Not exact matches
Out of every 10
teachers in this country, fewer
than two are serious users of computers and
other information
technologies in their classrooms (several times a week); three to four are occasional users (about once a month); and the rest — four to five
teachers out of every 10 — never use the machines at all.
Coaches and
teachers have progressed further on some of the targeted literacies, such as
technology,
than others.
At Ohio State University, which annually graduates more new
teachers than any
other institution in America, a 12 - member «
technology» group within the education faculty is working to develop courses and programs that will introduce students to the theory and operation of computers as teaching devices.
In addition to questioning the ability to teach anything that was not directly tested, some
teachers questioned their ability to use
technology for purposes
other than testing.
For special education
teachers, the wish list of classroom resources, assistive
technologies, and
other tools to personalize learning tends to be long — usually much longer
than tight classroom budgets can accommodate.
Two
teacher candidates expressed the idea that teaching with
technology required a different type of preparation and pedagogy
than other instructional settings.
After completing the first methods class, before
teacher candidates entered any classrooms
other than through the cyber-conferencing experience, 90 % of the respondents said they employed the following
technology - enhanced methods in their lessons: word processing; rhetorical, digital text analysis; digital commentary; Internet research; found and concrete poem creation generated through digital sources; image collage to analyze text; online chat; discussion boards; PowerPoint presentation; word processing and graphic organizers to facilitate multistage writing workshop; email; and multimedia projects using digital camera and video for some type of analysis.
According to the iQUEST Observation report for 2009 - 2010 school year, completed by the project external evaluator from ISTE, «iQUEST students and
teachers both spend more time in class using
technology than did students and
teachers in
other ICOT - observed classrooms in 2008 - 2010.»
Some of the options
other than academies that are available to fund are
teacher residency programs, induction programs, improving equitable access to a diverse teaching staff and effective
teachers, integrating
technology into the curriculum and instruction, and — yes — even establishing, expanding, or improving alternative routes to certification.
Unlike many
other personalized learning organizations, we leverage
technology to strengthen these learning relationships, rather
than use
technology to play the role of
teachers or family members.Learn more about the PowerMyLearning Triangle and the core learning relationships we care most about.
Teachers today are being asked to do more
than ever before: implement more rigorous standards, teach students to succeed in the 21st century, provide differentiated instruction to a myriad of learners, employ rapidly changing
technology, and support the socio - emotional development of students who, increasingly, come from low - income families and speak a language
other than English at home.
BTR graduates are more racially diverse
than other new
teachers in Boston Public Schools; they are also more likely to teach in science,
technology, engineering, and math fields and to remain teaching in the district through their fifth year — when data show
teachers tend to be at or close to their peak effectiveness.72 Eighty - seven percent of all BTR graduates are still teaching, and 90 percent are still working in the field of education.73
Some K - 12 students loved the use of
technology in the classroom and knew more about the applications
than the preservice
teacher, while
others lacked the
technology skills to successfully complete Internet research, and
others were distracted from classroom instruction by their personal
technology.
Advanced Quantitative Methodologies in Educational and Human Sciences * Autism Spectrum Disorders Career Counseling College Teaching and Leadership E-Learning Professional Development ESOL Endorsement K - 12 English for Speakers of
Other Languages (ESOL) Gifted Education Global, International, and Comparative Education Initial
Teacher Professional Preparation Instructional Design Instructional Design for Simulations Instructional / Educational
Technology Intervention Specialist K - 8 Mathematics and Science Education Languages
Other Than English (LOTE) Marriage, Couple, and Family Therapy Mathematics and Science Educator Play Therapy Pre-Kindergarten Disabilities Reading Education Social Science Education Special Education Supporting High Needs Populations