Sentences with phrase «knowledge of the technology needed»

Educational technology was not a requirement of their program, so students entered with limited knowledge of the technology needed to create electronic portfolios.

Not exact matches

The report found that in order to incorporate mobile technology into wider business practices, it needs to be implemented in all aspects of the company to create an unified system, and senior management's knowledge and support in the implementation process is extremely critical.

Instead of welcoming foreign talent with open arms, Canada makes it exceedingly difficult for them to come to or stay in this country, even at a time when the thriving technology sector is in dire need of skilled knowledge workers.

If you want to gain entry to any industry there are certain obvious things you need to learn — a body of knowledge about technology or law, for example, formal procedures, the identity of the sector's key players, etc..

When announcing the creation of his political advocacy group, Zuckerberg wrote a Washington Post op - ed, saying that technology leaders must band together to «advocate a bipartisan policy agenda to build the knowledge economy the United States needs to ensure more jobs, innovation and investment.»

We work with a network of teachers who use our framework and guidelines to ensure a consistent and hiqh quality educational experience that can deliver the needed knowledge in your business or corporation to understand the threats and opportunities as well as challenges and paths to grasping this complex and hard - to - grasp technology and theory we call Blockchain.

5 - 7 years» related experience, ability to exceed goals, thorough knowledge of technology solutions, and ability to travel needed.

Christ Himself tells us that we must feed the hungry and clothe the naked which is to apply our knowledge of matter, especially today from science and technology, to our material needs.

Imagine a place where you can view and interact with the latest equipment and technology in the meat, poultry, and food processing industry, discover solutions that fit your processing needs, and attend sessions to grow your knowledge of the industry and do it all in 3 days.

So while it becomes easy to celebrate new technologies and wonder about the impact automation will have on the industry, today's foodservice professionals also need to keep their knowledge base current about some of these less - heralded but essential pieces of foodservice equipment.

Our convenience solutions are fueled by cutting - edge beverage and food technology, in - depth channel experience, detailed consumer insights and an intimate knowledge of our customers» business needs.

Our long history of designing and supporting reliable product inspection solutions for the food industry gives us a unique depth of market and application knowledge, enabling us to develop comprehensive inspection technologies to suit your production needs and facilitate compliance with international and local food safety standards.

In a political climate increasingly challenging the value of science, scientists and engineers need to summon their scientific knowledge and play a larger role in helping inform public policy with solid evidence, said AAAS CEO Rush Holt during a webinar that explored the outlook for science and technology during the first 100 days of the Trump administration.

As laboratory instrumentation and procedures have become ever more complex and sophisticated, a niche has been growing for scientists who possess the in - depth knowledge and skills needed to build, adapt, perfect, and operate the technologies that support the research of other scientists.

A123 has a steep hill to climb Investors give A123 a longer leash than some public companies, because of the company's technology and reputation, and the knowledge that its promised growth market, electric cars, needs time to develop.

As we train young scientists to think about the future applications of their work, we also need to train them in knowledge and technology transfer that is smart, deliberate, and effective.

Understanding the need for invention, the knowledge that invention helps to create and the dual and complementary roles of invention and innovation for 21st century public problem solving is critical — every aspect of our problem solving requirements must be considered and acted upon including talent creation; the skill - set, aspirations and inspiration from our inventors; science, technology, engineering, and mathematics (STEM) basic research; and the innovation ecosystem.

The School of Engineering's mission is to educate engineers committed to the innovative and ethical application of science and technology in addressing the most pressing societal needs, to develop and nurture twenty - first century leadership qualities in its students, faculty, and alumni, and to create and disseminate transformational new knowledge and technologies that further the well - being and sustainability of society in such cross-cutting areas as human health, environmental sustainability, alternative energy, and the human - technology interface.

Programming, laptops, tables and other uses of educational technology have a long history - Seymour Papert was discussing why it was important in the 1970s, but we have only recently started talking about the best methodologies for using the technology, and the kinds of knowledge and skill that teachers need to be able to access if they are going to deploy it effectively.

Even if the technology were ubiquitous (I really like that word) in school and out of school, the answer to that question is simple: Instant knowledge has changed how everyone learns because the questions we need to have answered are just a few clicks away, and this brings up more questions — Can I trust the answers?

Though students need some knowledge of how to use equipment, teaching about technology should never be the focus of the curriculum.

With countries like China and India building larger intensive knowledge based economies the report said that Australia needed to «lift its game» in the teaching of science, technology, engineering and mathematics subjects.

Now schools need to harness the potential of technologies to liberate learning from past conventions and connect learners in new and powerful ways, with new sources of knowledge and with one another.

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.

«As technology becomes an increasingly integral part of education, schools need IT expertise in multiple types of technology, which leaves them with two choices; to find a single IT support specialist with the knowledge and expertise of five different people, which is almost impossible — or to employ multiple experts to cover the vast range of technologies, which is very expensive.

The qualification has been designed specifically for schools, to help them improve the standards of e-safety amongst staff and young people, and follows a 2010 report2 by Ofsted that recommends that schools should: • audit the training needs of all staff and provide training to improve their knowledge of and expertise in the safe and appropriate use of new technologies • work closely with all families to help them ensure that their children use new technologies safely and responsibly both at home and at school • provide an age - related, comprehensive curriculum for e-safety which enables pupils to become safe and responsible users of new technologies.

The need for schools to change radically has been driven largely by the demands of a knowledge age and the ubiquitous nature of technology saysGreg Whitby, Executive Director of Schools, Diocese of Parramatta, NSW and author of Education Gen WiFi (2011).

The Shape project builds on knowledge about the learning needs of pupils with autism, and on the positive potential of technology by working with four different technologies that have been developed specifically for children with autism.

The new computing curriculum which replaces ICT (Information Communication Technology) this September has been specially developed to equip children (in England) with the skills, knowledge and understanding of computing that they will need to participate fully in society.

We all need core knowledge, and now in ever increasing areas (technology, government issues, human rights and ecology pop from the top of my head)-- but the era in which those who knew the most were the best is rapidly wearing off.

Does your SLT have sufficient knowledge of current and future technologies to shape a strategic ICT plan that delivers on your school development needs?

The model provides a way to identify the varied and unique types of knowledge that teachers need to develop in order to integrate technology effectively.

AMTE, building on the work of NCTM, developed a technology position statement focused on teacher preparation that states, «Mathematics teacher preparation programs must ensure that all mathematics teachers and teacher candidates have opportunities to acquire the knowledge and experiences needed to incorporate technology in the context of teaching and learning mathematics.»

Preservice special educators can benefit from opportunities to consider student needs, understandings, and skill levels while planning for and using technology, such as iPad apps, to promote understanding of content knowledge and skills (Courduff et al., 2016; Marino et al, 2009).

KA students engage in learning activities that promote lifelong learning, differentiate instruction to meet individual student needs, require students to collaborate with others, apply their knowledge and skills in new and creative ways with the use of technology, reason critically, and value the responsibility of digital citizenship / decision making.

The TPACK model emphasizes the importance of complex interactions among three domains — technological (TK), pedagogical (PK), and content knowledge (CK)-- needed by teachers to successfully integrate technology into instruction (Koehler et al., 2013).

Human Resource Leadership, Instructional Leadership, Instructional Technology Facilitators Build a Learning Environment that Meets the Instructional Needs of All Learners., Instructional Technology Facilitators Demonstrate Knowledge of Learners and Learning and Promote Effective Instructional Practices in a 21st Century Learning Environment, Instructional Technology Facilitators Demonstrate Leadership, Managerial Leadership, Teachers Facilitate Learning for Their Students

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.

This dynamic framework invites teacher educators to redesign their programs toward developing the knowledge needed for responding to the challenges of integrating technologies such as videos as tools for learning mathematics.

The findings further illustrate the impact upon the teacher candidates in the development of the teacher knowledge needed to teach with technology, or TPACK.

«The rapid advance of technology and the very different way teachers approach teaching today, along with the almost simultaneous [aging] of the nation's education infrastructure, is creating a tremendous need to rebuild schools — yet school officials have very little knowledge about what education will look like 10 or 20 years from now.»

The rapid expansion of available technological tools has prompted scholarly discourse about how Shulman's (1987) construct of pedagogical content knowledge might be built upon to help describe the sort of knowledge teachers need for teaching with technology.

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

Thus, teacher educators need to work with existing pedagogical beliefs, content and technology knowledge and skills, and prior knowledge and experiences and seek ways in which more innovative instructional practices become commonplace and the appropriate and effective utilization of technology to support innovative instructional practices is ensured.

Although I focus on geospatial technology integration in a social studies context, the bulk of these activities could be easily modified to suit the needs of other content areas, because the knowledge that can be gleaned about communities and the world at large is important for any type of culturally responsive practice, not only within social studies education.

As suggested by many authors in the Handbook of Technological Pedagogical Content Knowledge (AACTE Committee on Innovation and Technology, 2008), more research needs to examine the role of teacher preparation programs teachers» beliefs (Niess, 2008), and specific student and school contexts (McCrory, 2008) regarding the nature and development of TPACK.

Ombudsman teachers conduct group and individual instruction in the classroom to improve students... Knowledge of relevant technology * Skills in working with students with diverse needs If you want...

To make informed decisions, both as individuals and as citizens, students need to develop scientific habits of mind and have knowledge about both the natural environment and how it is transformed through technology.

Ultimately, mathematics teacher preparation programs must ensure that all mathematics teachers and teacher candidates have opportunities to acquire the knowledge and experiences needed to incorporate technology within the context of teaching and learning mathematics.

As summarized in a technology position statement prepared by the Technology Committee for the Association of Mathematics Teacher Educators (2005) and approved by the AMTE Board (2006), teacher preparation programs need to focus on strengthening the preservice teachers» knowledge of how to incorporate technology to facilitate student learning of mathematics through experietechnology position statement prepared by the Technology Committee for the Association of Mathematics Teacher Educators (2005) and approved by the AMTE Board (2006), teacher preparation programs need to focus on strengthening the preservice teachers» knowledge of how to incorporate technology to facilitate student learning of mathematics through experieTechnology Committee for the Association of Mathematics Teacher Educators (2005) and approved by the AMTE Board (2006), teacher preparation programs need to focus on strengthening the preservice teachers» knowledge of how to incorporate technology to facilitate student learning of mathematics through experietechnology to facilitate student learning of mathematics through experiences that: