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Author: United States. Congress. House. Committee on Science. Subcommittee on Technology
Publisher:
ISBN:
Category : Computer-assisted instruction
Languages : en
Pages : 112
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Book Description
Author: United States. Congress. House. Committee on Science. Subcommittee on Technology
Publisher:
ISBN:
Category : Computer-assisted instruction
Languages : en
Pages : 112
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Book Description
Author: Constance A. Morella
Publisher: DIANE Publishing
ISBN: 0756708680
Category :
Languages : en
Pages : 107
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Book Description
Hearing held by the House of Representatives. Witnesses include: Dr. George O. Strawn, Executive Officer, Computer and Information Science and Engineering Directorate, National Science Foundation; Alan Spoon, President, The Washington Post, on behalf of the CEO Forum; Dr. Elizabeth Glowa, Director for Instructional Technology Support Team, Office of Global Access Technology, Montgomery County (MD) Public Schools; and Dr. James J. Fallon, Jr., Superintendent of Schools, East Hartford School District.
Author: United States. Congress. House. Committee on Science. Subcommittee on Technology
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 108
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Book Description
Author: Kim Wallace
Publisher:
ISBN: 9781267681416
Category :
Languages : en
Pages :
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Book Description
As the technological revolution has altered the global landscape and marketplace, American schools have been likewise challenged with preparing students to meet the demands of their 21st century future. Though technology has integrated most areas of public life, it still has not widely penetrated public classroom walls. For three decades, educational researchers have been puzzled by low levels of teacher technology use in spite of ever-increasing professional development, resource allocation, and access. The purpose of this study was to identify the most significant barriers that deter high school teachers from using technology for classroom instruction. The goal was to provide insight into the challenges teachers face in order to offer strategies to school leaders to lessen those barriers. The researcher focused on three orders of barriers: (1) first-order barriers--equipment, resources, and support; (2) second-order barriers--knowledge/skills and beliefs/attitudes; and, (3) third-order barriers-- school structure/organization and culture/climate. An anonymous online survey was distributed to teachers (n=285) at 30 Northern California public high schools researching the following questions: (1) What do public high school teachers identify as the most significant barriers to effectively integrating technology into their classroom instruction? and (2) Is there a difference between what digital native (born in 1980 or later) and digital immigrant (born in 1979 and earlier) teachers report as first-order, second-order, and third-order barriers to technology integration? The study found that teachers identified the first-order barriers of quantity and quality of technology, training, and support as the greatest obstacles to their integration in the classroom. When disaggregated by the independent variable of age, however, the first- and third-order barriers supported the null hypothesis, while there were statistically significant differences in the second-order of barriers between the two generations. This investigation resulted in updated information on the technologies teachers have access to and how they use them with students, increased insight into the barriers to technology integration, and recommendations to school leaders to create better conditions for teacher technology use in the classroom.
Author: Lawrence A. Tomei
Publisher: Allyn & Bacon
ISBN:
Category : Education
Languages : en
Pages : 252
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Book Description
Based on a specific 20-question checklist and "how-to" recommendations, this text is designed to help educators choose and implement appropriate technology for their schools. This easy-to-follow checklist, together with implementation guidelines, help educators recognize and address problems in their schools' technology programs. Human factors, financial investment, commitment of resources, and instructional strategy are all addressed to make sure technology planning is effective. The Technology Facade Checklist provides a means to examine a school's instructional technology program and develop a step-by-step strategy to resolve any shortcomings. Readers will receive a Comprehensive Analysis Form that examines the three basic elements of the facade, and provides an easy-to-use strategy for improvement. A useful Technology Plan that educators can implement is practical and based on research conducted by the National Center for technology Planning. It includes an easy-to-use scope and sequence of technology skills for grades K-12 (Ch. 10). Sample lesson plans, handouts, reference guides, exercises, and vignettes throughout the book offer useful resources for educators. K-12 educators and administrators who need to integrate and develop a technology plan for their school.
Author: Lois J. Cavucci
Publisher:
ISBN:
Category : Computer-assisted instruction
Languages : en
Pages : 330
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Book Description
This study examined the barriers to integrating computer technology in middle school curriculum and formulated possible strategies to help educators overcome identified barriers for the benefit of students and the educational program. Three hundred and ninety-seven survey instruments were personally delivered to middle schools in the state of Ohio. The respondents were representative of teachers in Mahoning and Trumbull Counties. The data from this survey was sufficient to identify barriers and offer possible strategies. The survey data identified five factors as possible barriers to the utilization of computer technology in the classroom. These barriers are (a) technology equipment that did not function properly or did not function at all, (b) the lack of training, (c) the lack of time to successfully integrate computer technology into the classroom, (d) the students' familiarity with computer technology and/or lack of computer technology in students' homes, and (e) the cost associated with computer technology classes at a university or college. This study also identified possible strategies for future use that would encourage teachers to utilize computer technology in the classroom. These strategies are (a) provide in-services at the end of a workday, (b) have a technology support staff person available to middle school teachers on a daily basis, (c) staff meetings with computer technology experts to present new and innovative ideas to the middle school teachers, and (d) technology equipment in properly working order that would allow middle school teachers to utilize computer technology when they desired to do so.
Author: Helena Gillespie
Publisher: Routledge
ISBN: 1317756649
Category : Education
Languages : en
Pages : 147
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Book Description
By clearly identifying the barriers that can still exist to the successful integration of ICT in schools this book aims to suggest ways in which these barriers may be overcome. Current and past policy and practice is examined and where barriers are identified, the book: provides suggested strategies for the removal of these barriers recommends how to avoid the obstacles in the first place includes action points and ideas to provide ways forward uses case studies and vignettes to focus on the positive benefits of ICT. Optimistic and forward-looking, the book also explores how ICT, when effectively used, can help children learn and achieve to the best of their abilities. It is relevant for trainee and practising teachers, ICT co-ordinators and school managers in all key stages.
Author: Katie Novak
Publisher: Impress, LP
ISBN: 9781948334310
Category : Education
Languages : en
Pages : 232
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Book Description
You can develop the skills to meet the needs of learners in any learning environment. This approachable, in-depth guide unites the adaptability of Universal Design for Learning with the flexibility of blended learning, equipping educators with the tools they need to create relevant, authentic, and meaningful learning pathways to meet students where they're at, no matter the time and place or their pace and path. With step-by-step guidance and clear strategies, authors Katie Novak and Catlin Tucker empower teachers to implement these frameworks in the classroom, with a focus on cultivating community, building equity, and increasing accessibility for all learners. As we face increasing uncertainty and frequent disruption to traditional ways of living and learning, UDL and Blended Learning offers bold, innovative, inclusive solutions for navigating a range of learning landscapes, from the home to the classroom and all points in between, no matter what obstacles may lie ahead.
Author: Bradford D. Wheeler
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
The goal of this study was to understand how instructors use technology, and what challenges they face, but also to increase the participants' understanding of Active Learning Classroom (ALCs) technologies as it applies to their teaching by applying action research methodologies. This study also seeks to lay a foundation for additional research on ALCs, education technology, and the needs of instructors in terms of faculty development in technology. This study investigates a group of 13 faculty members in multiple disciplines teaching in ALCs. Thus far, research on the impact of technology-enriched learning environments like Active Learning Classrooms has typically centered around student learning (Beichner et al., 2007; Frazee, Hughes, and Frazee, 2014; Morrone, Ouimet, Siering, and Arthur, 2014). Less attention has been paid to the faculty development needed for instructors to properly take advantage of these environments The research study addresses three questions: First, how and, for what purposes, do faculty use technology in the ALC? Second, what technology adoption factors and barriers were experienced by instructors in an Active Learning Classroom? Third, using Kolb's experiential learning theory (1984, 2014), how does a semester-long faculty development intervention program impact instructors' adoption of Active Learning Classroom technologies? Results indicated that the most frequently used technologies were those that were familiar from traditional (technology-equipped) lecture spaces that faculty had used. Faculty were most comfortable with content delivery tools such as instructor laptops connected to the LCD TVs, the instructor podium, and whiteboards. Additionally, technology adoption factors and barriers to adoption were identified, including time, ease of use, equipment availability, institutional classroom support, peer support, and instructor comfort levels with technology and troubleshooting. Through action research, the newest Active Learning Classroom instructors received the most hands-on training on the classroom hardware during consultations, and the exposure to classroom technologies and troubleshooting tips via an experiential learning framework allowed them to better understand the podium interface, document camera and wall-buttons while having an opportunity to reflect on their teaching.
Author: Scott A. Crossley
Publisher: Routledge
ISBN: 1317298217
Category : Education
Languages : en
Pages : 332
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Book Description
While current educational technologies have the potential to fundamentally enhance literacy education, many of these tools remain unknown to or unused by today’s practitioners due to a lack of access and support. Adaptive Educational Technologies for Literacy Instruction presents actionable information to educators, administrators, and researchers about available educational technologies that provide adaptive, personalized literacy instruction to students of all ages. These accessible, comprehensive chapters, written by leading researchers who have developed systems and strategies for classrooms, introduce effective technologies for reading comprehension and writing skills.
