarding effective technology PD.

Since effective technology PD should be long term to make an impact on teachers» teaching practices and student learning (Gerard et al., 2011; Lawless & Pellegrino, 2007), the educational system, schools, and teachers need to have a shared vision of PD plans to continually support teacher change in technology integration practice (Twining et al., 2013).

Effective technology PD should be sustained, incorporate authentic experiences situated within school contexts, and offer various levels of support.

Not exact matches

McREL's NanoTeach project created high - quality PD that blended instructional strategies from Designing Effective Science Instruction (Tweed, 2009) with hands - on learning of nanoscience and technology (NS&T) content, using research - proven strategies and inquiry - based practices that help teachers became more confident in their ability to teach NS&T.

What are technology ‐ related PD formats that you found effective for supporting your technology integration practice?

The themes were categorized by effective and ineffective formats and content, as well as teachers» reasoning on the shift of technology PD over 6 years.

To make PD effective and support teacher change in technology integration practices, teachers should be provided with time as well as opportunities to play with and learn about newly introduced technology (Potter & Rockinson - Szapkiw, 2012).

O'Hara et al. (2013) argued that the alignment with district visions and goals was critical to making a technology PD program effective.

Studies have shown that when K - 12 school districts implement a new technology initiative, it is not always accompanied by effective teacher professional development (PD).

What technology ‐ related PD topics do you perceive as effective for your technology integration practice?

Even though features of effective PD for technology integration have been identified in research studies (e.g., O'Hara, Pritchard, Huang, & Pella, 2013; Smolin & Lawless, 2011), teachers continue to report technology PD as not effective to support their use of technology in classrooms (Bill & Melinda Gates Foundation, 2014; U.S. DOE, 2016).

Situating technology PD in a school's context makes teachers» PD experiences more authentic and effective (Kopcha, 2012).

Using this information, stakeholders could provide effective PD by directly addressing teachers» needs and providing support for teachers» technology integration practices.

Over 6 years, more teachers reported that personalized technology PD tended to be more effective.

Researchers have identified characteristics of effective teacher PD for technology integration.

Effective teacher PD should help teachers adopt and integrate technology to change their teaching practices and further support student learning (Lawless & Pellegrino, 2007).

Studies have shown that teachers perceive long - term and sustained technology PD support as being effective, as opposed to single, standalone PD trainings (Gerard, Varma, Corliss & Linn, 2011; Kopcha, 2012; Walkers, Recker, Robertshaw, Osen, & Leary, 2011).

Despite much focus on professional development (PD) aimed specifically at developing technology integration skills, rigorous studies of effective PD are lacking.

UGREEN Type C wall charger with advance power delivery technology offers an effective and convenient way to charge PD - enabled smartphone and laptop.