Sentences with phrase «increased use of technology in the classroom»

Union officials have blamed the drop on reduced education spending, the growth of charter schools — which are largely not unionized — and the increased use of technology in the classroom.

The state promised to turn around its poorest performing schools over the course of four years, evaluate teachers based in part on student test scores, increase the use of technology in the classroom, and use more rigorous academic standards along with new tests aligned to those standards.

Not exact matches

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).

As part of an increased emphasis on technology integration in our district, as well as our mixed device program, we've started using some tools that we have in common to facilitate these connections between classrooms throughout the district.

With employability high on the agenda and education cuts looming, Andy Kemp, head of mathematics at Taunton School, argues the case for increasing the use of specialised ICT in the classroom, along with professional development to help get the most from technology

While I am consistently helping all the teachers I work with to increase their purposeful use of technology in the classroom, I find that too often I am encouraging veteran teachers to come over the threshold and begin using it.

Wright cites the increasing prevalence of technology as being a key driver for its use in the classroom.

So, it's only natural that the education sector has seen an increase in the use of technology within the classroom.

Another solution to increase the effective use of EdTech in the classroom is the presence of an EdTech champion in schools: someone to act as an in - house advocate of technology and its trouble - shooter, leading technology adoption across the school.

Many educators may not realize that Enhancing Education Through Technology, part of the No Child Left Behind (NCLB) Act, provides assistance — in the form of funds and guidance — for improving technology proficiency among educators and increasing technology use in cTechnology, part of the No Child Left Behind (NCLB) Act, provides assistance — in the form of funds and guidance — for improving technology proficiency among educators and increasing technology use in ctechnology proficiency among educators and increasing technology use in ctechnology use in classrooms.

A variety of learning experiences using a variety of media — instructor - led training (both classroom and virtual), Web - based training, performance support (for just - in - time learning), communities of practice — leads to increased learner engagement and builds the technology - mediated collaboration skills that are so vital in our global economy.

Still, despite an increasing variety of options and declining prices, schools looking to put these technologies to use in the classroom face a number of challenges.

Although the accessibility and availability of primary sources resulted in increased use of primary sources for instructional purposes in the three classrooms studied, the application of historical inquiry and technology varied a great deal among the three teachers.

Outcomes of using simSchool in pre-service teacher education include increased confidence in teaching, increased technology self efficacy, increased retention in education courses, increased knowledge of instructional strategies, increased knowledge of classroom management techniques, improved understanding of student learning needs and differentiation of instruction, and increased understanding of learning theory.

As the consumption - based model of technology integration transitions to a participatory approach and technology transitions from a tool for accessing information to a tool to (a) support student authoring and creativity, (b) facilitate collaboration, communication, and social learning, (c) allow for more efficient organization and accumulation of resources, (d) provide venues for student voices through publication and sharing, and (e) support student immersion in learning environments, educators also transition from «extending learning beyond what could be done without technology» (Mason et al., 2000) to «use technologies to promote effective student learning» (Hicks et al., 2014) In the revisioning of the first principle, the authors did a commendable job of affording increased value to range of tools, methods, content, abilities, and varied contexts of social studies classroomin learning environments, educators also transition from «extending learning beyond what could be done without technology» (Mason et al., 2000) to «use technologies to promote effective student learning» (Hicks et al., 2014) In the revisioning of the first principle, the authors did a commendable job of affording increased value to range of tools, methods, content, abilities, and varied contexts of social studies classroomIn the revisioning of the first principle, the authors did a commendable job of affording increased value to range of tools, methods, content, abilities, and varied contexts of social studies classrooms.

To further complicate this problem, the growing availability of technology adds increasing pressure on classroom teachers to find creative ways to use technology to teach content mandated in state and national standards.

According to Loucks - Horsley and colleagues (2010) and Dori and Barnea (1994), proper in - service training increases the effective use of new technologies in the classroom.

The ATP used an integrated approach, in which multiple technology - based resources were made available to mathematics methods instructors that were intended to increase teacher candidates» orientation toward and anticipation of students» thinking in their classrooms.

The increasing use of technology, specifically the rise of the internet over the past decade, has begun to shape the way teachers approach their roles in the classroom.

Increasing the use of instructional technology in your classroom?

Because of increased access to technology both in the classroom and at home, there is a shift in emphasis from increasing the technology infrastructure to improving the ways teachers and students use technology in schools.

Overall, their ability to describe examples of how to use the technology in their secondary classrooms increased.

Our next step is to increase the number of portable devices and technology tools for students in those classrooms for use in coding, robotics and other STEM courses.

This they claim is vital considering the increasing use of technology in today's classroom to impart education.

While there will always be opportunities for pure legal theorists, especially at the most elite and established law faculties, there is an increasing willingness among the academic community to not only train their students on the use of technology in the classroom, but also participate directly in the development of this technology, often in an interdisciplinary relationship with other faculties (for example, the work we're doing with Duke Law).

As a newer instructor, I was inspired to expand upon my collaborative processes in the classroom, through the increased use of technology and dialogue between students, practitioners and consumers.