Sentences with phrase «teacher use of the internet»

This guide provides a comprehensive approach to Internet use in the school, as well as information on Internet use policies and legal issues related to student and teacher use of the Internet.

Not exact matches

«You used to be able to give one speech to the chamber of commerce and another to the teachers union, but the Internet makes that impossible now.

A multimodal learning system is also beginning to emerge: instructor - centered learning, which is the traditional approach, but with technology that helps the teacher mediate the delivery of courseware and instruction; pupil - centered learning, in which the student uses Internet resources to expand learning experiences; and collaborative learning, in which the student and others on the Internet work together on cross-disciplinary projects concerning open - ended problems.

Describe the appearance of the A Project of The Internet TESL Journal If this is your first time here, then read the Teacher's Guide to Using These Pages If you can think of a good

SIX (6) stand - alone lessons for days when there is a substitute teacher including: a. Lesson Plan: Creative Writing Using MS Word b. Lesson Plan: Exploring a Career of Interest (MS PowerPoint, MS Publisher or Web 2.0 tools) c. Lesson Plan: Famous Engineer Research Project (MS PowerPoint, MS Publisher or Web 2.0 tools) d. Lesson Plan: Web Scavenger Hunt — Internet Technology (MS Word)-- includes answer key e. Lesson Plan: Issues in Biotechnology (MS PowerPoint, MS Publisher or Web 2.0 tools) f. Lesson Plan: Robotics Applications (MS PowerPoint) 3.

An Internet training program for educators that was adopted by 50 states and has been used by more than 180,000 teachers has been struggling for survival because of the financial free fall of its primary benefactor, WorldCom Inc..

Caroline Wright, BESA director said, «British teachers are world - leaders in the use of educational - technology in the classroom so it is of great concern that pupils are being denied access to innovative and effective digital learning because of poor internet connectivity in more than half of the UK's schools.

Most students now have access to computers and the Internet in their classrooms, nearly all students have access somewhere in their schools, and a majority of teachers report using computers or the Internet for instructional purposes.

Use these 5 Best Internet Safety Resources for Teachers to educate yourself and your students about how to be better and safer users of the World Wide Web.

The Internet and the Classroom Teacher Preparing an Instructional Lesson Using the Resources of the Internet The site describes step - by - step the process of developing lesson plans that utilize the Internet.

Futhermore, the data revealed that 89 per cent of parents do not communicate with teachers regarding their child's use of the internet away from home.

In a concluding whole - class discussion, the teacher explains that the rise of Internet use is a commonly - proposed explanation, but this is also widely challenged.

Maths teacher and internet sensation Eddie Woo used his Australia Day address in Sydney on Tuesday to champion the importance of education, and how it can change the world.

Pinterest is one of the latest darlings of the internet, and teachers were quick to find classroom uses for this visually appealing and engaging social bookmarking website.

«Our teachers have made the most improvement in their [level of] use of computer labs for Internet access,» Holmes noted.

«Some teachers are interested only in using the Internet, others want to use a lot of multimedia.

Grade Level: 6 - 12, Professional Cyber Bullying is a site with useful information for parents, teachers, students, and administrators on the use of the Internet or other digital communication devices to be cruel or vicious to others.

Outside of the classroom, increased connectivity on college campuses provides opportunities for students and teachers to collaborate, empowers student research via university library — enabled online search engines, and allows students to use enhanced electronic textbooks, which include embedded videos and hyperlinks to pertinent articles on the Internet.

Despite the many teachers in the ABC school system that have already embedded the use of computers and the internet into their lessons the effective use and integration of these technologies are still quite slow.

For a number of years, education scholar Judi Harris and her graduate students studied how teachers were using the Internet.

Consider the school personnel who already understand, intuitively, how this principle works: the music teacher whose program has been cut in order to fund computer labs; the principal who has had to beef up security in order to protect high - priced technology; the superintendent who has had to craft an «acceptable use» agreement that governs children's use of the Internet (and for the first time in our history renounces the school's responsibility for the material children are exposed to while in school).

«The layout of many computer labs does not allow teachers to look over every student's shoulder when students are using the Internet.

64 percent of parents would like to be able to use the Internet to communicate with their children's teachers,

«The goal of the CIESE with its online projects is to develop and demonstrate to teachers how the Internet can be used in ways other than just as a large library,» Baron told Education World.

As part of the lesson, students use Internet resources (typically preselected by the teacher) to answer higher - order questions about a specific topic.

What was more surprising to her, however, is how few teachers were using the Internet at all — and even fewer were aware of, much less using, social networking sites, despite their heavy usage by students.

Online education is a means to educate or provide educational information through the use of the internet, with the absence of a physical classroom and teacher.

They include: Improve classroom access to hardware, software, and the Internet, bolster technical support, strengthen professional development around the instructional uses of technology, and enlist teachers unions to advocate for tech funding and support.

Pictures of school activities, plus calendars, e-newsletters, examples of student work, and week - by - week listings of course assignments and due dates, are just a few of the ways teachers or principals are using the Internet to share important classroom and school information with parents.

This public - private sector project has come up with a solution based on five components: installing photovoltaic solar systems to provide electricity; offering internet and IT equipment to schools; training teachers; community development; and training community members who use the equipment to ensure future sustainability of the program.

Teachers are now using some of the newer and more advanced features in Docs et al. to suggest edits on student work for drafting purposes, as well as leaving comments, and tracking and monitoring student progress through individual and group assignments all securely from anywhere with Internet access.

This makes it imperative for governing boards to develop and disseminate comprehensive acceptable use policies for the internet while taking steps to ensure that teachers, students, and their parents understand these rules and the consequences of non-compliance.

Based on litigation in the United States, it remains unclear where the line can be drawn between protected free speech and impermissible use of the internet that can subject students, and teachers, to discipline.

Even though nearly every school in the country is now connected to the Internet, not all of them have the kind of connections that allow teachers and students to make full use of digital learning tools.

With increased wi - fi in schools and many opting to roll out 1:1 device schemes, increased internet access allows language teachers to make use of online specialist language software in class.

Educators can certainly help support safe internet use by educating and holding talks and discussions amongst students in the class room, but teachers can not be held responsible for supervising students when students most need it, outside of school.

When the topic of the digital divide arises, R. Craig Wood often asks school administrators and teachers to picture what it would be like to surf the Internet with their monitors turned off or without using a computer mouse.

The information section is also interesting with biographies of anthropologists; information on the oceans, solar system, and world populations; a resource room where teachers can find lesson plans and links to other useful information on the Web; a tutorial for using the Internet; and a visit to Our World Today through Web cams.

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.

Online courses allow Oracoke School to offer higher - level courses without hiring additional teachers, and Ortman expects the use of Internet courses to increase.

Now, using the internet, both students and teachers have access to all the known information in the world with the press of a few keys, allowing them to find the exact answer to their problem in a matter of minutes.

We then saw how teachers carried new literacy practices into their teaching, such as Carly allowing her students to find images on the Internet to support their phonemic awareness and Tara's use of blogging in her class for students to respond to their readings.

In 2000, we simply highlighted how the Internet could be used by teachers to access information and people to support the development of children's (a) «personal civic beliefs,» (b) «capacity for social and public action,» (c) «ties to their localities and the world outside,» and (d) «awareness of past present and future» (Cogan, Grossman, & Lei., 2000, p. 50).

Interviews conducted during the course of the study reveal that participants saw great potential for teachers to use DocSouth in their classrooms, since both they and their students have the requisite technology skills, the teachers already use the Internet to plan instruction and for research purposes, and perhaps most importantly, part of their goal in teaching history is to present multiple perspectives.

The Internet, in particular, has dramatically increased the amount of information being used by teachers and their students (Becker, 1999).

Publications have addressed social studies teachers» use of the Internet (Sheffield, 2011; VanFossen & Waterson, 2008;), digital primary sources (Friedman, 2006; Lee, Doolittle, & Hicks, 2006), and digital filmmaking (Manfra & Hammond, 2008; Sheffield & Swan, 2012; Swan, Hofer, & Levstik, 2007).

These interviews reveal great potential for teachers to use DocSouth in their classrooms since both they and their students have the requisite technology skills, teachers already use the Internet to plan instruction and for research, and most importantly, part of their perceived goal for teaching history is to present multiple perspectives.

An analysis of the use of the Internet and World Wide Web by secondary social studies teachers in Indiana.

One way in which the researchers and classroom teacher dealt with the Internet obstacles was by creating archives of materials (images, music, etc.) for each historical figure on CDROMs for the students to use.

Of course, there are other Internet uses important for middle grades teachers that would be impossible to describe with detail in this article.