Sentences with phrase «toward using it in the classroom»

Preservice teachers need increased awareness of and beliefs in the value of GST in education, positive dispositions toward using it in the classroom, and confidence in their own capabilities of a successful implementation of it.

Not exact matches

If you're looking for ammo, give your school principal a copy of The Use of Food as Reward in Classrooms: The Disadvantages and the Alternatives (while geared toward the state of Kentucky, a national version of this excellent white paper is in the works — so stay tuned!).

They are built on the ISTE (iste.org) student standards which are in place to ensure the following... - Practice safe, legal, and responsible use of information and technology - Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity - Demonstrate personal responsibility for lifelong learning - Exhibit leadership for digital citizenship They are an essential resource for a computer lab or any classroom to prompt a discussion around technology, ethics and respect.

With all of the evidence pointing toward the effectiveness of game - based learning, one could reasonably ask why educational and board games are still used so sparingly in American math classrooms.

In surveys, students overwhelmingly support the use of newspapers in the classroom and have a positive attitude toward reading newspaperIn surveys, students overwhelmingly support the use of newspapers in the classroom and have a positive attitude toward reading newspaperin the classroom and have a positive attitude toward reading newspapers.

When schools move toward mobile learning in the classroom, they can take advantage of electronic devices such as tablets and cell phones that offer portability and ease of use.

Positive views toward technology may also positively influence the utilization of technology, potentially supporting preservice teachers» use of technology in their future classrooms (Johnson & Howell, 2005).

By simply learning to plot points on a digital map, teacher candidates seemed to gain confidence and comfort in the technology use, an important step toward incorporation in their future classrooms (according to Kerski, 2003; Wright & Wilson, 2009).

Chapters address: (1) an overview of the whole language approach; (2) examples of how special education teachers use whole language to teach children with learning disabilities; (3) suggestions on how to create a child - centered classroom; (4) the role of the teacher in a whole language classroom; (5) examples of democratic classrooms; (6) assessment procedures that are compatible with a whole language philosophy and how assessment data can be used to respond to individual needs; (7) examples of different strategies teachers use to teach students with learning disabilities reading and writing; (8) literacy development in students with disabilities and how to foster self - directed learners; (9) how teachers develop learner - centered curriculums and how to move toward an inclusive environment; and (10) one teacher's move to the whole language approach.

Despite rhetoric to the contrary, «Most regular classroom teachers make few, if any, provisions for talented students» (U. S. Department of Education, 1993, p. 2) Furthermore, the trend toward using heterogeneous cooperative learning groups in contemporary classrooms may lend itself to the exploitation of highly gifted children, especially in settings where group grades are given or where no homogeneous groupings are allowed (Robinson, 1990).

While attitudes toward technology and actual use of technology in the classroom are both areas that have been examined, the concept of NETS - T recognition in teachers, either preservice or in - service, provides an opportunity for future studies.

The formal reflections described the student teachers» approach to and use of inquiry, their attitudes toward and use of educational technology, their understandings and implementation of the nature of science in their teaching, and their approach to classroom management.

Participants who had used computer games in teaching had more positive attitudes toward the use of educational computer games in the classroom than those who had not used games.

An analysis of the perceptions of preservice teachers toward technology and its use in the classroom.

Both quantitative and qualitative methods were used to collect and analyze data on participants» dispositions toward using GST in their future classrooms.

Meetings and presentations from public school leaders to the Gates Foundation have brainstormed various ideas, including»... focus on teacher training, putting the best teachers in the most challenging classrooms, giving the best teachers new roles as mentors and coaches while keeping them in front of children, making tenure a meaningful milestone, getting rid of ineffective teachers, and using money to motivate people and schools to move toward these goals.»

Current research into the teaching and use of technology in the classroom has focused on ways in - service teachers integrate technology into their lessons (Franklin, 2007; Greenhow, Dexter, & Hughes, 2008; Hogarty, Lang, & Kromrey, 2003; Hsu, 2010), the factors impacting both preservice and in - service teachers» intentions to integrate technology (Çoklar, & Odabasi, 2010; Hutchison, & Reinking, 2011; Jongpil, Jaeki, Jones, & Nam, 2010), and the relationship between preservice teachers» attitudes toward technology and their likelihood of integrating technology into their lesson planning (Anderson & Maninger, 2007; Browne, 2009; Cullen & Greene, 2011; Rehmat & Bailey, 2014; Smarkola, 2007).

The ATP used an integrated approach, in which multiple technology - based resources were made available to mathematics methods instructors that were intended to increase teacher candidates» orientation toward and anticipation of students» thinking in their classrooms.

Toward this end, and to better comprehend their perspectives concerning this technology prior to instruction, we administered a survey that examined their attitudes toward the use of e-readers and e-text and the ways they might use such technology in their classToward this end, and to better comprehend their perspectives concerning this technology prior to instruction, we administered a survey that examined their attitudes toward the use of e-readers and e-text and the ways they might use such technology in their classtoward the use of e-readers and e-text and the ways they might use such technology in their classrooms.

Educators are moving toward blended learning in their classrooms — and the same methodology can be used to support teachers with their own professional needs, when they need it and where they are able to access it.

It is also a necessary first step to enhance preservice teachers» dispositions toward technology use in classrooms (Clark et al., 2015).

Nevertheless, the findings of this study suggest that a set of simple Web - based GIS experiences aligned with geographic inquiry and spatial thinking can be effective for enhancing preservice teachers» dispositions toward using GST in their future classrooms.

Rigor and Relevance Reflection Survey A personal reflection survey on the level of rigor and relevance in your classroom is a new resource for you to use in working toward Quadrant D Learning.

According to Forbes, this shift toward the use of mobile technology in the classroom is likely to continue because innovations in technology give students the opportunities to learn anytime and anywhere they want.

Specifically, performance management strategies can aid schools in effectively using data at the school and classroom levels to improve instruction and learning, monitor progress toward goals, and evaluate the effectiveness of decisions.

The schools that shared were passionate about using the research and concrete tools of positive education in the classroom as well as throughout the organization in order to create a culture - wide shift toward flourishing.

The children with ADHD were assigned using a repeated measures crossover design to classrooms where the teacher was trained to deliver either (a) MOSAIC; or (b) the behavioral management and social skills training components of MOSAIC (to improve socially competent behavior in children with ADHD) without the components to increase peers» inclusiveness toward children with ADHD.