Sentences with phrase «use of technology in schools by»

Going forward, we can make better use of technology in schools by building on existing frameworks and expanding to achieve greater reach and scale in our schools and in our teacher / leader education preparation programs.

Not exact matches

The company, which recently airdropped a massive cache of XRP into US public school coffers is hoping to stimulate interest in the creation of applications that use its currency and blockchain, which has attracted a lot of interest as a back - end technology in the banking industry, but has only been adopted by one other Coin thus far — the somewhat mysterious Allvor.

At the event, which was hosted by the Yale Law School Center for the Study of Corporate Law in New Haven, Powell highlighted three specific areas where blockchain technology is affecting change in regard to the Federal Reserve's «broad public policy objectives»: the creation of real - time payment systems, use of blockchain technology for clearing and settlement services, and the issuance of digital currencies by central banks.

The Shkreli gift, to be managed by a new endowment fund in his name, is earmarked for a variety of uses, including funding new technology and teaching resources for the school's science and guidance programs.

One school in Gloucestershire cited by Labour as an example introduced «a drive on outdoor education» and an increased use of technology.

There was something for everyone on the menu: using Apple technology, developing research - based practices to teach students in the early grades, engaging students through digital instruction, understanding the new teacher evaluation system as set by state law, preventing high - risk student behaviors and how Community Learning Schools meet the needs of students and their families.

Theo Allen, a math student at NYU's Tandon School of Engineering who attended Tuesday's event, said he'll be participating in the competition, and mentioned three technologies he'll look at: a gun that can be locked using a smart phone app; a gun activated by a fingerprint reader; and a gun that can only be used if triggered by a digital chip embedded in a nearby device, like a ring.

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 POINT!

A research project developed by the National Institute for Agricultural and Food Research and Technology (INIA) and the School of Forestry at the Technical University of Madrid has studied how to use fish farms to detect water quality in our rivers.

Although some question whether broadcast content is the best use of precious spectrum space, broadcast media are still the best way to get information directly to people — a role that can not be underestimated in emergencies, Dan Margolis, a lawyer with Garvey Schubert Barer's communications, media and technology industry group, said at a National Broadband Plan roundtable discussion hosted Monday by New York Law School in New York City.

Researchers from the Perelman School of Medicine at the University of Pennsylvania, in partnership with ORGANIZE — a non-for-profit organization based in New York which leverages health data to end the organ donor shortage by applying smarter technologies, utilizing social media, building more creative partnerships, and advocating for data - driven policies — The Bridgespan Group — a global nonprofit organization that collaborates with mission - driven leaders, organizations, and philanthropists to break cycles of poverty and dramatically improve the quality of life for those in need — and Gift of Life Donor Program — an OPO which serves the eastern half of Pennsylvania, southern New Jersey, and Delaware — evaluated the metrics and criteria used to measure OPOs across the country, and found significant discrepancies in how potential donors are evaluated and identified.

Led by Professor Christopher James, Director of Warwick Engineering in Biomedicine at the School of Engineering, technology has been developed which allows electronic devices to be activated using electrical impulses from brain waves, by connecting our thoughts to computerised systems.

The technology used in the study was developed by the Biocomplexity Institute at the IU School of Informatics and Computing, directed by James A. Glazier, professor in the IU Bloomington Department of Intelligent Systems Engineering.

«Our study shows that we can use this new CRISPR / Cas9 gene - editing technology to render mosquitoes malaria - resistant by removing a so - called host factor gene,» says study senior author George Dimopoulos, PhD, professor in the Bloomberg School's Department of Molecular Microbiology and Immunology.

«When used by emergency medical technicians in the civilian world or by medics in the military, we expect this technology could reduce the number of deaths from excessive bleeding,» said Ashley Brown, a research scientist in the Georgia Tech School of Chemistry and Biochemistry and first author of the paper.

Read More The Public Health Information Technology Maturity Index: An Approach to Evaluating the Adoption and Use of Public Health Information Technology by Kenyon Crowley, UMD's Robert H. Smith School of Business; Robert S. Gold, UMD School of Public Health; Sruthi Bandi, UMD's iSchool; and Ritu Agarwal, UMD's Robert H. Smith School of Business, appears in the April 2016 issue of Frontiers in Public Health Services and Systems Research.

DNA sequencing technology using off - the - shelf equipment devised by George M. Church at Harvard Medical School and collaborators at Harvard and Washington University in St. Louis may help realize the federal goal of reducing that price to $ 1,000 by 2015, which experts say would make it practical to decode an individual's genes for routine medical purposes.

The website was founded in 2006 by Massachusetts Institute of Technology graduate Brandon Wade, who used student loans to pay for his schooling.

Schools start by using them for creator / consumer activities in the early adopter phase, to community activities at the later stage of implementation, with teachers increasing the use of the technology over time.

By using existing databases in a more intelligent way and tapping into the rising number of tablets and smart phones, schools and colleges can cut down on carbon consumption by taking advantage of technologBy using existing databases in a more intelligent way and tapping into the rising number of tablets and smart phones, schools and colleges can cut down on carbon consumption by taking advantage of technologby taking advantage of technology.

Pupils interviewed by Techknowledge for Schools displayed greater motivation and interest in schoolwork when using 1:1 mobile technology, with pupils expressing satisfaction with learning and taking pleasure in the interactive nature of tablets.

We could believe that with the increasing adoption of technology in schools, the use of hard copy books and pens are less in demand; spending on stationery is set to drop by three per cent.

By 2003, schools were expected to spend around # 65 million on dedicated ICT budgets, but one of the most prominent developments in classroom technology was the investment of around # 200 million in interactive whiteboards, which had reached 58.3 per cent of schools by 2004, and is now the most commonly used piece of AV classroom technology (BESA Historic ICT in UK State Schools, 2015By 2003, schools were expected to spend around # 65 million on dedicated ICT budgets, but one of the most prominent developments in classroom technology was the investment of around # 200 million in interactive whiteboards, which had reached 58.3 per cent of schools by 2004, and is now the most commonly used piece of AV classroom technology (BESA Historic ICT in UK State Schools,schools were expected to spend around # 65 million on dedicated ICT budgets, but one of the most prominent developments in classroom technology was the investment of around # 200 million in interactive whiteboards, which had reached 58.3 per cent of schools by 2004, and is now the most commonly used piece of AV classroom technology (BESA Historic ICT in UK State Schools,schools by 2004, and is now the most commonly used piece of AV classroom technology (BESA Historic ICT in UK State Schools, 2015by 2004, and is now the most commonly used piece of AV classroom technology (BESA Historic ICT in UK State Schools,Schools, 2015).

The latest report published by the British Educational Suppliers Association (BESA) shows that 42 per cent of primary schools identify teacher willingness to use EdTech as a key obstacle in making more use of the technology.

Districts and charter schools have begun to embrace Public Impact's vision of an Opportunity Culture, creating pilot schools that use job redesign and age - appropriate technology to extend excellent teachers» reach, directly and by leading other teachers, in fully accountable roles, for more pay — but within budget.

Any investment a school makes in technology should be something that can be used in multiple settings for multiple purposes by multiple sets of students.

The qualification has been designed specifically for schools, to help them improve the standards of e-safety amongst staff and young people, and follows a 2010 report2 by Ofsted that recommends that schools should: • audit the training needs of all staff and provide training to improve their knowledge of and expertise in the safe and appropriate use of new technologies • work closely with all families to help them ensure that their children use new technologies safely and responsibly both at home and at school • provide an age - related, comprehensive curriculum for e-safety which enables pupils to become safe and responsible users of new technologies.

It might involve working with teachers to develop the use of a specific technology (such as the collaborative suite represented by Google Apps for Education) in their classroom or across the school.

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.

Blind faith in technology and the infallibility of architects and builders is replaced by a better and more direct understanding of how the school is to be used and managed.

By chance, a member of the computing staff had come across KRCS at a workshop and, following further investigation and a visit to BETT, the school saw the potential to totally change the way it created, presented, investigated and used technology in the classroom.

I find it intriguing that we have not fully realised the affordance that technology offers in relation to real - time (just in - time) formative assessment practices that research tells us makes a significant impact on student learning (Wiliam, Black, Hattie) I have a pre-school age child whose school uses a «reporting / communication» tool where daily updates are captured by the educators including work samples, outcomes linked, photos of my child engaged in learning tasks etc..

Studies, by myself and in conjunction with colleagues, of over 70 pathfinder (early adopter) schools from the UK, US, New Zealand and Australia, that have or nearly have normalised the whole school use of the student's own digital technology in all facets of their operations, provide a telling insight into what happens with schools as organisations when they move from their traditional paper to a digital operational base (Lee & Finger, 2010), (Lee & Levins, 2012), (Lee & Ward, 2013), (Lee & Broadie, 2014), (www.schoolevolutionarystages.net).

Using Technology to Move Beyond Schools by Elizabeth City and Richard Elmore Think ahead 10 or 15 years and ask yourself, «What proportion of the activity called «learning» will be located in the institution called «school»?»

Our annual «Impact of New Technologies» survey into the views of English Maintained Schools on a range of new technologies used by teachers and students carried out in conjunction with the National Education Research Panel (NERP) shows that an increasing majority of schools (56 per cent primary, 65 per cent secondary schools) feel they are now definitely unable, or unlikely to be able, to maintain planned new technologies investments for 2Schools on a range of new technologies used by teachers and students carried out in conjunction with the National Education Research Panel (NERP) shows that an increasing majority of schools (56 per cent primary, 65 per cent secondary schools) feel they are now definitely unable, or unlikely to be able, to maintain planned new technologies investments for 2schools (56 per cent primary, 65 per cent secondary schools) feel they are now definitely unable, or unlikely to be able, to maintain planned new technologies investments for 2schools) feel they are now definitely unable, or unlikely to be able, to maintain planned new technologies investments for 2011/12.

A guide, produced by Mayer - Johnson, which explores strategies to support inclusion in the whole school setting, with topics such as: Hello, the National Year of Communication, The Inclusive Classroom: Using Technology to Support Teaching Assistants, Autistic Spectrum Disorder, National Association of Special Educational Needs, and case studies.

As reflected by the recent controversy of child pornography involving under - aged students in at least 70 public and private schools throughout Australia, the increased rate at which the use, and misuse, of technology in schools has generated a multitude of new legal issues surrounding the use of social and other digital media that most could not have anticipated a few short years ago.

However, possibly the most prominent evolution in classroom technology was the implementation of around # 200 million worth of interactive whiteboards, which had reached 58.3 per cent of schools by 2004, and is now the most commonly used piece of AV technology in classrooms.

In this report, we try to answer why this is, and to draw a nuanced picture of how learning is affected by students» use of technology, how well students master some new skills that are important in a digital world, and how teachers and schools are integrating ICT into students» learning experienceIn this report, we try to answer why this is, and to draw a nuanced picture of how learning is affected by students» use of technology, how well students master some new skills that are important in a digital world, and how teachers and schools are integrating ICT into students» learning experiencein a digital world, and how teachers and schools are integrating ICT into students» learning experiences.

In secondary schools, it is predicted that by 2017, 70 per cent of student time will be spent using technology, and at least 50 per cent of the time in primary schoolIn secondary schools, it is predicted that by 2017, 70 per cent of student time will be spent using technology, and at least 50 per cent of the time in primary schoolin primary schools.

A recent survey conducted by an online label company revealed 32 % of people said developing modern skills is the biggest advantage when using technology in schools.

However, by using mobile tablet technology in the classroom, it allows for highly tailored and interactive learning, which can improve the quality of basic education for primary school age children, especially girls, in Malawi.

A safer and better internet for children and young people can only be achieved collaboratively, and as technology use continues to shift and new risks emerge, schools will continue to play a crucial role in empowering young people to make the most of opportunities offered by technology and to protect them from harm.

Justin Michaud (l.) and his twin brother Ryan use geometry to construct a small bicycle in the manufacturing lab at Manchester School of Technology High School, where students learn by doing hands - on projects.

Those include introducing and reviewing software, Internet resources, and other appropriate materials, and making the information available to staff; coordinating computer usage in projects and activities within, across, and between curricula and schools; working with classroom teachers, individually and in grade level teams, to plan, organize and implement the use of technology through such activities as demonstration lessons, team teaching, and joint planning; providing both building - based and district - wide staff development at faculty meetings, district professional development days, and after - school and summer workshops; and keeping abreast of current technologies by attending conferences and workshops on a regular basis.

Now in its 12th year, the Digital School Districts Survey Awards recognize exemplary use of technology by school boards and distSchool Districts Survey Awards recognize exemplary use of technology by school boards and distschool boards and districts.

The author comments on New Jersey's Hunterdon Central Regional High School's use of inquiry - based teaching methods, as well as the use of educational technology such as blogs and other Web 2.0 technologies by teacher Anne Smith of Arapahoe High School in Colorado.

The new Student Support and Academic Enrichment Grants (Title IV, Part A) program provides funds for programs and activities to improve students» academic achievement by increasing the capacity of local school divisions to provide all students with a well - rounded education; improve school conditions for learning; and improve the use of technology in order to improve the academic achievement and digital literacy of all students.

In order to make effective use of the enormous national investment in educational technologies, future educators must be prepared by their schools of education to make effective technological decisionIn order to make effective use of the enormous national investment in educational technologies, future educators must be prepared by their schools of education to make effective technological decisionin educational technologies, future educators must be prepared by their schools of education to make effective technological decisions.

Our portfolio includes many types of schools: schools designed for personalized learning, using the best of technology and school design to customize learning to students» needs; schools that are «diverse by design,» undoing segregation; schools that teach marketable math, coding, and STEM skills; and schools that blend other specialized programs — in the arts, sports, or technology — with rigorous general curriculum, to capture the imagination of students.