Sentences with phrase «use of technology in classroom instruction»

The emergent salient categories were previous experiences with technology; beliefs about teaching, learning, and technology; the use of technology in classroom instruction; and the implementation of inquiry - based teaching.

Not exact matches

I believe teachers can use technology to differentiate instruction, connect students outside of the physical classroom, and create more time inside of the classroom to engage students in student - centered activities.»

Education World Techtorials are weekly, step - by - step instructions on using some aspect of technology in the regular classroom.

These approaches suggest innovations that aren't being batted about by opinion - makers yet, such as redesigning jobs to concentrate top teachers» time on instruction, putting star teachers fully in charge of multiple classrooms, and using technology in combination with in - person reach extension (for one example, learn about Rocketship Education here).

Thus the chances of widespread adoption in schools of new classroom technologies in the next decade are in the 70 to 90 percent probability range, but the probability of routine use in most schools for instruction is much lower, in the 10 to 20 percent range.

Simple touch technologies, including a basic feature such as gesturing (which are used on handheld devices such as tablets and smart phones), is one of the reasons why interactive LED panels have been so successful in classrooms, with even pre-schoolers being able to use the technology without training or instruction.

A second - order meta - analysis of 25 meta - analyses encompassing over 1,000 studies and 40 years of research on technology and classroom learning found that the use of technology in the classrooms shows a small to moderate positive effect on student learning, as compared to technology - free traditional instruction.

The schools assigned to receive the digital writing program (the program group) will receive intensive professional development and coaching in using GAFE tools, including Doctopus, Classroom, and Goobric, as well as pedagogical training in technology to support the personalization of assignments and regular use of digital tools in classroom instruction.

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.

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.

March 24, 2015 - School districts» use of innovative technologies such as 1:1 laptop initiatives, STEM curriculum and flipped classroom instruction earned top spots in the Center for Digital Education's and National School Boards Association's 10th anniversary Digital School Districts Survey.

These interviews reveal great potential for teachers to use DocSouth in their classrooms since both they and their students have the requisite technology skills, teachers already use the Internet to plan instruction and for research, and most importantly, part of their perceived goal for teaching history is to present multiple perspectives.

Outcomes of using simSchool in pre-service teacher education include increased confidence in teaching, increased technology self efficacy, increased retention in education courses, increased knowledge of instructional strategies, increased knowledge of classroom management techniques, improved understanding of student learning needs and differentiation of instruction, and increased understanding of learning theory.

Accreditation agencies (e.g., National Council of Teachers of Mathematics & National Council for Accreditation of Teacher Education, 2005) have begun to ask for data about prospective teachers» abilities to utilize technology in mathematics instruction, and agencies that provide funds to purchase classroom technology often want assessment data on how teachers are using the technology purchased.

The rotation model of blended learning allows students to move between the use of technology — which allows them to learn new material at their own pace — and face - to - face instruction with teachers in a classroom environment.

... However, only about one - third of elementary teachers in the United States felt well prepared or very well prepared to use computers and the Internet for classroom instruction, and less experienced teachers felt better prepared to use technology than their more experienced colleagues.

Certainly, enhanced integration of technology in K - 12 classroom instruction depends on teacher educators who successfully model the use of technology in teacher education courses.

Teachers using technology in their English language arts classrooms are not only improving their instruction for their students; they are changing the very nature of that instruction.

In November of 2000 that project expanded to a web presence known as Internet 4 Classrooms («i4c»), a free web portal designed to assist anyone who wants to find high - quality, free Internet resources to use in classroom instruction, developing project ideas, reinforcing specific subject matter areas both in the class and at home and even for online technology tutorialIn November of 2000 that project expanded to a web presence known as Internet 4 Classrooms («i4c»), a free web portal designed to assist anyone who wants to find high - quality, free Internet resources to use in classroom instruction, developing project ideas, reinforcing specific subject matter areas both in the class and at home and even for online technology tutorialin classroom instruction, developing project ideas, reinforcing specific subject matter areas both in the class and at home and even for online technology tutorialin the class and at home and even for online technology tutorials.

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 classrooms.

They reported being more likely to use e-reader and e-text technology in their own instruction; 57 % of respondents saw potential in using e-readers in their classroom, while three were neutral and one disagreed with this idea.

The six - level «framework for measuring classroom technology use» is designed to assist school districts «in restructuring their staff's curricula to include concept / process - based instruction, authentic uses of technology, and qualitative assessment.»

Throughout this study, Kathy and Susan stated many advantages of using technology in classroom instruction: reaching a variety of learning styles, differentiating instruction, providing visual supports, providing new experiences, and motivating students.

Personalize learning for all students through frequent, appropriate use of technology integrated with curriculum and instruction in all classrooms and other learning places.

Work closely with classroom teachers in the development of lesson plans that encompass the use of technology and providing teachers with technology resources that will aid in classroom instruction

Functions The teacher leader: a) Facilitates the collection, analysis, and use of classroom - and school - based data to identify opportunities to improve curriculum, instruction, assessment, school organization, and school culture; b) Engages in reflective dialog with colleagues based on observation of instruction, student work, and assessment data and helps make connections to research - based effective practices; c) Supports colleagues» individual and collective reflection and professional growth by serving in roles such as mentor, coach, and content facilitator; d) Serves as a team leader to harness the skills, expertise, and knowledge of colleagues to address curricular expectations and student learning needs; e) Uses knowledge of existing and emerging technologies to guide colleagues in helping students skillfully and appropriately navigate the universe of knowledge available on the Internet, use social media to promote collaborative learning, and connect with people and resources around the globe; and f) Promotes instructional strategies that address issues of diversity and equity in the classroom and ensures that individual student learning needs remain the central focus of instruction.

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.

Instruction And Management E506: Alcohol and Other Drug Use by Adolescents With Disabilities (1991) E529: Assistive Technology For Students With Mild Disabilities (1995) E538: Cluster Grouping of Gifted Students: How to Provide Full - time Services on a Part - time Budget (1996) E530: Connecting Performance Assessment to Instruction (1995) E531: Creating Meaningful Performance Assessments (1995) E504: Developing Effective Programs for Special Education Students Who Are Homeless (1991) E507: HIV / AIDS Prevention Education for Exceptional Youth (1991) E521: Including Students with Disabilities in General Education Classrooms (1992) E509: Juvenile Corrections and the Exceptional Student (1991) E464: Meeting the Needs of Able Learners through Flexible Pacing (1989) E532: National and State Perspectives on Performance Assessment (1995) E533: Using Performance Assessment in Outcomes - Based Accountability Systems (1995)

proficient in the use and integration of relevant technology to support classroom instruction and learning activities

Math Tutor ABC SCHOOL, De Soto, MO (6/2008 to Present) • Comprehend each students» individual needs for understanding complex mathematical concepts • Thoroughly go through existing mathematics curriculum and create supportive lesson plans • Implement lesson plans to groups of students by concentrating on their individual abilities • Assist students in understanding how technology can be used to effectively utilize campus resources • Promote a classroom environment that is safe and conducive to learning and instruction • Develop instructional materials to help students understand the concepts of mathematics easily • Conduct ongoing assessments to determine students» adaptability to classroom environments • Encourage parental involvement in students» education and ensure that appropriate and effective communication is maintained with parents • Assess curriculum suitability and make changes to the mathematics curriculum to suit the individual needs of students • Assist students in understanding concepts and handling class assignments • Plan, create and administer tests and ensure that they are graded according to the grade sheets provided by the school • Create and maintain records of students in a confidential manner

The poll provides a snapshot of early educator attitudes towards technology in early learning classrooms, where practitioners are refining best practices for using teacher - facing technology as an extension of early childhood instruction.