Sentences with phrase «teachers documented technology»
In 268 of the work samples (78 %) preservice teachers documented technology integration in their instruction or use of technology by their K - 12 students (see Table 3).
http://www.citejournal.org/ Not exact matches
This document is intended as simple introduction to some free Web 2.0 type tools that can be used by teachers who are interested in using technology in language teaching.
She proposed that instead of just documenting technology group trainings, she should be allowed to document other types of staff development, including modeling, co-teaching, conferencing, finding resources, and mentoring her teachers.
Teachers who aren't familiar with more exotic technology like Photoshop and video editing needn't worry; they can still teach 21st century skills to their students by requiring them to create Word, Publisher, and PowerPoint documents, embed photos, credit sources with hyperlinks, and wade through a variety of Internet sites with a critical eye.
«We needed a new type of instruction that better reflected the goals we wanted each student to achieve, demonstrate, and document,» says Paul Curtis, one of the original lead teachers at New Tech and now director of curriculum for the New Technology Foundation.
Below are sample project - based learning documents from teachers Mary Mobley (English) and Michael Chambers (world history) of Manor New Technology High School in Manor, Texas.
She has documented a number of technology - assisted strategies for building systems and portfolios for teacher assessments that work.
Many studies have documented teacher beliefs and attitudes as being factors that explain why they may or may not use technology in the classroom (Ertmer & Ottenbreit - Leftwich, 2010; Hutchison & Reinking, 2011; Miranda & Russell, 2012; Overbay, Patterson, Vasu, & Grable, 2010; Smerdon et al., 2000; Wohlwend, 2010), although teachers themselves do not necessarily report their own beliefs as being an obstacle for doing so.
When asked to choose a specific technology medium, a majority of preservice teachers (36 of 58) opted to use a Word document for their informal reflection journal.
The case further documents how three middle school science teacher participants developed knowledge about how to teach with technology as they planned and implemented a blog activity in science over a 4 - week period.
The connection between teacher beliefs and teacher use of technology has been well - documented in the literature (Chan & Elliott, 2004; Ertmer, 2005; Kagan, 1992; Kim et al., 2013; Levin & Wadmany, 2005; Niederhauser & Stoddart, 2001).
Billed as the nation's «flagship educational technology policy document,» the plan contains specific recommendations for teacher preparation programs relative to its «vision of equity, active use, and collaborative leadership to make everywhere - all - the - time learning possible.»
Teachers should document how the student is trained to use the assistive technology, how often it is actually used, whether it is used appropriately, and how the student's performance changes over time.
A similar process was used to categorize the K - 12 students» use of technology documented in the preservice teachers» work samples and reflections.
It is highly recommended that teachers or other adults read the Introduction to TestNav 8: Multiple - Choice / Technology - Enhanced Item Tests document prior to reading the Guided Practice Suggestions for a practice item set.
Table 4 Evidence of Technology Use in Instruction Documented in Preservice teachers» Reflection (N = 151)
Table 2 Use of Technology in Instruction by Preservice Teachers and by Their K - 12 Students Documented in Work Samples (2002 - 2007)
The document intends to be «a national vision and plan for learning enabled by technology through building on the work of leading education researchers; district, school, and higher education leaders; classroom teachers; developers; entrepreneurs; and nonprofit organizations.»
Of the various technology media the preservice English teachers could use for their informal reflection journals, they chose one of the following: an individual weblog, a personal webpage, a direct email to the professor, or electronic submission of a Microsoft Word document via email.
This article documents the efforts to develop and support mathematics teachers who participated in technology workshops related to their curriculum.
The main purpose of this study was to examine technology PD content and formats teachers perceived useful in 2009 and 2015, documenting whether shifts occurred.
Tasks like loading a PDF document onto the e-reader were intended to help preservice teachers become more familiar using the technology.
Mr. Cleveland holds membership in the National Council of Teachers of English (NCTE), the Association for Supervision and Curriculum Development (ASCD), and the Education Technology Industry Network (ETIN), and has created and revised curriculum documents for school districts and educational organizations across the southern region.
Her comments, reproduced below, document the wasted money spent on computers and other technology, especially in minority schools, while the real impact on students is from their teachers, not technology.