Sentences with phrase «limited access to technology»

Blended Classroom Lessons (good for students at different learning levels, split year classrooms, or limited access to technology resources)

Hanover Research Council (2014) stated that when teachers have limited access to technology resources, they are more likely to discontinue technology use and less likely to have a meaningful change in their teaching pedagogies.

To help parents with the new application process, especially for those with limited access to technology, Families Empowered's bilingual staff worked hosted «Application Nights» events and two large school fairs.

In an effort to explain the decline, State Superintendent White has raised the question of whether the shift to computer - based testing in the most recent NAEP assessment could have negatively impacted scores, especially in poorer states like Louisiana where many children have limited access to technology.

This practical use of social networking is especially helpful to student teachers working in rural schools, some of which have limited access to technology.

The majority of pigs are kept by women in smallholder households, as part of the large informal sub sector, with limited access to technology information and services.

Eric Rubin, a microbiologist at Harvard School of Public Health in Boston, Massachusetts, says that although the probe still requires clinical testing, «a diagnostic based on this principle could make a big impact both in drug development and in controlling disease, especially in areas with limited access to technology».

Their job has been to limit access to technology, not to empower end users, he says.

Project Tomorrow's Speak Up survey, 1 which polled more than 300,000 students, parents, and administrators about 21st - century skills and technology use in school, found that students are increasingly discontented with rules that limit their access to technology at school and prohibit them from using the tools and devices they use outside school, such as cell phones, e-mail, and text messaging.

Not exact matches

Deliver access for only the portions of the paid - for use of your technology needed now, and consider limited additional access / restrictions that allow the user to «grow» into additional use and payment opt - ins.

«Some such groups have limited access to the technical resources, technologies and application know - how to produce solutions to their issues, which is where packages such as we have introduced can be invaluable.»

• The Rural Technology Fund, founded by a tech executive who had limited access to computers when he was growing up in rural Kentucky, helps out - of - the - way schools get equipment and books to help ignite a «spark» for studying electronics, programming or engineering; and gives scholarships to students from rural communities who hope to pursue careers in tTechnology Fund, founded by a tech executive who had limited access to computers when he was growing up in rural Kentucky, helps out - of - the - way schools get equipment and books to help ignite a «spark» for studying electronics, programming or engineering; and gives scholarships to students from rural communities who hope to pursue careers in technologytechnology.

But for centres established by a developed country, access to technology is incredibly limited.

As for improving election security, both Perez and Gronke cited concerns about improving voters» access and making practical changes, such as updating voting booth technology, increasing election funding and requiring every state to adopt risk - limiting audits.

The report observes that India benefits from large numbers of energetic English speakers and «strong» legal and financial systems but notes that many of the country's numerous science and engineering graduates have had only «limited access to first - tier [science and technology] education.»

«Obviously, access to all these neurons with the interface and recording technology that we have today is not possible, and clinical neuroscientists have to work hard to make inferences from very limited data they can access,» he says.

Even if the company could test multiple combustors, access - visibility and camera technology currently limit the researchers» ability to understand and visualize the causes of high - frequency flame instabilities.

«The router technology that lets some countries restrict access to certain information is the same as that which lets our public libraries limit access to unsuitable content.

«This approach is a cost effective option for patients seeking distant access thyroid surgery in an environment where health care resources and access to advanced technology are limited,» concludes Walvekar.

He adds that taking this approach toward data sets in disaster - prone places such as Africa and India — where technology, infrastructure, and access to water and health services is limited but many people have access to cell phones — could help create better contingency plans.

Widespread access to current HIV prevention technologies is limited among groups most vulnerable to HIV infection such as women and adolescent girls.

One school in Scotland noted that a lack of consistent access to technology was the limiting factor that prevented them from adopting a flipped learning approach.

Access to technology is vital, so perhaps outfitting a class with an interactive display and tablet devices, but limiting Wi - Fi access so that students can't use their personal devices is the way to avoid distraction and improve leaAccess to technology is vital, so perhaps outfitting a class with an interactive display and tablet devices, but limiting Wi - Fi access so that students can't use their personal devices is the way to avoid distraction and improve leaaccess so that students can't use their personal devices is the way to avoid distraction and improve learning.

In schools with less access to technology, consider allowing students limited cell phone access or have them return the following class with the answer.

Remote instruction: For schools with severely limited numbers of excellent teachers, like many rural and urban areas, bringing in great, live (though not in - person) teachers through videoconferencing, holographic technology, or other means could give students access to great interactive instruction they'd otherwise miss.

In the report, researchers analyzed the performance of two groups of students: those with «sustained access to network technology at home and at school» and those with more limited, school - only access.

During school security Access control technology can also be used during school hours to limit the access of unauthorised persons to certain specific areas of the site such as science laboratories, IT suites and offices, to protect schoolchildren and Access control technology can also be used during school hours to limit the access of unauthorised persons to certain specific areas of the site such as science laboratories, IT suites and offices, to protect schoolchildren and access of unauthorised persons to certain specific areas of the site such as science laboratories, IT suites and offices, to protect schoolchildren and staff.

Affluent children have continuous access to enriched learning opportunities like camp, lessons, sports, travel, technology, and more, while disadvantaged youngsters have limited or no access to such learning.

McDowell has limited medical services, inadequate access to technology, and substantial drug and alcohol abuse.

However, even with limited access, with careful planning, some risk taking, and an open mind, teachers can successfully use technology to enhance their teaching and bring learning to life for their students.

But socioeconomic disparities like access to technology and digital know - how are limiting participation.

The study also confirmed that many of the barriers to teaching these skills, seen in classrooms, are universal — some of the biggest of which are limited budgets, access to technology, and time to learn new apps.

While it is a worthwhile goal to train preservice teachers as «savvy consumers of technology,» teachers are rarely in positions of authority to make purchasing decisions and are often limited by acceptable use policies set at the district level, including filters and insufficient technology support and maintenance or access to computer labs.

In fact, we would assert that this challenge of identifying and then implementing disciplinary - based rationales for technology use is more persistent and problematic than the typical barriers often cited limiting technology use (e.g., access to computers, software difficulties, etc.).

The nature of the change was limited to discussion, because neither the university nor the students had access to the technology.

In addition, competitive preference will be given to applications that focus on up to two of the following areas: improving early learning outcomes, increasing college access and success, addressing the unique needs of students with disabilities and those with limited English proficiency, improving productivity, and using technology.

I have highlighted three types of activities that would be easy to recreate in other teacher education spaces, especially by teacher educators who have access to limited (technological) resources or are unfamiliar or uncomfortable with geospatial technologies.

A variety of factors have limited the use of technology, including limited access, a lack of knowledge and training related to hardware and software, and a lack of expectations for use in social studies (Ehman & Glenn, 1990).

While technology continues to act as a powerful enabler of access, this limited tech - centric view of «anytime, anywhere» learning fails to fully acknowledge its potential.

Technology exponentially increases possibilities for personalizing, differentiating, and deepening learning, especially for educators who have limited access to on - site professional learning or who are eager to reach beyond the boundaries of their own work setting to join local or global networks to enrich their learning.

Second, use of any technology is closely connected to availability, as seen in Kathy's and Susan's limited access to the school's computer lab and lack of access to different technologies suited to the ELA classroom.

She knows the obstacles students face in their own learning: food and housing insecurity, limited medical and dental care, lack of access to transportation and technology, the list goes on.

Stressing that technology must become an integral part of the teaching and learning process in every setting supporting the preparation of teachers, NSTA (2003) noted that general teaching skills should include the successful use of technological tools, including but not limited to computer technology, to access resources, collect and process data, and facilitate the learning of science.

(1997) E652: Current Research in Post-School Transition Planning (2003) E586: Curriculum Access and Universal Design for Learning (1999) E626: Developing Social Competence for All Students (2002) E650: Diagnosing Communication Disorders in Culturally and Linguistically Diverse Students (2003) E608: Five Homework Strategies for Teaching Students with Disabilities (2001) E654: Five Strategies to Limit the Burdens of Paperwork (2003) E571: Functional Behavior Assessment and Behavior Intervention Plans (1998) E628: Helping Students with Disabilities Participate in Standards - Based Mathematics Curriculum (2002) E625: Helping Students with Disabilities Succeed in State and District Writing Assessments (2002) E597: Improving Post-School Outcomes for Students with Emotional and Behavioral Disorders (2000) E564: Including Students with Disabilities in Large - Scale Testing: Emerging Practices (1998) E568: Integrating Assistive Technology Into the Standard Curriculum (1998) E577: Learning Strategies (1999) E587: Paraeducators: Factors That Influence Their Performance, Development, and Supervision (1999) E735: Planning Accessible Conferences and Meetings (1994) E593: Planning Student - Directed Transitions to Adult Life (2000) E580: Positive Behavior Support and Functional Assessment (1999) E633: Promoting the Self - Determination of Students with Severe Disabilities (2002) E609: Public Charter Schools and Students with Disabilities (2001) E616: Research on Full - Service Schools and Students with Disabilities (2001) E563: School - Wide Behavioral Management Systems (1998) E632: Self - Determination and the Education of Students with Disabilities (2002) E585: Special Education in Alternative Education Programs (1999) E599: Strategic Processing of Text: Improving Reading Comprehension for Students with Learning Disabilities (2000) E638: Strategy Instruction (2002) E579: Student Groupings for Reading Instruction (1999) E621: Students with Disabilities in Correctional Facilities (2001) E627: Substance Abuse Prevention and Intervention for Students with Disabilities: A Call to Educators (2002) E642: Supporting Paraeducators: A Summary of Current Practices (2003) E647: Teaching Decision Making to Students with Learning Disabilities by Promoting Self - Determination (2003) E590: Teaching Expressive Writing To Students with Learning Disabilities (1999) E605: The Individualized Family Service Plan (IFSP)(2000) E592: The Link Between Functional Behavioral Assessments (FBAs) and Behavioral Intervention Plans (BIPs)(2000) E641: Universally Designed Instruction (2003) E639: Using Scaffolded Instruction to Optimize Learning (2002) E572: Violence and Aggression in Children and Youth (1998) E635: What Does a Principal Need to Know About Inclusioto Limit the Burdens of Paperwork (2003) E571: Functional Behavior Assessment and Behavior Intervention Plans (1998) E628: Helping Students with Disabilities Participate in Standards - Based Mathematics Curriculum (2002) E625: Helping Students with Disabilities Succeed in State and District Writing Assessments (2002) E597: Improving Post-School Outcomes for Students with Emotional and Behavioral Disorders (2000) E564: Including Students with Disabilities in Large - Scale Testing: Emerging Practices (1998) E568: Integrating Assistive Technology Into the Standard Curriculum (1998) E577: Learning Strategies (1999) E587: Paraeducators: Factors That Influence Their Performance, Development, and Supervision (1999) E735: Planning Accessible Conferences and Meetings (1994) E593: Planning Student - Directed Transitions to Adult Life (2000) E580: Positive Behavior Support and Functional Assessment (1999) E633: Promoting the Self - Determination of Students with Severe Disabilities (2002) E609: Public Charter Schools and Students with Disabilities (2001) E616: Research on Full - Service Schools and Students with Disabilities (2001) E563: School - Wide Behavioral Management Systems (1998) E632: Self - Determination and the Education of Students with Disabilities (2002) E585: Special Education in Alternative Education Programs (1999) E599: Strategic Processing of Text: Improving Reading Comprehension for Students with Learning Disabilities (2000) E638: Strategy Instruction (2002) E579: Student Groupings for Reading Instruction (1999) E621: Students with Disabilities in Correctional Facilities (2001) E627: Substance Abuse Prevention and Intervention for Students with Disabilities: A Call to Educators (2002) E642: Supporting Paraeducators: A Summary of Current Practices (2003) E647: Teaching Decision Making to Students with Learning Disabilities by Promoting Self - Determination (2003) E590: Teaching Expressive Writing To Students with Learning Disabilities (1999) E605: The Individualized Family Service Plan (IFSP)(2000) E592: The Link Between Functional Behavioral Assessments (FBAs) and Behavioral Intervention Plans (BIPs)(2000) E641: Universally Designed Instruction (2003) E639: Using Scaffolded Instruction to Optimize Learning (2002) E572: Violence and Aggression in Children and Youth (1998) E635: What Does a Principal Need to Know About Inclusioto Adult Life (2000) E580: Positive Behavior Support and Functional Assessment (1999) E633: Promoting the Self - Determination of Students with Severe Disabilities (2002) E609: Public Charter Schools and Students with Disabilities (2001) E616: Research on Full - Service Schools and Students with Disabilities (2001) E563: School - Wide Behavioral Management Systems (1998) E632: Self - Determination and the Education of Students with Disabilities (2002) E585: Special Education in Alternative Education Programs (1999) E599: Strategic Processing of Text: Improving Reading Comprehension for Students with Learning Disabilities (2000) E638: Strategy Instruction (2002) E579: Student Groupings for Reading Instruction (1999) E621: Students with Disabilities in Correctional Facilities (2001) E627: Substance Abuse Prevention and Intervention for Students with Disabilities: A Call to Educators (2002) E642: Supporting Paraeducators: A Summary of Current Practices (2003) E647: Teaching Decision Making to Students with Learning Disabilities by Promoting Self - Determination (2003) E590: Teaching Expressive Writing To Students with Learning Disabilities (1999) E605: The Individualized Family Service Plan (IFSP)(2000) E592: The Link Between Functional Behavioral Assessments (FBAs) and Behavioral Intervention Plans (BIPs)(2000) E641: Universally Designed Instruction (2003) E639: Using Scaffolded Instruction to Optimize Learning (2002) E572: Violence and Aggression in Children and Youth (1998) E635: What Does a Principal Need to Know About Inclusioto Educators (2002) E642: Supporting Paraeducators: A Summary of Current Practices (2003) E647: Teaching Decision Making to Students with Learning Disabilities by Promoting Self - Determination (2003) E590: Teaching Expressive Writing To Students with Learning Disabilities (1999) E605: The Individualized Family Service Plan (IFSP)(2000) E592: The Link Between Functional Behavioral Assessments (FBAs) and Behavioral Intervention Plans (BIPs)(2000) E641: Universally Designed Instruction (2003) E639: Using Scaffolded Instruction to Optimize Learning (2002) E572: Violence and Aggression in Children and Youth (1998) E635: What Does a Principal Need to Know About Inclusioto Students with Learning Disabilities by Promoting Self - Determination (2003) E590: Teaching Expressive Writing To Students with Learning Disabilities (1999) E605: The Individualized Family Service Plan (IFSP)(2000) E592: The Link Between Functional Behavioral Assessments (FBAs) and Behavioral Intervention Plans (BIPs)(2000) E641: Universally Designed Instruction (2003) E639: Using Scaffolded Instruction to Optimize Learning (2002) E572: Violence and Aggression in Children and Youth (1998) E635: What Does a Principal Need to Know About InclusioTo Students with Learning Disabilities (1999) E605: The Individualized Family Service Plan (IFSP)(2000) E592: The Link Between Functional Behavioral Assessments (FBAs) and Behavioral Intervention Plans (BIPs)(2000) E641: Universally Designed Instruction (2003) E639: Using Scaffolded Instruction to Optimize Learning (2002) E572: Violence and Aggression in Children and Youth (1998) E635: What Does a Principal Need to Know About Inclusioto Optimize Learning (2002) E572: Violence and Aggression in Children and Youth (1998) E635: What Does a Principal Need to Know About Inclusioto Know About Inclusion?

«Teachers realize that while their own impact on children is great, it is not as great as the influence of many other factors, including but not limited to poverty, language proficiency, home life, learning disabilities, level of parental involvement and education, and access to proper facilities and technologies,» said West Hartford teacher Ted Goerner.

Technology once limited to premium SUVs: award - winning Uconnect Access, Uconnect touchscreen radios and the segment's largest full - color instrument cluster

In addition to the striking design, human - focused technology, and uncompromised workmanship found in all Hyundai vehicles, a Hyundai CPO vehicle comes fully - equipped with the following suite of benefits valued at $ 2,066: A 10 - Year / 100, 000 - Mile Powertrain Limited Warranty plus the remainder of the 5 - Year / 60, 000 - Mile new vehicle limited warranty; A Comprehensive 150 - Point Inspection; 10 - Year / Unlimited Mileage Roadside Assistance; Rental Car & Travel Interruption Reimbursement for covered repairs3 - Month of No - Charge SiriusXM Radio All Access Trial; And the peace - of - mind provided by a complimentary CARFAX Vehicle History Limited Warranty plus the remainder of the 5 - Year / 60, 000 - Mile new vehicle limited warranty; A Comprehensive 150 - Point Inspection; 10 - Year / Unlimited Mileage Roadside Assistance; Rental Car & Travel Interruption Reimbursement for covered repairs3 - Month of No - Charge SiriusXM Radio All Access Trial; And the peace - of - mind provided by a complimentary CARFAX Vehicle History limited warranty; A Comprehensive 150 - Point Inspection; 10 - Year / Unlimited Mileage Roadside Assistance; Rental Car & Travel Interruption Reimbursement for covered repairs3 - Month of No - Charge SiriusXM Radio All Access Trial; And the peace - of - mind provided by a complimentary CARFAX Vehicle History Report.

You can also set regulations for the teen's key fob to limit their speed or technology access.

I am delighted to share with you that Superintendent Woods» letter to the governor mentions library media centers: These activities include but are not limited to: Advanced Placement, arts integration, computer science education, early childhood education, gifted education, health education and services, physical education, media and library services, out - of - school learning opportunities, school climate, STEM / STEAM, social studies / civics, technology integration, digital access, and world languages.

That's no doubt a part of this, but, like Google Family Link and Facebook's Messenger Kids before it, FreeTime on Alexa addresses a real issue: Kids are getting exposed to technology at a very young age, and the nature of the Amazon Echo makes it hard for parents to limit children's access without turning it off entirely.