Sentences with phrase «focused technology in the classroom»

Most students with or without disabilities can and do benefit from SEL - focused technology in the classroom.

Not exact matches

Successful technology integration must include an element of reflection to stay focused on how individual teachers and learners will use this technology in the classroom.

These questions have helped me become more reflective with my actions, have allowed me to focus on the teacher I will be coaching, and assist in planning the differentiated, classroom - embedded, technology staff development of which I am an avid proponent.

Using these ten questions as a guide to focus the beginning - of - the - year planning sessions, a TIS can decide which program or technology device to suggest for classrooms and how to go about coaching the teachers with this goal in mind.

It focuses on practical use and implementation in order for schools to leverage the best possible learning outcomes from classroom technology.

«This is an area which does need much greater focus, so while budgetary pressures are the main driver to an ICT support service, freeing up much - needed time to help develop teachers» skills and give them more confidence with technology in the classroom is also becoming a priority.»

When you are focused on how the technology will perform in the classroom, it becomes a far simpler process to research equipment that potentially fulfils these needs.

When Meyer Elementary first introduced technology, they focused on using it to teach technology separated from content, and on remediation for differentiation in the classrooms.

Chris suggests that an external support service can fill this deficit and help schools to achieve their ICT needs by bringing in the knowledge and experience of a wide pool of experts, enabling staff to access support and freeing them up to focus on supporting teaching staff with classroom technologies.

While the study focuses on the kinds of technology being brought into the classroom and used by educators at home and in the classroom, little is reported about how this has changed teachers» pedagogical approaches aside from how they give and collect assignments.

When students are able to get foundational knowledge and skills through technology - based instruction, teachers can evolve their purpose in the classroom and focus their time on providing expert feedback on higher - order skills and tackling complex, real - world problems with their students.

The first day in your 1:1 or digital classroom should consist of a healthy balance of technology while focusing on the digital procedures that you plan to start integrating from day one.

Before we rush to judgment on technology integration as another sweeping phase in education, we should focus on finding a healthy balance for integrating technology in our respective classrooms.

Having been at the forefront of embracing digital technology in the classroom — finding an overhead projector in a modern school could be deemed impossible — much of the latest technology has focussed on cashless school meals, with schools eager to introduce pre-paid school lunches, eradicating the need for pupils to carry lunch money, and bringing the relationship between school and parent ever closer.

Most BarCamps have a technology focus, and many edcamps include sessions about using technology in the classroom, but a technology focus is not necessary.

The integration of technology has led to a number of developments that have made learning more accessible, including a focus on differentiation in the classroom, which involves adopting activities for mixed abilities, and an increased emphasis on a blended learning approach, that sees traditional teaching methods utilised alongside technology.

When teachers first use mobile technology in the classroom, they sometimes focus on specific apps.

These eager fifth and sixth graders from Birmingham Covington, a public magnet school in suburban Michigan focused on science and technology, are empowered to become self - directed learners through hands - on experiences in and outside their classroom.

Join the director of technology at Del Mar Union School District — a high performing school district in San Diego, Calif. — along with Google in Education for an instructional webinar to see how they use Chromebooks in the classroom to support their curriculum focus, both in writing and the Common Core State Standards.

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.

- A former classroom teacher who now focuses on school technology in the Centennial School District in Portland, Ore..

As a technology integrator, Ms. Szekeres» goal is to help all teachers integrate learning - focused, value - added technology into their classroom in a consistent district - wide manner.

Without having the pressure that comes from being a full - time classroom teacher, our teachers were able to focus on technology integration in a unique way.

Both 2000 and 2003 are literacy - themed issues that focus heavily on technology applications and considerations in the English Language Arts classroom.

A former classroom teacher who now focuses on school technology in the Centennial School District in Portland.

Content - specific PD and support that focus on science content, technological knowledge, and pedagogy may be important to the successful integration of technology in science classrooms.

2015 — The organization shortens its name to «Center for Educational Innovation» («CEI») and launches new initiatives focused on easing the use of technology in the classroom and helping middle schools transform for 21st - century learners.

The inservice activities for instructional personnel shall focus on analysis of student achievement data, ongoing formal and informal assessments of student achievement, identification and use of enhanced and differentiated instructional strategies that emphasize rigor, relevance, and reading in the content areas, enhancement of subject content expertise, integrated use of classroom technology that enhances teaching and learning, classroom management, parent involvement, and school safety.

Mills (2014) similarly focused on an instructor's account, describing in this journal how a teacher educator's use of Twitter with his preservice teachers helped incline many of those novices to using Twitter to learn about new classroom strategies and technologies.

Strong technical skills, particularly in integrating technology in the classroom to drive academic achievement Demonstrated volunteer or community service At least one (or more) of the following: o National Board Certificationo TAP Experience (sign on bonus for TAP certification) o Core Knowledge Experienceo Experience with Blended Learningo At least two years of successful teaching in an urban environment ESSENTIAL POSITION FUNCTIONS: An Elementary School teacher is required to perform the following duties: Plan and implement a blended learning environment, providing direct and indirect instruction in the areas of Social Studies, Science, Language Arts, Health, and Mathematics based on state standards Participation in all TAP requirements, focusing on data - driven instruction Create inviting, innovative and engaging learning environment that develops student critical thinking and problem solving skills Prepare students for strong academic achievement and passing of all required assessments Communicate regularly with parents Continually assess student progress toward mastery of standards and keep students and parents well informed of student progress by collecting and tracking data, providing daily feedback, weekly assessments, and occasional parent / teacher conferences Work with the Special Education teachers and administration to serve special needs students in the classroom Attend all grade level and staff meetings and attend designated school functions outside of school hours Establish and enforce rules for behavior and procedures for maintaining order among the students for whom you are responsible Accept and incorporate feedback and coaching from administrative staff Perform necessary duties including but not limited to morning, lunch, dismissal, and after - school duties Preforms other duties, as deemed appropriate, by the principal Dress professionally and uphold all school policies

Through 2005, there is little research focused on implementing technology in the K - 12 social studies classroom (Swan & Hofer, in press), yet many authors advocate that teachers need to explore this frontier without models of classroom success, examples of «tried and true» curricula, and evidence of increased student learning.

In Hicks, Lee, Berson, Bolick, and Diem (2014), the authors revisited and revised a series of principles focusing on the preparation of social studies teachers for using digital technologies in the classroom, originally presented in the inaugural issue of Contemporary Issues in Technology and Teacher Education (Mason et al., 2000In Hicks, Lee, Berson, Bolick, and Diem (2014), the authors revisited and revised a series of principles focusing on the preparation of social studies teachers for using digital technologies in the classroom, originally presented in the inaugural issue of Contemporary Issues in Technology and Teacher Education (Mason et al., 2000in the classroom, originally presented in the inaugural issue of Contemporary Issues in Technology and Teacher Education (Mason et al., 2000in the inaugural issue of Contemporary Issues in Technology and Teacher Education (Mason et al., 2000in Technology and Teacher Education (Mason et al., 2000).

The teachers in this study were the participants in the TEC professional development program that focused on technology integration in science classrooms.

Although we worked collaboratively with the classroom teacher, she was not included in data collection or analysis, since teacher efficacy or pedagogy were not under investigation; rather, the students» capacities for historical thinking as they interacted with various digital technologies were the focus of the study.

In «Guidelines for Using Technology to Prepare Social Studies Teachers» (Hicks, Lee, Berson, Bolick, & Diem, 2014), the authors revisited and revised a series of principles focusing on the preparation of social studies teachers for using digital technologies in the classroom, originally presented in the inaugural issue of this journal (Mason et al., 2000In «Guidelines for Using Technology to Prepare Social Studies Teachers» (Hicks, Lee, Berson, Bolick, & Diem, 2014), the authors revisited and revised a series of principles focusing on the preparation of social studies teachers for using digital technologies in the classroom, originally presented in the inaugural issue of this journal (Mason et al., 2000in the classroom, originally presented in the inaugural issue of this journal (Mason et al., 2000in the inaugural issue of this journal (Mason et al., 2000).

While this new principle addresses the increased utilization of technology in the social studies classroom, the focus on the importance of sound pedagogy is clear.

Finalists were invited to screen their films — all of which focused on the power of technology in the classroom — at the White House, in the company of President Obama, actor and associate director of the White House Office of Public Engagement Kal Penn, Bill Nye the Science Guy, and astrophysicist Neil deGrasse Tyson.

This review will continue with a focus on research involving technology integration in literacy with students having mild disabilities (learning disabled, behavior disordered, and mildly intellectually disabled) who are most likely to be included with their peers in the general classroom and who must be included in state - required standardized assessment programs.

Participating teacher teams focus on a learning gap identified from one of their classrooms, then identify a technology resource or tool to support students in overcoming the learning gap (Figure 7).

The technology, pedagogy, and content knowledge (TPACK) framework captures the complex dynamic between teachers, their content, and resources — focusing on the knowledge needed for implementation of technology in the classroom (Mishra & Koehler, 2006).

Current research into the teaching and use of technology in the classroom has focused on ways in - service teachers integrate technology into their lessons (Franklin, 2007; Greenhow, Dexter, & Hughes, 2008; Hogarty, Lang, & Kromrey, 2003; Hsu, 2010), the factors impacting both preservice and in - service teachers» intentions to integrate technology (Çoklar, & Odabasi, 2010; Hutchison, & Reinking, 2011; Jongpil, Jaeki, Jones, & Nam, 2010), and the relationship between preservice teachers» attitudes toward technology and their likelihood of integrating technology into their lesson planning (Anderson & Maninger, 2007; Browne, 2009; Cullen & Greene, 2011; Rehmat & Bailey, 2014; Smarkola, 2007).

My particular focus has been on the use of assistive technology in partnership with the Universal Design for Learning (UDL) framework to support inclusive classrooms.

Technology Courses may focus on multi-media for learning in the classroom and distance learning via the internet

Coursework focuses on critical areas such as English Language Learner (ELL) instruction, cultural competency in the classroom including gender and sexually diverse student identities, evidenced - based frameworks for technology integration, educational leadership, and teacher leader / instructional coaching best practices in order to be instructional leaders in the school / district where employed.

At the 2017 International Society for Technology in Education (ISTE) conference in San Antonio, a number of sessions focused on redesigning classrooms to make them more engaging and inviting.

Yet, this year, I find that I am not as focused on analyzing best practices employed, the innovations undertaken in implementing more technology in my classroom, or even my end - of - course student growth data measures.

This study focused on the effectiveness of using ACHIP technology in fourth and seventh grade classrooms.

Global communities for educators and students focused on the most effective use of technology in the classroom.

They also plan to review and discuss readiness for online assessments, although the primary focus is on the availability and effective integration of technology in classroom instruction.

Recognizing these «enrichments» are actually vital avenues of learning for the diverse learners in any classroom, CWC Kansas City focuses on opportunities for teacher collaboration across the core classroom subjects, arts, fitness and movement, and technology.