Not exact matches
Haskayne's Information
Technology (IT) group has highly trained and skilled individuals committed to supporting Haskayne faculty, staff and students» technology needs by providing access to information and technology
Technology (IT) group has highly trained and skilled individuals committed
to supporting Haskayne faculty, staff and
students»
technology needs by providing access to information and technology
technology needs by providing
access to information and
technology technology resources.
«We're looking for extra
support for these
students, particularly
technology assistance, but in terms of
access to parents, I don't think there's ever been a chancellor or has done more.»
The broader
access to modern
technology and infrastructure enabled by these funds will
support our work
to ensure that all
students have the tools and resources they need
to excel in school and come
to college ready.
Provide
Access to Speech -
to - Text Tools: Assistive
technology accommodations can
support students with dysgraphia in their classroom writing tasks in all grades.
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.
Eastwood imagines that over time these
technologies would also know the different
students based on their reading levels, numeracy, background knowledge, and other areas, such that it could provide
access to the appropriate OER content
to support that specific child in continuing her learning.
The promise of a personalized education system is enormous: we are witnessing an era when new school models and structures, often
supported by
technology, can tailor learning experiences
to each
student and allow
students more choice in how they
access and navigate those experiences.
Enquiry - based, problem - based and exploratory learning are all facilitated by the use of
technology and
students are increasingly
supported by new
technologies to take control of their learning through
accessing resources, monitoring their progress and connecting with peers
to gain feedback.
Having decided not only
to allow consumer
technology into the classroom, but also
to encourage its widespread use by installing a wi - fi cloud in the school via a managed wireless solution so that
students can
access the internet on their handheld devices, the school had
to ensure that all its staff were on board and could
support the school's innovative approach.
They fear the possible end
to traditional print books altogether, that too much control over our children's education will be in the hands of Apple, that outfitting each
student with an iPad and requisite IT
support will create additional financial burdens on school budgets, and that existing
access gaps may be widened when some schools can not afford the
technology.
This session will discuss why schools should embrace and create policies that
support the use of
student - owned devices as mobile learning devices
to increase equitable
access to technology, enhance the learning experience, and teach digital responsibility.
This analysis will include not only the speed of Internet
access, the technical training of teachers, how many hours a day
students have
access to computers, and whether this
technology is available
to students with disabilities, but also whether «
students have
access to necessary
technology outside of school and how school districts
support students who do not have Internet
access at home.»
These innovations include virtual courses for
students (e.g., Virtual High School and Florida Virtual School); ubiquitous
technology programs in which every
student and teacher receives a laptop and every school has wireless
access (e.g., in every public grade 7 and 8 classroom in Maine);
technology used
to support inquiry - based learning (e.g., the Missouri - based eMINTS program), and online courses and workshops for preservice and in - service teachers (e.g., the EDC EdTech Leaders Online program).
The report recommended that: policy makers ensure curriculum and assessments are aligned at state, district and local levels; districts survey teachers on test prep activities and keep those that are highly rated, while dropping those that aren't; districts expand
access to technology so
students can develop skills before taking tests and teachers can
support them; and districts only use interim tests aimed at predicting performance on end - of - the - year tests, if teachers believe they are high - quality.
The report provides both national and state - by - state data and examines teacher and
student access to instructional
technology, teachers» efforts
to integrate
technology in mathematics instruction and assessment,
student use of
technology in mathematics learning, and the
technology - related development and
support that states provide
to teachers.
Technology - based learning can help FE institutions provide a personalised learning experience
to encourage registrations and retention through engaging course content and delivery, ensure a motivational learning experience and
support flexible
access that helps
students manage their time.
Educational
technology can be used
to support school culture by providing parents, teachers, and
students more opportunities for collaboration, easy
access to in - the - moment data, and provide alternative ways
to monitor progress toward individual
student and school culture goals.
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 classrooms.
With decreasing costs and increasing functionality, usability, and
access, the potential of
technology in the social studies classroom
to support transformative and innovative instructional approaches and more meaningful and appropriate learning opportunities for
students is greater than ever.
Over half of teachers in high - poverty schools, «agreed that the «lack of resources or
access to digital
technologies among
students» is a challenge in their classrooms» and that its «results are strongest when the uses of
technology... are combined with strategic teacher
support...» (Darling - Hammond et al. 2014).
Complex
technology projects, such as the development of a statewide educational network
to ensure Michigan
students have
access to the bandwidth needed
to support classroom initiatives; expanded use of online learning for
students and educators and delivery of online assessments; broad - based
technology purchasing strategies; and a host of other capacity - building efforts have been positively impacted by Luke Wittum's leadership and involvement.
The goal, ultimately, is
to increasing
student achievement through
access to technology supported by broadband internet.
While teachers use
technology to access and manipulate data, gather resources, and enhance instruction, teachers who
support student - centered instruction fully understand that in the hands of their
students,
technology offers the potential
to problem solve in a real - world context (Lajoie, 2000) and
to construct knowledge through global interaction.
The
Student Support and Academic Enrichment (SSAE) program is intended to increasing the capacity of local educational agencies, schools, and local communities to provide all students with access to a well - rounded education, improve school conditions for student learning, and enhance the use of technology in order to improve the academic achievement and digital literacy of all st
Student Support and Academic Enrichment (SSAE) program is intended
to increasing the capacity of local educational agencies, schools, and local communities
to provide all
students with
access to a well - rounded education, improve school conditions for
student learning, and enhance the use of technology in order to improve the academic achievement and digital literacy of all st
student learning, and enhance the use of
technology in order
to improve the academic achievement and digital literacy of all
students.
Digital learning — Any instructional practice that uses
technology to support student learning, including digital learning content (which may include openly licensed content, software or simulations);
access to online databases and
to primary source documents; online and computer - based formative and cumulative assessments; interactive collaborative environments which may allow
student collaboration with content experts and peers; hybrid or blended learning; and fully online course opportunities.
For the promise of personalized learning
to be realized, the following combination is needed: a rigorous digital curriculum,
technology that enables
access for all
students, an implementation plan that provides professional learning and
support for educators, and ongoing evaluation against program goals.
Impactful personalized learning requires: establishing a common vision; providing educators with professional learning opportunities
to successfully implement personalized learning techniques and
technologies; a qualified teacher
to guide and
support students; and
access to high - quality digital curriculum that
supports student learning.
Launched in 2011, Project Leadership and Investment for Transformation, or L.I.F.T., is a five - year initiative in nine low - performing schools in Charlotte, North Carolina.35 The project focuses on innovative strategies
to provide
students with extended learning time and increased
access to technology while
supporting community engagement and excellent teaching.36 Project L.I.F.T. worked with Public Impact — a nonprofit organization that works with school districts
to create innovative school models —
to design hybrid teacher - leader roles that «extend the reach» of high - performing teachers
to more
students.37 These «multi-classroom leaders» continue
to teach while leading teams of teachers and assuming responsibility for the learning of all
students taught by their team.38 For this advanced role, teachers earn supplements of up
to $ 23,000 annually, funded sustainably by reallocating funds within current budgets.39
In the Youth Tekies project through IDRA's Parent Information Resource Center, IDRA is working closely with emerging
student leaders, parent leaders, and community - and faith - based organizations in the Rio Grande Valley
to support intergenerational
access to technology and engagement in school reform.
Students with disabilities receive
access through the delivery of resources and accommodations tailored
to each
student's individual abilities and needs, including assistive
technologies and individualized
support.
An NCTM (2008) statement on the role of
technology in mathematics education asserted that «with guidance from effective mathematics teachers,
students at different levels can use [
technology]
to support and extend mathematical reasoning and sense making, gain
access to mathematical content and problem - solving contexts, and enhance computational fluency» (para. 1).
Establishes Florida Virtual Campus at the postsecondary level
to provide
access to online
student & library
support services &
to serve as statewide resource & clearinghouse for
technology - based public postsecondary education distance learning courses & degree programs.
Evidence
supporting the third Project RED hypothesis: Continuous
access to a computing device for every
student leads
to increased academic achievement and financial benefits, especially when
technology is properly implemented.
Schools and districts must
support students» reading skills and
access to technology simultaneously as a
student can not take full advantage of available digital resources without both digital literacy and the necessary technological tools and connections.
• Efficient and effective use of
technology •
Student engagement and voice in the educational process • Teachers as facilitators and mentors • Integrated learning experiences, including makerspaces, genius hour, project - based learning, and online instructional strategies • 24/7
access to learning • What career and college knowledge, skills and dispositions are critical • Transforming the learning environment beyond the walls of the classroom and the defined school day schedule • Competency based curriculum
to support mastery learning
Instead, schools and districts must start
to invest more in education
technology, ensuring all
students have
access to the tools they need, while all teachers have the
support and training necessary
to confidently use new
technologies in the classroom.
(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 Inclusio
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 Inclusio
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 Inclusio
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 Inclusio
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 Inclusio
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 Inclusio
to Optimize Learning (2002) E572: Violence and Aggression in Children and Youth (1998) E635: What Does a Principal Need
to Know About Inclusio
to Know About Inclusion?
«Ensuring each of our high school
students has a Chromebook ensures that they have
access to high - quality resources and information that
support their learning,» said Instructional
Technology Coordinator Rachel Gorton.
Technology supported student learning by giving them [
students]
access to first hand accounts in a variety of formats.
Title IV Part A —
Student Support and Academic Enrichment authorizes a grant
to local school districts
to identify and address
technology readiness needs including Internet connectivity and
access to school libraries.
The Center conducts research, builds software tools, teaches classes and
supports faculty, staff and
student projects on
access to justice and
technology.
Our dedicated, in - house technical
support staff and redundant server
technologies ensure 99.9 % system up - time, meaning
students have convenient
access to Your Michigan Basic Driver Improvement Course whenever they want it.
Registered Nurse / Instructor — Duties & Responsibilities Provide exceptional patient care and medical team
support across multiple medical specialties Skilled in surgical, cardiac, pulmonary, medical, radiology, pediatrics, and emergency room medicine Maintain working knowledge of current medical
technology, procedures, and standards of care Create workflows assigning tasks and responsibilities
to the nursing team Responsible for scheduling, hiring, payroll, and evaluation of nursing team and
support staff Trained in chemical paralytic agents, surgical airways, pericardiocentesis, chest needle compression, and intraosseous
access Perform advanced cardiac life
support procedures, vasculature
access device insertion, and 12 lead EKG's Responsible for intubation, ventilator management, IV and oral medication administration, and monitor line insertion Transport critically ill or injured patients
to healthcare facilities and respond
to in house codes Maintain professional and courteous communications with patients and family Educate patients and family members in healthy lifestyles and disease management Train nursing
students in accepted practices and standards of care Utilize high fidelity mannequins in a variety of situations
to develop
student critical thinking skills Lead traditional classroom education and scenario debriefs ensuring
student comprehension Design and implement engaging curriculum
to reach a variety of skill sets and learning styles Offer guidance and
support to junior nurses, lab technicians, and medical technologists Oversee confidential patient information, customer service, phones, and other administrative functions as needed Demonstrate ability
to remain calm and levelheaded in high pressure situations Perform all duties with positivity, professionalism, and integrity