Sentences with phrase «face teacher interaction»

There's an ever - expanding array of content options that allow school districts to blend online learning with face - to - face teacher interaction.

Not exact matches

Wolpert - Gawron discusses the necessity of protecting face - to - face (F2F) and real - time teacher interaction while conducting online programs and presents five necessary components for creating blended - learning models.

But even as she acknowledged toward the end that technology has a role to play, she missed spotlighting how technology can help us redesign schools to allow students to achieve what appears most important in her mind: the chance for students to have far more meaningful face - to - face interactions with teachers and peers — a counterintuitive yet important part of blended learning's promise for many students.

But at face value, whether a student can or can not carry a machine around all day tells us little to nothing about a school's actual pedagogy, about the quality of interactions between students and teachers, or about the rigor of the software programs delivered through those devices.

Teachers are not on «the side» of anything; they are smack in the middle of effective learning, which is why a MOOC may radically increase the volume of knowledge transfer but will never replace face - to - face interaction with equal value for the individual student.

The fact will always remain that great teachers inspire through their passion for their subject and their ability to communicate and connect with students in face - to - face interactions and relationships.

There are downsides to not having daily face - to - face interactions between students and teachers.

Instead of forcing students to disengage when they take classes online, teachers should use the technology that is now available to bring face - to - face interactions to the online learning experience.

These short courses are not designed to replace face - to - face interactions between teachers, but instead complement and enhance the wide range of professional development options available.

A number of studies in higher education, which is a few years ahead of K - 12 in using online learning, indicate that students perceive an equal and in some cases a greater degree of interaction with teachers and their peers in online courses than in face - to - face courses.

With live streaming, teachers and students can have face - to - face interactions no matter their geographical location.

Leaders also have to help teachers balance the use of technology with authentic interaction and face - to - face communication with colleagues and parents.

In the new era where teachers have little time for face - to - face interaction with colleagues and district budget cuts limit professional development opportunities, educators are increasingly turning to online communities (or professional learning networks, PLNs) that allow them to share lesson plans, teaching strategies, and student work, as well as collaborate across grade levels and departments.

Hawkes and Rosmiszowski (2001) discovered that computer - mediated discourse achieves a higher overall reflective level than do reflections generated by teachers in face - to - face interactions, recognizing the value of time independence for providing a greater chance to ask reflective questions.

For two other preservice teachers, their uncertainty about how their posts would be received resulted in the use of e-mail as a way to replicate some of the nonverbal communication that would have taken place in a face - to - face interaction.

Teaching is a high - touch environment and both the teachers and those seeking teachers need the face to face interaction that virtual means just doesn't supply, so yes, teacher fairs should always have a high place in teacher recruitment.

After the first year, they determined student / teacher face - to - face interaction once a week just wasn't enough.

ECS urges caution, however, citing students» need for face - to - face interactions with teachers, broadband limitations, limited access to student support services and a lack of opportunity for collaborative projects.

The interaction between teachers and students can be very rich, giving observers a better understanding of the issues they're likely to face in their own classrooms.

These virtual high school classes feature personalized instruction, including opportunities for face - to - face interaction with teachers.

Here, distance education means any form of instructional delivery that does not involve continuous teacher student interaction in a face - to - face classroom setting.

In addition, preservice teachers remarked in papers, journals, and debriefing sessions that they wished for more face - to - face interactions with students and, as a result, an additional site visit was added to the end of each semester after the 1st year.

The two faculty members that ran the Diversity and Technology Project found cross-cultural relationships that began with face - to - face interactions inside and outside of the classroom (in addition to the mentoring relationships between preservice teachers and host students) afforded the critical awareness necessary to sustain engagement and interest through two - way video conferencing.

The Arc of the Ozarks, St. Paul, MN 9/2009 to Present Behavior Support Technician • Confer with school nurses and teachers to determine types of behavior issues certain students are facing • Assess each child for behavior issues by conferring with them individually and in groups • Determine strategic behavior support programs for each individual student • Conduct classroom observations to determine behavior intervention plans • Hold meetings with teachers and social workers to determine need for intervention • Plan intervention policies and provide guidance to school personnel on how to execute them • Take and record students» histories and document reasons that may have contributed to behavior issues • Supervise students» interactions with their peers and take notes to determine plans of action • Document progress of each student after careful observation

Therefore, given that only these four parameters were significantly associated with CU traits and ODD problems (teacher rate), we further conducted four separate multiple hierarchical regression analyses, one for each of these parameters, in order to examine the contributions of CU traits, anxiety, ODD - related problems and their interactions on attentional processing of emotional faces as indexed by these parameters.