Sentences with phrase «technology during instruction»

Both teachers explained that what they knew about using any technology during instruction typically came from trial - and - error usage or another colleague's expertise.

Not exact matches

After visiting with the 11 teachers in their classrooms and conducting follow - up interviews, we learned that most teachers used technology during their literacy instruction and thought differently about their use of technology.

We trained ourselves as observers to reliably document instruction in the lessons we observed based on our modification of Newmann «s assessment of authentic instruction.313 We recorded what we saw and heard on an observation form that included two main sections: 1) basic information about the context, details of the lesson, how class time was used, how students were organized for instruction and learning, the kinds of technology used during the lesson, and a description of any positive or negative features in the classroom; and 2) assessments of instruction using four of Newmann's five standards of authentic instruction: higher order thinking, deep knowledge, substantive conversation, and connection to the world beyond the classroom.

However, we can infer that the teachers agreed with and understood the importance of using technology stressed during the graduate course, because they actively worked on incorporating technology into their instruction.

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.

DreamBox Learning Math and its Intelligent Adaptive Learning ™ technology enable the seamless integration of instruction and assessment before, during, and after each lesson.

During the school year, the teachers and the university educators met several times to discuss the constraints teachers had experienced in the integration of technology to practice reform - based science instruction.

In this way, experimenting with geospatial technologies during teacher education addresses the development of teacher candidates» pedagogical content knowledge (Shulman, 1987) by contributing to their «understanding of how particular topics, problems, or issues are organized, represented, and adapted to the diverse interests and abilities of learners, and presented for instruction» (p. 8).

Analysis of 344 work samples, reported in Table 2, indicated the 25 technology tools preservice teachers integrated into instructional planning or K - 12 students used during the preservice teachers» instruction.

Preservice teacher reflections were examined for examples of technology use throughout their student teaching field experience, not just during the instruction of the work sample.

In order to provide preservice teachers with the exposure and experience they need to become comfortable with technology beyond productivity and social networking, teacher preparation programs must examine the best methods for providing the needed information, whether through modeling, explicit instruction, or collaboration during the practicum (Jones, Cunningham & Stewart, 2005; Keeler, 2008; West & Graham, 2007; Williams & Foulger, 2007).

Knowing that teachers teach as they were taught, it becomes clear that if technology is not infused in instruction during their practicum experiences, preservice teachers will not graduate with the ability to create technology - infused learning environments.

Entering PUMA students will demonstrate basic technology proficiency through a performance - based pretest so instructional efforts during PUMA can focus on the use of technology in instruction.

During her time as a superintendent, Lisa's district focused on measuring educator performance data for 10 core competencies — including assessment, instruction and student engagement — based on their ability to impact student learning... but using that data to determine the most effective professional development activities requires the right technology.

Susan's interview focused on the strategies she used to keep students engaged during instruction and the technology she used for instruction, for example, while Kathy's focused on the challenges she faced with technology and her students» preferences for technology.

Mr. Whitmore was Chief Deputy Superintendent to California State Superintendent of Public Instruction Delaine Eastin, and also served during her two terms as the Chief Policy Advisor and as Deputy Superintendent for Finance, Technology, and Planning.

The tendency during the New Social Studies was to promote technology as an «improvement of instruction» (Bender & Conrad, 1983, p. 20) rather than a tool for teaching.

In addition to the curriculum content and instruction provided during the diversity simulation, the technology used to develop the simulation platform should be credited with providing a realistic and authentic experience for the preservice teachers.

A committee of the Judicial Conference of the United States has endorsed a set of model jury instructions for district judges to help deter jurors from using cell phones, computers or other electronic technologies during their jury service.