Sentences with phrase «teach some technology lessons»

Not exact matches

The MIT Technology Review recently reported that Walmart used VR to help workers prepare for Black Friday — simulations simply can't convey what it's like to be in the midst of that shopping crush — as well as teach more mundane lessons in customer service or how to stack produce.

If you are a professional — take a moment to teach the mothers you work with, in prenatal visits, private sessions, groups, or classes, this simple lesson: that humans breathe too fast and shallow, and that our temperatures, pulses, and breathing rates rise when we are texting or using technology while trying to do something else that shifts frequently and requires a lot of attention.

Not only do campers relate to the technology, but Wolf said it reinforces a lesson they hope to teach campers.

This blog is about lessons learned while solving complex problems, experimenting with technology and teaching other people on how to improve their skills.

After taking an EEE class on culturally reflective instruction, Randy Grove, a white middle school technology teacher, was motivated to substitute more culturally relevant images in a lesson he'd taught for years on forms of shelter.

The one - on - one time I spend collaborating with teachers allows me to better understand the content and skills the teacher is teaching as well as provide the technology skills necessary to enhance the lesson.

While the content still remains the focus of my teaching, I think technology can enhance learning at every point in a lesson.

«Though we teach different curricula, we both understand the importance of including technology in our lessons.»

Technology converges with lessons in self - direction and the district's other targeted skills in Kevin Kincaid and Melody Coryell's team - taught humanities class at sprawling Lawrence North High School.

As the recipient of the 2009 American Council on the Teaching of Foreign Languages Teacher of the Year Award, along with numerous other accolades, Theisen has a knack for enhancing her lessons with technology.

As for the latter, I focused on teachers who mostly tweeted about, well, teaching: sharing lesson plans, teaching tips, and (most often) ideas for integrating technology into the classroom.

Being able to involve technology within the core part of the lesson, such as researching on a tablet or using an app to complete part of a task can grab the learner's attention more than some traditional methods of teaching.

This final lesson teaches students how to use the database and similar technologies for data collection and analysis, shining a light on important math and analytical skills.

We would be the first to agree that good technology in a school does not automatically guarantee good teaching, but we have found that a stable IT system can turn some of the most exciting lesson plans into reality, without breaking the budget.

• CCTV in classrooms to address issues of bullying and also assist with teaching training — for the latter, this technology can be used as an alternative to having a teaching colleague present in the classroom throughout the entire lesson.

Included: Five lessons for teaching — and learning — about using technology in the classroom.

; How to make homework ‑ setting happier; How to create a digital lesson in five minutes; How can you teach technology to kids who understand it better than you?

First, teaching the curriculum, not the technology, is the teacher's main «job» in a classroom, so any technology - related professional development should make sure that technology supports overall lesson objectives (Job - related).

Those include introducing and reviewing software, Internet resources, and other appropriate materials, and making the information available to staff; coordinating computer usage in projects and activities within, across, and between curricula and schools; working with classroom teachers, individually and in grade level teams, to plan, organize and implement the use of technology through such activities as demonstration lessons, team teaching, and joint planning; providing both building - based and district - wide staff development at faculty meetings, district professional development days, and after - school and summer workshops; and keeping abreast of current technologies by attending conferences and workshops on a regular basis.

While it is normal to have some hesitation about embracing the new, most instructors agree that student engagement increases and learning outcomes are achieved better when classroom lessons include traditional teaching methods as well as modern educational technology.

Module 1 - Le sport, le cinéma et la technologie Please do not forget to read the teaching tips under some slides: — RRB — A starter activity with a challenge on each power - point - Vocabulary build up with worksheets - Challenge tasks throughout the lesson - Homework ideas for each lesson - Editable power - points - Fun and challenging writing activities - Two revision lessons to build the gap with Y9 - jouer + preposition + sports and instruments (grammar point + activities)- speaking game on sports - mini-whiteboard game to build complex sentences - scaffolded reading activity with colour coding - speaking activity and several games to build vocabulary on new technologies - List of speaking questions on TV and music with opinions - Grammar point on «depuis + present» - Grammar point on irregular adjectives - Speaking activity on sports with cards - Complex reading text on new technologies - Grammar point on comparatives - Grammar point on «de + adjective + noun» (common errors)- Revision of imperfect with TV series - Revision of opinion phrases with TV series - Grammar point on direct object pronouns - Survey to practise pronunciation and new phrases on TV series - Grammar point on superlative using famous French actors - Several translation activities I hope you will enjoy my resources and if you have a question on a particular slide or activity, please do not hesitate to contact me or leave me a message.

Regardless as to his or her level of proficiency, an educator experiencing a technology glitch can still salvage a very most important lesson to teach students, the lesson of perseverance.

Instead of giving up or getting frustrated in front of students, all educators should consider how to use this opportunity to teach students the authentic life lesson of how to deal with a technology glitch.

They volunteered to participate in the project for the following reasons: to motivate students through their interest in and enjoyment of technology, a desire for professional growth through learning to integrate the iPad into lessons, and an interest in determining whether iPad integration would improve teaching and learning during tutoring sessions.

While it is still too soon for us to know the long - term impact of the flipped classroom approach on students and on educators» teaching practices, we do know one thing: flipped classroom exercises create opportunities for personalized learning, help teachers use classroom time more efficiently, and allow us to incorporate technology into homework as well as classroom lessons.

Therefore, preservice instruction enabling teachers to integrate technology seamlessly into lessons is more productive than technology instruction that merely teaches preservice teachers how to use specific computer skills.

This site provides free and engaging lessons, along with teaching strategies and resources, which are designed to spark students» interest in science, technology, engineering and math (STEM).

He was impressed with the student response technology's potential in the classroom and decided to incorporate it into his lessons, along with agile teaching, as a tool for both student engagement and formative assessment.

This section presents quantitative findings of the study by sharing the grouping strategies, uses of technology by teachers to present the digital primary sources, and the teaching strategies used in the lesson plans from the repository.

Data analysis results revealed that (a) preservice teachers» had an entry - level understanding of TPACK through discussions on the meaning of TPACK and evaluations of technology - integrated teaching examples; (b) designing several technology - integrated lesson plans improved preservice teachers» teaching - related knowledge and facilitated their TPACK learning; and (c) preservice teachers» use of technology was more teacher centered than student centered.

Joseph Williams, the technology director in California's Perris Union High School District, demands fast responses to IT problems and insists on keeping close connections to teaching and learning by sitting in on lessons and coaching his colleagues.

Implement daily, effective lessons using a variety of teaching techniques and curriculum into lessons, including direct instruction, small group work, individual learning, multi-sensory, technology...

The print audience and online subscribers to SEEN include readers interested in educator - related professional development, curriculum, lesson planning, teaching technology, tips and school topics that touch on every type of school - independent, private, public, charter, magnet, home, faith - based schools and more!

Applying technology efficiently in a program that complements a teacher's teaching style and lessons where the technology can be beneficial and not just a gimmick is essential.

Toci's use of technology in her classroom is almost unparalleled, with the various ways she's used iPads, laptops, apps and Apple TV to teach online geography lessons, create scanner codes that allow students to check math problems and warn students when they're getting too noisy.

His ability to balance his work outside school with teaching benefits his students most as he continually brings new technology, technique, and expertise to his lessons.

Preservice teachers in this study were required to develop technology - enriched lessons within a curriculum unit that incorporated a variety of technologies appropriate to the grade level (s) and subject (s) they subsequently taught in student teaching.

Preservice teachers were encouraged but not required to implement technology enriched lessons in both their half - time student teaching (Student Teaching I) and subsequent full - time student teaching (Student Teaching II) field expeteaching (Student Teaching I) and subsequent full - time student teaching (Student Teaching II) field expeTeaching I) and subsequent full - time student teaching (Student Teaching II) field expeteaching (Student Teaching II) field expeTeaching II) field experiences.

The research study described in this paper focused on the blending of current teaching and learning theory with technology advances in the form of computer animation vignettes to make lessons more effective and significant in students» learning activities (Bailey et al., 2006; Schank, 1997).

Respondents indicated that both collaborative (open) technologies and discrete technologies (closed) were used by teacher candidates to learn the content of the methods course, while somewhat fewer in each category had teacher candidates design lessons using technology to teach ELA content.

Provide opportunities for teacher candidates to develop and practice teaching lessons that take advantage of the ability of technology to enrich and enhance the learning of mathematics.

Observations about the corporatization of technology in schools and universities for teaching and learning — from the use of standardized assessment applications that are domain specific to the purchase of teacher - proof computerized lesson modules or reading programs — challenged what educators know about the ELA and technology integration.

For summative assessment, classroom observations are used to gain insight into changes in teaching strategies, types of innovative technology used in classrooms, and overall effectiveness of lessons for engaging students during science inquiry.

In responding to the question of how teacher professional development changes the way teachers teach, classroom observations indicate that teachers implement lessons that apply technology in useful ways that successfully engage students.

The first of these courses is a science / mathematics - specific educational technology course, in which preservice teachers are taught to use educational technologies through model lessons that address standards - based science content (see Ritt & Bell, 2009, for a detailed description of the course).

Since we were not able to observe each lesson taught with a technology component, lesson plans and other teaching artifacts enabled us to assess the amount of IDS usage and to validate the statements made by the participants during their interviews.

Based on feedback from a teacher who commented, «Need more time in between the first initial lesson study meeting and the teaching date, to make sure that technology will cooperate,» the leadership changed the schedule to provide an entire week for these adjustments to be made prior to the teaching rotations in classrooms.

This program modeled integration of technology with teaching of mathematical concepts, guided student teachers in designing lessons, and practiced teaching the lessons with their peers and taught the lessons in their student teaching.

Instead of spending 33 percent of their time on administrative tasks such as grading assignments and reviewing what was already taught, survey respondents wished they had time to use technology to focus on helping struggling students, be creative with lesson development, and tailor lessons to students.

Current research into the teaching and use of technology in the classroom has focused on ways in - service teachers integrate technology into their lessons (Franklin, 2007; Greenhow, Dexter, & Hughes, 2008; Hogarty, Lang, & Kromrey, 2003; Hsu, 2010), the factors impacting both preservice and in - service teachers» intentions to integrate technology (Çoklar, & Odabasi, 2010; Hutchison, & Reinking, 2011; Jongpil, Jaeki, Jones, & Nam, 2010), and the relationship between preservice teachers» attitudes toward technology and their likelihood of integrating technology into their lesson planning (Anderson & Maninger, 2007; Browne, 2009; Cullen & Greene, 2011; Rehmat & Bailey, 2014; Smarkola, 2007).