Sentences with phrase «great use of technology in our schools»

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Other possible changes may include a greater use of technology in the classroom or at home, or increased student responsibility (often the grade levels in preparation before transitioning to middle or high school).

Caroline Wright, BESA director said, «British teachers are world - leaders in the use of educational - technology in the classroom so it is of great concern that pupils are being denied access to innovative and effective digital learning because of poor internet connectivity in more than half of the UK's schools.

Pupils interviewed by Techknowledge for Schools displayed greater motivation and interest in schoolwork when using 1:1 mobile technology, with pupils expressing satisfaction with learning and taking pleasure in the interactive nature of tablets.

A great manykids in elementary school and the middlegrades around the world are learning to programin Flash and are continually improvingtheir skills as they advance through the grades.They use this tool and others like it (theMassachusetts Institute of Technology «sScratch, for example) to communicate a widerange of information and emotion — from storiesto logic to games to ideas to persuasivearguments to works of art — all through programming.And it seems to them not nerdy but, rather, sophisticated and advanced.

The federal government has a critical investment role to play in 1) supporting the replication and scale - up of the best providers through its grant programs; 2) improving access to low - cost public facilities for charter schools through its own funds and by leveraging existing public - school space; 3) pushing states and local districts toward more equitable funding systems for all public school students, including those in charter schools; and 4) supporting efforts to create early - stage, innovative, and scalable models that incorporate greater uses of learning technology.

«I was thrilled and inspired with a greater understanding of the potential use of the technology in schools.

Technology alone will not improve academic achievement, but when used as a part of a comprehensive school improvement approach it will empower students to take a greater role in their own learning and will provide equity in access to quality instructional resources.

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.

I am not an unreflective advocate of technology — I am in favour of schools setting behaviour policies around uses of mobile devices and, while I believe there are some great learning tools, others are gimmicky or have no impact either on learning or workload.

Given the financial difficulties confronting most schools in the state, transitioning to assessments that require greater use of technology could prove difficult at best for many districts.

And so one of the things as we look at how we support great teaching and build that continuum from, through teacher preparation into teacher practice, is how can we use technology as a tool to keep people connected, to be able to find resources as they need them and to be able to share those with their students regardless of what school they are in.

Beyond just putting tools into the hands of teachers and students, they have also crafted the greater school community's culture to welcome new ideas, techniques, and pedagogies, so that all stakeholders benefit and share the meaningful use of technology in their schools.

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.

Going forward, we can make better use of technology in schools by building on existing frameworks and expanding to achieve greater reach and scale in our schools and in our teacher / leader education preparation programs.

ScholarCentric's elementary, middle and high school materials, technology, and services align well with Elementary & Secondary School funding in the following categories: build social emotional skills of elementary, middle and high school students that are scientifically linked to academic achievement; deliver professional development services; use data to inform which students are in greatest need of counseling support, and use resiliency curriculum to improve student suschool materials, technology, and services align well with Elementary & Secondary School funding in the following categories: build social emotional skills of elementary, middle and high school students that are scientifically linked to academic achievement; deliver professional development services; use data to inform which students are in greatest need of counseling support, and use resiliency curriculum to improve student suSchool funding in the following categories: build social emotional skills of elementary, middle and high school students that are scientifically linked to academic achievement; deliver professional development services; use data to inform which students are in greatest need of counseling support, and use resiliency curriculum to improve student suschool students that are scientifically linked to academic achievement; deliver professional development services; use data to inform which students are in greatest need of counseling support, and use resiliency curriculum to improve student success.

With so much government attention and funding going towards creating the so - called 21st Century Learners and with the nearly 100 % widespread adoption of the Common Core in the US which requires focused technology instruction, high school students are now using those same devices for academic purposes in greater numbers than before.