Sentences with phrase «technology needs of educators»

Educational technology — and the technology needs of educators — have changed dramatically in the four years since that first article was published.

Not exact matches

In order for technology to function successfully in the classroom, DreamBox's SVP of Learning, Tim Hudson, says that it needs to be in touch with educators and their needs.

The educators of today need to be innovative in creating lessons that employ technology to do things that will be required in our students» future.

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.

Educators use frequent formative assessments to determine the needs of each student at Forest Lake Elementary School, and then leverage technology to tap into their learning styles.

Through their Personal Learning Network (PLN), educators are now able to use technology tools to construct and manage a personalised online network of people and information relevant to their needs.

With computing now part of the curriculum and technology becoming increasingly prominent in the learning environment, educators need to develop their skills and resources.

The Carl D. Perkins Vocational Education Act — named for the late chairman of the House Education and Labor Committee and signed by President Reagan on Oct. 19 — will give employers the opportunity «to assist educators in their task of modernizing curricula for rapidly changing technologies and to help design programs that equip students for actual job needs,» William H. Kohlberg,...

Combining their desire for an extracurricular computer activity students would enjoy and the need to alleviate some of the demand for their technological assistance, Cousins and Terry McNitt, another technology educator in the building, hit on the idea of a «tech team.»

Although wider press coverage of the OECD's report focused on the findings that heavy investment in ICT failed to improve results, Andreas Schleicher, OECD director for education and skills stated that the key to success was to «find more effective ways to integrate technology into teaching and learning to provide educators with learning environments that support 21st century pedagogies and provide children with the 21st century skills they need to succeed in tomorrow's world».

It may well be that educators are trying to solve the problem of illiteracy by turning to the very technology that has diminished the experiences children need to become literate.

«Educators need to continue their work at the human interface of technology to let humans do what humans do best, and computers do what computers do best.

Educators leverage technology to tap into learning styles, and use frequent formative assessments to determine the needs of each student.

Educators need to be more open to students» use of technology for collaboration.

By helping educators understand the effectiveness of making science lessons available not only in Arabic but in ways that retain children's attention, El Masri's findings highlight the importance of tailoring technology tools to meet the specific and contextualized needs of underserved populations.

Preservice special educators can benefit from opportunities to consider student needs, understandings, and skill levels while planning for and using technology, such as iPad apps, to promote understanding of content knowledge and skills (Courduff et al., 2016; Marino et al, 2009).

Middle level educators need to actively recruit professional women in STEM careers from a wide range of stakeholders such as colleges and universities, NASA, industry, technology fields, and engineering companies.

SEEN addresses the needs of educators in the southeastern U.S., including classroom management technology, curriculum standards, 21st - century learning, school safety, and character education.

As noted in the onset of this paper, preservice educators need to engage in learning designs that are supported and facilitated with and through technology.

Our expertise in technology, teaching, and school procurement allow us to engage in ways relevant to the needs of educators and innovators.

School and district administrators, classroom teachers, IT professionals, special education directors, curriculum and media specialists, and other educators with roles or interest in ed tech, attend FETC year after year to find the professional learning, technology solutions and connections they need to transform learning in and out of the classroom.

New technology allows educators to proactively use data and identify the needs of individual students.

This dynamic framework invites teacher educators to redesign their programs toward developing the knowledge needed for responding to the challenges of integrating technologies such as videos as tools for learning mathematics.

teacher educators need to redesign their programs to provide opportunities that help preservice and in - service teachers in envisioning and implementing videos as instructional items in light of the impact of the capabilities of this technology on mathematics as a discipline as well as a societal tool.

All educators, but high school teachers most urgently, need accessible, intuitive technology systems that support implementation of formative assessment to improve learning, confirm mastery, and ensure students are college - and career - ready.

When considering English teachers» need for technological proficiency in today's classrooms, teacher educators are more likely to prefer experimentation with forms of technology during university preparation, seeking responses like the one offered by one preservice teacher: «Lately it seems that more and more teachers are using weblogs as formats for discussion.

ASCD invites you to participate in an educator - driven discussion on how school systems and communities can best meet the diverse needs of the modern learner, with a particular emphasis on addressing student equity, race, poverty, gender communities, mental health, language, and technology.

Ultimately, teacher educators need to redesign their programs to provide opportunities that help preservice and in - service teachers in envisioning and implementing videos as instructional items in light of the impact of the capabilities of this technology on mathematics as a discipline as well as a societal tool.

Thus, teacher educators need to work with existing pedagogical beliefs, content and technology knowledge and skills, and prior knowledge and experiences and seek ways in which more innovative instructional practices become commonplace and the appropriate and effective utilization of technology to support innovative instructional practices is ensured.

Complex technology projects, such as the development of a statewide educational network to ensure Michigan students have access to the bandwidth needed to support classroom initiatives; expanded use of online learning for students and educators and delivery of online assessments; broad - based technology purchasing strategies; and a host of other capacity - building efforts have been positively impacted by Luke Wittum's leadership and involvement.

Philadelphia — School leaders and educators need support to successfully integrate education technology into schools, and Monday hundreds of attendees at ISTE 2015 learned about opportunities for assistance from the White House and the Office of Education Ttechnology into schools, and Monday hundreds of attendees at ISTE 2015 learned about opportunities for assistance from the White House and the Office of Education TechnologyTechnology.

With the ever - changing world of technology, educators, administrators and parents need to be on the forefront of the latest trends so we can help foster a positive online experience as they navigate this technology - driven world.

What is the state's role in ensuring ARRA funds find their way into the hands of educators who need technology now?

In the global information society, educators need to understand not only the mechanics of how to use computers, video equipment, and other technology, but also how to use the technology to achieve particular educational purposes.

Dr. Howell says that such an outcome requires commitment — to helping educators hone professional practices, to partnering with schools to develop effective programs that «don't wash away with the sand,» and to providing the technology and support they need to ensure that every one of their 50,000 students progresses towards proficiency.

As summarized in a technology position statement prepared by the Technology Committee for the Association of Mathematics Teacher Educators (2005) and approved by the AMTE Board (2006), teacher preparation programs need to focus on strengthening the preservice teachers» knowledge of how to incorporate technology to facilitate student learning of mathematics through experietechnology position statement prepared by the Technology Committee for the Association of Mathematics Teacher Educators (2005) and approved by the AMTE Board (2006), teacher preparation programs need to focus on strengthening the preservice teachers» knowledge of how to incorporate technology to facilitate student learning of mathematics through experieTechnology Committee for the Association of Mathematics Teacher Educators (2005) and approved by the AMTE Board (2006), teacher preparation programs need to focus on strengthening the preservice teachers» knowledge of how to incorporate technology to facilitate student learning of mathematics through experietechnology to facilitate student learning of mathematics through experiences that:

Consequently, mathematics teacher educators need to help preservice and in - service teachers develop the ability to make use of technology by effectively integrating it into teacher education.

The attraction of emergent technology is that it will allow educators to effectively identify and address student needs, if there is timely feedback.

Learning on the Go gives educators the background needed to engage all learners in a more transformative use of mobile technology, regardless of ability, and introduces a broad palette of up - to - date applications that enable learners to share their knowledge in a variety of ways.

But to tap the full potential of technology, students, communities, educators and policymakers will also need to re-envision the traditional paradigm: particularly the notion of education delivered within classrooms of 20 to 30 students led by a single teacher.

Technology... is a richly embroidered artifact of a culture» (Selfe, 1992, p. 29), and as teacher educators we and our future teachers need to acknowledge that fact.

Throughout the final decade of the Twentieth Century, educators involved with the preparation of new teachers have repeatedly recognized the need for a strong technology component for preservice programs and have experimented with a variety of learning models that integrated technology (e.g., Beichner, 1993; Carr, 1992; Falba, Strudler, Bean, Dixon, Markos, McKinney, & Zehm, 1999; Munday, Windham, & Stamper, 1991; Rodriguez, 1996; Smith, Houston, & Robin, 1994; Thompson, Schmidt, & Hadjiyianni, 1995; Willis, 1997).

For the promise of personalized learning to be realized, the following combination is needed: a rigorous digital curriculum, technology that enables access for all students, an implementation plan that provides professional learning and support for educators, and ongoing evaluation against program goals.

He has worked for over 20 years as a classroom teacher, technology integration coach and administrator and has offered professional development for educators on educational technology, data privacy and In 2013 he published his dissertation Building Social Capital Online: Educators uses of Twitter, which provided valuable insight and much needed research about how educators use Twitter to improve their educators on educational technology, data privacy and In 2013 he published his dissertation Building Social Capital Online: Educators uses of Twitter, which provided valuable insight and much needed research about how educators use Twitter to improve their Educators uses of Twitter, which provided valuable insight and much needed research about how educators use Twitter to improve their educators use Twitter to improve their practice.

How can educators make sure that students have access to the technology they need outside of the classroom?

«I came into office thinking I knew everything I needed to know about the direction we needed to go with public education,» said Osmond, who served as CEO of a for - profit education company... [After] a dozen classroom visits and hundreds of emails from educators, Osmond says he came to understand the challenges public school educators face in the course of a typical day: overcrowded classrooms, outdated technology, language barriers, behavioral issues, and students who are hungry and unbathed.

Our team of educators and data scientists will guide you through successfully launching classroom technology that meets the needs of all of your students.

If science educators determine that technology is worthwhile, what do they need to do, or what experiences do they need to provide, to convince preservice teachers of its benefits?

The U.S. Department of Education has concluded that preparing technology - proficient educators to meet the needs of 21st - century learning is a critical educational challenge facing the nation.

Leading Personalized and Digital Learning provides needed guidance for principals, aspiring principals, and other school leaders at a critical time when educators are looking to put the power of technology to work for student - centered learning.