Sentences with phrase «technology access for students»

Here in Boston we have the Lila G. Frederick Pilot School which was founded by Deb Socia, a leading advocate for technology access for students in poverty - impacted communities.

Not exact matches

• The Rural Technology Fund, founded by a tech executive who had limited access to computers when he was growing up in rural Kentucky, helps out - of - the - way schools get equipment and books to help ignite a «spark» for studying electronics, programming or engineering; and gives scholarships to students from rural communities who hope to pursue careers in tTechnology Fund, founded by a tech executive who had limited access to computers when he was growing up in rural Kentucky, helps out - of - the - way schools get equipment and books to help ignite a «spark» for studying electronics, programming or engineering; and gives scholarships to students from rural communities who hope to pursue careers in technologytechnology.

The Canvas LMS provides a seamless environment for students, teachers, and parents to access course content, assignments / assessments, grades, and attendance, along with the integration of additional technology tools such as OneDrive and Office 365.

«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.»

These investments will help close the «digital divide» by increasing access to technology and high - speed broadband for all students throughout the state, ensuring that no student gets left behind.

Educational and corporate subscriptions give institutions and students unlimited access to the New Scientist Archive, an essential tool for science and technology education and research.

Articles on Science and Disability, 1970s Correspondence, 1970s Articles on Science and Disability, 1980s Conferences on Science and Disability, 1980s Correspondence, 1980s Articles on Science and Disability, 1990s Conferences on Science and Disability, 1990s Correspondence, 1990s Project Proposals (funded) on Science and Disability, 1990s Articles on Science and Disability, 2000s Conferences on Science and Disability, 2000s Correspondence, 2000s AAAS Annual Meeting - Barrier Free, 1976 A Disgn for Utilizing Successful Disabled Scientists as Role Models - Final Report, 1977 - 1978 Utilization of Scientific Professional Society Placement Services - Final Report, 1978 - 1980 Within Reach: Out of School Opportunities for Youth - A Guide, 1981 Appropriate Technology: Its Design and Use by Disabled People, Workshop, Tel Aviv, Israel, Nov. 20, 1984 Appropriate Technology Workshop Papers, Nov. 20, 1984 Linkages Project meeting, Feb. 11, 1986 China Fund for the Handicapped: Deng Pufang, US Visit, Oct. 10,1987 Teaching Science and Mathematics to Students with Learning Disabilities: Challenges and Resources (NSF Grant 9552586), Jan. 1990 Recruitment and Retention of Students and Faculty with Disabilities in Schools of Engineering (NSF Grant EID 9101122), 1990 - 1995 Agenda for Access: Scientists and Engineers with Disabilities, Oct. 1991 High School, High Tech, 1993 Model Undergraduate Project for the Disabled: A Study of Issues involved in underrepresentation (NSF Grand HRD 9054022), Jan. 31, 1994 AAAS - NASA ACCESS - Summer internship program, 1996 - 1997 AAAS - National Easter Seals Society ACCESS Science, 1996 - 1998 ENTRY Access: Scientists and Engineers with Disabilities, Oct. 1991 High School, High Tech, 1993 Model Undergraduate Project for the Disabled: A Study of Issues involved in underrepresentation (NSF Grand HRD 9054022), Jan. 31, 1994 AAAS - NASA ACCESS - Summer internship program, 1996 - 1997 AAAS - National Easter Seals Society ACCESS Science, 1996 - 1998 ENTRY ACCESS - Summer internship program, 1996 - 1997 AAAS - National Easter Seals Society ACCESS Science, 1996 - 1998 ENTRY ACCESS Science, 1996 - 1998 ENTRY POINT!

Students increasingly need computer skills to compete for jobs, but too often schools lack the access to technology or teachers lack the training to empower our students with this knStudents increasingly need computer skills to compete for jobs, but too often schools lack the access to technology or teachers lack the training to empower our students with this knstudents with this knowledge.

Ari Patrinos, associate director of science for biological and environmental research at the U.S. Department of Energy, and Daniel Drell, also with the DOE's office of biological and environmental research, suggest that Jones employ some creative solutions, including «assistance with additional funding sources, perhaps an additional student or postdoc to work in Montgomery's lab (but funded by Jones), an active scientific collaboration, or access to other technologies or resources that Montgomery, on his own, could not command.»

Increasing access to competitive research and technology development platforms, from the edge of space to low - Earth orbit and beyond, provides students a critical tool for their workforce development and training to become the United States next generation of space scientists and engineers.

Most recently, he launched the Maine Center for Biomedical Innovation, a technology incubator and innovation hub that trains students for STEM careers and provides startup companies with laboratory space, training, and access to expertise.

As such, collaboration is at the heart of our operations and we offer access to advanced technologies and services for all aspects of society, ranging from academic research groups, health care providers, industry, governmental authorities, teachers and students throughout Sweden.

Just as technology - infused instruction has moved out of the computer lab, we will see media literacy begin to move across the curriculum, especially as teachers rely more and more on online resources and the access that students have to the internet for information.

To the extent that these are technology - based, students must have access not just for testing, but also for instruction.

For classrooms that don't have access to technology (or teachers who prefer to do this without using technology), starter tessellation handouts (editable) are included so students can do the design portions on paper.

Flipped learning involves the use of digital technology for students to access resources that provide direct instruction on new concepts outside of the classroom.

In today's age versus old traditional ways, schools have access to the latest and most up to date technology for students to use to help with their studies, from iPads and tablets to Smart Boards.

Two crucial things to think about before you start are what kinds of resources your school already has, and what kind of access students will have to the technology necessary for a blended learning course.

The chief executive officer of EducationSuperHighway, a nonprofit group that advocates upgraded Internet access for schools, articulates what many educational technology leaders like to remind educators, policymakers, parents, and students: «Schools don't have the expertise they need to effectively design and implement a network,» says Evan C. Marwell.

«Technology can be the big equalizer for students who've never had access before,» said Barnett, who wants all kids to have the opportunity to pursue STEM careers.

A vital area that should not be neglected in researching 3D printer options is evaluating solutions for managing student's access, cost of materials and the ongoing operation of a new 3D printing device or even a fleet of 3D printers as they have a direct impact on accessibility of the technology and also ROI.

But digital technology has clearly emerged as a powerful democratizing force, knocking down barriers to access for students with special needs.

The program allows experts from all over the world to work closely with the MIT BLOSSOMS Team to create culturally rich STEM (Science, Technology, Engineering, and Math) content - for high school teachers and students, which educators can then access for free.

«Preparing Students for the 21st Century,» a report released last week by the American Association of School Administrators, calls for a school climate that fosters ethics and civility fused with widespread access to technology and the student know - how to apply it.

Remote instruction: For schools with severely limited numbers of excellent teachers, like many rural and urban areas, bringing in great, live (though not in - person) teachers through videoconferencing, holographic technology, or other means could give students access to great interactive instruction they'd otherwise miss.

Thanks to adaptive technology, a learning plan could be something students access daily to view their goals and playlists of lessons and exercises for the day.

One aspect of teachers» use of technology that was missing from the study and that I'd be interested to know more about is how access to digital technologies for both teachers and students has affected the role of the teacher and the student in the classroom.

There were also several barriers — and subsequent workarounds — identified around technology and infrastructure: grappling with a slow and unwieldy public contract code for technology and even furniture procurement; allowing for Bring Your Own Device programs given the state's free public education clause; and struggling to provide sufficient technology access at school and home for all students if the district wanted to adopt digital materials.

With or without access to technology, final portfolios are opportunities for students be creative as they reflect on, describe, analyze, and interpret their own work and learning from the year.

Nowadays, schools have access to the latest and most up to date technology for students to use to help with their studies, from iPads and tablets to Smart Boards.

My vision was of a learner - centered space where students and teachers would have access to exciting technologies, digital and print resources, and productive spaces offering scope for collaboration and creativity.

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.

When students get access to computers, it's usually for research and word processing, according to Brenda Dyck, Judy Rutledge, and Jane Maness, technology integration coordinator for Harding Academy in Memphis, Tennessee.

Technology for college access and advising should be empirically founded and evaluated, and the data collected should be funneled directly to those working with students.

Technology access is now crucial to the daily school experience for students.»

Indeed, many schools that embrace technology to drive personalized learning have actually moved in the opposite direction: extending the school day to build in time for students to do more project - and team - based learning, meet one - on - one with teachers and advisors, and even just access on - site wireless Internet.

Now administrators are bracing for the ramifications of increased cell phone access, even as the technology continues to evolve and reaches younger students.

Schools are wising up to the benefits of integrating technology into classroom instruction, but for too many students, access still ends with the close of the school day.

For economically disadvantaged students, the school may be the only place where they will have the opportunity to use a computer and integrate technology into their learning (for more about equity, access, and digital inclusion, check out our Digital Divide Resource RounduFor economically disadvantaged students, the school may be the only place where they will have the opportunity to use a computer and integrate technology into their learning (for more about equity, access, and digital inclusion, check out our Digital Divide Resource Roundufor more about equity, access, and digital inclusion, check out our Digital Divide Resource Roundup.)

5 - 7 — Students with disabilities: «Virtual Reality, Virtual Freedom,» conference on the use of technology for people with special needs, sponsored by the Washington Technology Access Center, the Human Interface Technology Laboratory, and the Virtual Worlds Society, to be held at the New Meydenbauer Center in Bellevtechnology for people with special needs, sponsored by the Washington Technology Access Center, the Human Interface Technology Laboratory, and the Virtual Worlds Society, to be held at the New Meydenbauer Center in BellevTechnology Access Center, the Human Interface Technology Laboratory, and the Virtual Worlds Society, to be held at the New Meydenbauer Center in BellevTechnology Laboratory, and the Virtual Worlds Society, to be held at the New Meydenbauer Center in Bellevue, Wash..

The majority (92 %) said universities should use technology to make it easier for students with additional learning needs to access textbooks and other course materials.

Although the promise and potential of parental choice is nowhere more evident than in the realm of technology, the arguments for allowing students ready access to cyberschools extend to interdistrict school choice, charter schools, private schools, and vouchers as well.

I also wonder if this technology will allow access for students across the world that do not have access to schools or teachers.

The availability of relatively cheap technologies offering direct access to knowledge of all types creates opportunities for students to experience a dramatic increase in the choice of what they learn, with whom they choose to learn, and how they choose to learn.

The availability of relatively cheap technologies offering direct access to knowledge of all types creates opportunities for students to...

It offered bespoke voice amplification solutions for mainstream education and also showcased Juno, lesson capture technology that addresses the demands of the modern «flipped» learning environment, giving students home access to lesson content in an effective and engaging way.

PDK found that whether a school helps students learn interpersonal skills rates as the most important factor in school quality for the highest proportion of respondents (36 percent), with the next two being access to technology and engineering courses (25 percent) and access to advanced academic courses (14 percent).

The influence of technology companies around the push for personalized learning and increased access to student data is also raising red flags for some principals.

You'll learn: • BPS's approach for staying current with filtering technology and best practices • How BPS structured and conducted its Request for Proposal (RFP) process • Gaining constituent buy - in and arriving at the final selection • Lessons learned from deployment and usage Providing access to digital educational tools and protecting students from cyberthreats is a delicate balance.

However, even with limited access, with careful planning, some risk taking, and an open mind, teachers can successfully use technology to enhance their teaching and bring learning to life for their students.