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).
There was something for everyone on the menu:
using Apple
technology, developing research - based practices to teach
students in the early grades, engaging
students through digital instruction, understanding the new teacher evaluation system as set by state law, preventing high - risk
student behaviors and how Community Learning
Schools meet the needs
of students and their families.
Theo Allen, a math
student at NYU's Tandon
School of Engineering who attended Tuesday's event, said he'll be participating
in the competition, and mentioned three
technologies he'll look at: a gun that can be locked
using a smart phone app; a gun activated by a fingerprint reader; and a gun that can only be
used if triggered by a digital chip embedded
in a nearby device, like a ring.
Articles on Science and Disability, 1970s Correspondence, 1970s Articles on Science and Disability, 1980s Conferences on Science and Disability, 1980s Correspondence, 1980s Articles on Science and Disability, 1990s Conferences on Science and Disability, 1990s Correspondence, 1990s Project Proposals (funded) on Science and Disability, 1990s Articles on Science and Disability, 2000s Conferences on Science and Disability, 2000s Correspondence, 2000s AAAS Annual Meeting - Barrier Free, 1976 A Disgn for Utilizing Successful Disabled Scientists as Role Models - Final Report, 1977 - 1978 Utilization
of Scientific Professional Society Placement Services - Final Report, 1978 - 1980 Within Reach: Out
of School Opportunities for Youth - A Guide, 1981 Appropriate
Technology: Its Design and
Use by Disabled People, Workshop, Tel Aviv, Israel, Nov. 20, 1984 Appropriate
Technology Workshop Papers, Nov. 20, 1984 Linkages Project meeting, Feb. 11, 1986 China Fund for the Handicapped: Deng Pufang, US Visit, Oct. 10,1987 Teaching Science and Mathematics to
Students with Learning Disabilities: Challenges and Resources (NSF Grant 9552586), Jan. 1990 Recruitment and Retention
of Students and Faculty with Disabilities
in Schools of Engineering (NSF Grant EID 9101122), 1990 - 1995 Agenda for Access: Scientists and Engineers with Disabilities, Oct. 1991 High
School, High Tech, 1993 Model Undergraduate Project for the Disabled: A Study
of Issues involved
in underrepresentation (NSF Grand HRD 9054022), Jan. 31, 1994 AAAS - NASA ACCESS - Summer internship program, 1996 - 1997 AAAS - National Easter Seals Society ACCESS Science, 1996 - 1998 ENTRY POINT!
Advocates
of online
schools argue that new
technologies used in online learning have the potential to expand the courses available to
students and provide flexibility
in location and scheduling.
For teachers
in many
school districts, being able to buy a classroom's worth
of science,
technology, engineering, and math kits for
student use may be impossible.
The website was founded
in 2006 by Massachusetts Institute
of Technology graduate Brandon Wade, who
used student loans to pay for his
schooling.
According to an Ofsted report on The Importance
of ICT — Information and communication
technology in primary and secondary
schools, 2005/2008 it was found that: «
Using ICT was contributing positively to the personal development and future economic well - being
of pupils and
students.
As Pam Van Walleghen, a teacher at Urbana Middle
School in Urbana, Illinois, testified, «Giving
students the opportunity to do «real science»
using state -
of - the - art
technology is about as exciting as education can get.»
Stay tuned to the grant winners: Academy 21 at Franklin Central Supervisory Union
in Vermont, which is focused on a high - need, predominantly rural community; Cornerstone Charter
Schools in Michigan, which seeks to prepare Detroit students for college and health - focused careers; Da Vinci Schools in California, which will integrate blended learning, early college, and real - world experiences with its existing project - based learning approach; Education Achievement Authority in Michigan, which, as part of the statewide turnaround authority is trying to create a student - centric system for students in Detroit; Match Education in Massachusetts, which already operates high - performing schools in Boston and will now focus on using technology to increase the effectiveness of its one - on - one tutoring; Schools for the Future in Michigan, which will serve students significantly below grade level; Summit Public Schools in California, which aims to build off its experiments in blended - learning models to launch a competency - based school; and Venture Academies in Minnesota, which is a new charter organization that will focus on accelerated college credit attainment and cultivation of entrepreneurial lead
Schools in Michigan, which seeks to prepare Detroit
students for college and health - focused careers; Da Vinci
Schools in California, which will integrate blended learning, early college, and real - world experiences with its existing project - based learning approach; Education Achievement Authority in Michigan, which, as part of the statewide turnaround authority is trying to create a student - centric system for students in Detroit; Match Education in Massachusetts, which already operates high - performing schools in Boston and will now focus on using technology to increase the effectiveness of its one - on - one tutoring; Schools for the Future in Michigan, which will serve students significantly below grade level; Summit Public Schools in California, which aims to build off its experiments in blended - learning models to launch a competency - based school; and Venture Academies in Minnesota, which is a new charter organization that will focus on accelerated college credit attainment and cultivation of entrepreneurial lead
Schools in California, which will integrate blended learning, early college, and real - world experiences with its existing project - based learning approach; Education Achievement Authority
in Michigan, which, as part
of the statewide turnaround authority is trying to create a
student - centric system for
students in Detroit; Match Education
in Massachusetts, which already operates high - performing
schools in Boston and will now focus on using technology to increase the effectiveness of its one - on - one tutoring; Schools for the Future in Michigan, which will serve students significantly below grade level; Summit Public Schools in California, which aims to build off its experiments in blended - learning models to launch a competency - based school; and Venture Academies in Minnesota, which is a new charter organization that will focus on accelerated college credit attainment and cultivation of entrepreneurial lead
schools in Boston and will now focus on
using technology to increase the effectiveness
of its one - on - one tutoring;
Schools for the Future in Michigan, which will serve students significantly below grade level; Summit Public Schools in California, which aims to build off its experiments in blended - learning models to launch a competency - based school; and Venture Academies in Minnesota, which is a new charter organization that will focus on accelerated college credit attainment and cultivation of entrepreneurial lead
Schools for the Future
in Michigan, which will serve
students significantly below grade level; Summit Public
Schools in California, which aims to build off its experiments in blended - learning models to launch a competency - based school; and Venture Academies in Minnesota, which is a new charter organization that will focus on accelerated college credit attainment and cultivation of entrepreneurial lead
Schools in California, which aims to build off its experiments
in blended - learning models to launch a competency - based
school; and Venture Academies
in Minnesota, which is a new charter organization that will focus on accelerated college credit attainment and cultivation
of entrepreneurial leadership.
Kate Copping - Westgarth Primary
School, Victoria Using Data to Develop Collaborative Practice and Improve Student Learning Outcomes Dr Bronte Nicholls and Jason Loke, Australian Science and Mathematics School, South Australia Using New Technology for Classroom Assessment: An iPad app to measure learning in dance education Sue Mullane - Sunshine Special Developmental School, Victoria Dr Kim Dunphy - Making Dance Matter, Victoria Effective Differentiation: Changing outcomes in a multi-campus school Yvonne Reilly and Jodie Parsons - Sunshine College, Victoria Improving Numeracy Outcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western Aus
School, Victoria
Using Data to Develop Collaborative Practice and Improve
Student Learning Outcomes Dr Bronte Nicholls and Jason Loke, Australian Science and Mathematics
School, South Australia Using New Technology for Classroom Assessment: An iPad app to measure learning in dance education Sue Mullane - Sunshine Special Developmental School, Victoria Dr Kim Dunphy - Making Dance Matter, Victoria Effective Differentiation: Changing outcomes in a multi-campus school Yvonne Reilly and Jodie Parsons - Sunshine College, Victoria Improving Numeracy Outcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western Aus
School, South Australia
Using New
Technology for Classroom Assessment: An iPad app to measure learning
in dance education Sue Mullane - Sunshine Special Developmental
School, Victoria Dr Kim Dunphy - Making Dance Matter, Victoria Effective Differentiation: Changing outcomes in a multi-campus school Yvonne Reilly and Jodie Parsons - Sunshine College, Victoria Improving Numeracy Outcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western Aus
School, Victoria Dr Kim Dunphy - Making Dance Matter, Victoria Effective Differentiation: Changing outcomes
in a multi-campus
school Yvonne Reilly and Jodie Parsons - Sunshine College, Victoria Improving Numeracy Outcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western Aus
school Yvonne Reilly and Jodie Parsons - Sunshine College, Victoria Improving Numeracy Outcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All
Students» Zones
of Proximal Development Holly Bishop - Westgarth Primary
School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western Aus
School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar:
School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western Aus
School Improvement
in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community
School, Western Aus
School, Western Australia
As the
use of technology in schools grows rapidly — whether
in blended - learning environments, for project - based learning, or just because it's the fad du jour — how much time
students should spend learning on a computer is a point
of contention.
Their
use of technology goes far beyond the level
of student engagement with computers that has been
in place
in most U.S.
schools to date.
At Minnesota's
School of Environmental Studies, high school students learn about becoming an expert and solving real problems — doing in - depth, interdisciplinary research using innovative technology that results in practical applica
School of Environmental Studies, high
school students learn about becoming an expert and solving real problems — doing in - depth, interdisciplinary research using innovative technology that results in practical applica
school students learn about becoming an expert and solving real problems — doing
in - depth, interdisciplinary research
using innovative
technology that results
in practical applications.
When she started working at a small independent
school in Newport, R.I.,
in 2006, as director
of technology, she also told her
students not to
use Wikipedia.
When
students have
in their hands the suite
of personal digital
technologies that they
use 24 hours, seven days a week, the way is opened for
schools to readily harness that
technology and benefit from the opportunities being opened
in every area
of learning; to further lower the
school walls, to better individualise teaching and assessment, to interface with the apposite evermore powerful online learning facilities, to marry the «
in» and «out»
of school learning and teaching, and for the children to learn
in context anywhere, anytime.
In spite
of that, Crochet thinks, the
school has a way to go before its staff and 150
students make the best
use of that
technology.
The
school's innovative approach to teaching and learning is evident through the incorporation
of PBL, integration
of technology in all aspects
of learning,
student - led design
of flexible learning spaces, the
use of social media and rich and authentic connections with the wider community.
Our
school is mid-pivot
in technology — we're
in our second year
of a middle
school 1:2 iPad program, our first year
of having a cart
of iPads available for elementary, and our last year
of two PC labs for the
students to
use (next year we'll have only one lab).
Apple CEO Tim Cook visited the Woodberry Down
School in Harringay earlier this year to see how
students and educators are
using iPads
in the classroom.During his visit, Tim Cook spoke about the presence
of technology in the classroom, noting that it's a «compliment to tradition teaching and not a substitute.»
In our middle school makerspace, students have been using a variety of tools and technologies in a variety of projects and activitie
In our middle
school makerspace,
students have been
using a variety
of tools and
technologies in a variety of projects and activitie
in a variety
of projects and activities.
Although safety should remain an important aspect
of AUPs, such policies should also promote effective
use of the Internet and ensure that every
student benefits fully from the substantial investments
schools have made
in educational
technology.
Fort Sumner Municipal
Schools students who took part
in a Zune media player pilot study
used the
technology to study during long bus and car rides and to access study materials including video, audio, and Microsoft PowerPoint slides
in their rural part
of New Mexico.
It makes it easier to reimagine
schools in ways that make better
use of today's talent and
technology in order to meet the need
of real
students.
In particular, EdSurge with the Charter
School Growth Fund is hosting «DIY Learning: The New School,» which promises to allow people to remake school completely and celebrate how «educators, students and entrepreneurs are using technology to put students at the center of learning — and help them construct personalized learning experiences that stimulate engagement, critical thinking skills and creativity.&
School Growth Fund is hosting «DIY Learning: The New
School,» which promises to allow people to remake school completely and celebrate how «educators, students and entrepreneurs are using technology to put students at the center of learning — and help them construct personalized learning experiences that stimulate engagement, critical thinking skills and creativity.&
School,» which promises to allow people to remake
school completely and celebrate how «educators, students and entrepreneurs are using technology to put students at the center of learning — and help them construct personalized learning experiences that stimulate engagement, critical thinking skills and creativity.&
school completely and celebrate how «educators,
students and entrepreneurs are
using technology to put
students at the center
of learning — and help them construct personalized learning experiences that stimulate engagement, critical thinking skills and creativity.»
A growing number
of examples show that
used well, blended learning — and hence education
technology — can help boost
student achievement
in both charter and district
school settings.
Even so,
schools still vary greatly
in terms
of quality and
use of technology available to
students.
There is a long history
of schools using technologies to,
in effect, sustain the chalkboard and prop up the 20th - century factory model classroom with the teacher
in front
of 20 to 30
students of the same age.
Any investment a
school makes
in technology should be something that can be
used in multiple settings for multiple purposes by multiple sets
of students.
In a recent Guardian article, Mike Britland, head of ICT at a comprehensive school in Bournemouth, said technology was allowing students to be more independent in the classroom, and considered that making use of technology that «gives students the freedom to discover solutions to problems both independently and collaboratively is a force for good.&raqu
In a recent Guardian article, Mike Britland, head
of ICT at a comprehensive
school in Bournemouth, said technology was allowing students to be more independent in the classroom, and considered that making use of technology that «gives students the freedom to discover solutions to problems both independently and collaboratively is a force for good.&raqu
in Bournemouth, said
technology was allowing
students to be more independent
in the classroom, and considered that making use of technology that «gives students the freedom to discover solutions to problems both independently and collaboratively is a force for good.&raqu
in the classroom, and considered that making
use of technology that «gives
students the freedom to discover solutions to problems both independently and collaboratively is a force for good.»
As the
use of technology in schools grows rapidly — whether
in blended - learning environments, for project - based learning, or just because it's the fad du jour — the amount
of time
students should spend learning on computers is a point
of contention.
The current generation
of students has grown up with
technology and want to
use it
in every aspect
of their daily lives — including
school.
Five
student groups shared their presentations with ISTE's Leadership Symposium, which is made up
of more than 150 educators from across the country who strive to develop and model the effective
use of technology in education
in their
schools,
school districts, and states.
In the middle
school math classroom,
technology can be
used to help
students reach mastery
of these Common Core skills.
If
technology has become an ever - present constant
in our lives, then surely one
of the most important things that
schools must do is teach
students how to
use it effectively and meaningfully?
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.
In «The Impact
of Computing
Technology on
School Mathematics,» the National Council
of Teachers
of Mathematics argues that the
use of calculators and computers to solve quantitative problems has «diminished the value»
of having
students master mechanical computations.
He said, «Rethinking policies around seat - time requirements, class size, compensating teachers based on their educational credentials, the
use of technology in the classroom, inequitable
school financing, the over placement
of students in special education — almost all
of these potentially transformative productivity gains are primarily state and local issues that have to be grappled with.»
Competition has enriched the options for
students and accelerated the
use of information
technology in schools of all kinds.
Charter
schools need the flexibility to move to new facilities if their current buildings are
in the wrong place or can't accommodate instructional innovations (for example, new
uses of technology,
student grouping strategies, blended learning models).
This
school in Chula Vista, California, has been recognized for its innovative efforts to support the needs
of its multilingual
student population through the
use of technology - enhanced project - based learning.
we need to focus on a more productive question: «How are
technologies best
used in education to help
students achieve and prepare for the world outside
of school?»
Over the past 25 years, I have conducted research on the
use of technology for enhancing learning
in students with mild disabilities and those who are at - risk
of school failure.
I find it intriguing that we have not fully realised the affordance that
technology offers
in relation to real - time (just
in - time) formative assessment practices that research tells us makes a significant impact on
student learning (Wiliam, Black, Hattie) I have a pre-
school age child whose
school uses a «reporting / communication» tool where daily updates are captured by the educators including work samples, outcomes linked, photos
of my child engaged
in learning tasks etc..
The McGraw - Hill
School Interactive imprint is aimed at
students in grades K - 8 and makes
use of CD - rom and Internet
technologies.
Studies, by myself and
in conjunction with colleagues,
of over 70 pathfinder (early adopter)
schools from the UK, US, New Zealand and Australia, that have or nearly have normalised the whole
school use of the
student's own digital
technology in all facets
of their operations, provide a telling insight into what happens with
schools as organisations when they move from their traditional paper to a digital operational base (Lee & Finger, 2010), (Lee & Levins, 2012), (Lee & Ward, 2013), (Lee & Broadie, 2014), (www.schoolevolutionarystages.net).
Our annual «Impact
of New
Technologies» survey into the views
of English Maintained
Schools on a range of new technologies used by teachers and students carried out in conjunction with the National Education Research Panel (NERP) shows that an increasing majority of schools (56 per cent primary, 65 per cent secondary schools) feel they are now definitely unable, or unlikely to be able, to maintain planned new technologies investments for 2
Schools on a range
of new
technologies used by teachers and
students carried out
in conjunction with the National Education Research Panel (NERP) shows that an increasing majority
of schools (56 per cent primary, 65 per cent secondary schools) feel they are now definitely unable, or unlikely to be able, to maintain planned new technologies investments for 2
schools (56 per cent primary, 65 per cent secondary
schools) feel they are now definitely unable, or unlikely to be able, to maintain planned new technologies investments for 2
schools) feel they are now definitely unable, or unlikely to be able, to maintain planned new
technologies investments for 2011/12.
Jarrod Robinson explains why
schools should stop confiscating these amazing pieces
of technology, and how phones can be
used to engage
students in learning.
As reflected by the recent controversy
of child pornography involving under - aged
students in at least 70 public and private
schools throughout Australia, the increased rate at which the
use, and misuse,
of technology in schools has generated a multitude
of new legal issues surrounding the
use of social and other digital media that most could not have anticipated a few short years ago.
In this report, we try to answer why this is, and to draw a nuanced picture of how learning is affected by students» use of technology, how well students master some new skills that are important in a digital world, and how teachers and schools are integrating ICT into students» learning experience
In this report, we try to answer why this is, and to draw a nuanced picture
of how learning is affected by
students»
use of technology, how well
students master some new skills that are important
in a digital world, and how teachers and schools are integrating ICT into students» learning experience
in a digital world, and how teachers and
schools are integrating ICT into
students» learning experiences.