Perceptions of ELA Teachers on Their Preparedness for Implementing Technology-dependent Standards PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download Perceptions of ELA Teachers on Their Preparedness for Implementing Technology-dependent Standards PDF full book. Access full book title Perceptions of ELA Teachers on Their Preparedness for Implementing Technology-dependent Standards by Brandi Tindall Burton. Download full books in PDF and EPUB format.
Author: Brandi Tindall Burton
Publisher:
ISBN:
Category :
Languages : en
Pages : 130
Get Book Here
Book Description
This study investigated teacher perceptions of preparedness for implementing the English Language Arts Common Core State Standards/Mississippi College and Career Readiness Standards (ELA CCSS/MCCRS) that require the use of technology. Participants included 101 ELA teachers in Mississippi from varying backgrounds and school sizes who responded to a survey via email. The survey was comprised of questions written in order to expand on professional development opportunities teachers have had available to them, technology that teachers have access to in their schools/districts, levels of self-efficacy teachers have with technology use, value assigned to technology in the classroom, and support that teachers have within their school/district for issues related to technology. Descriptive statistics, plots, and regression models are included to highlight factors that have an effect on the amount of technology teachers are or are not using in conjunction with the ELA CCSS/MCCRS. The findings revealed that teachers in Mississippi believe that the integration of technology into the ELA Standards is important, but they are not all equipped with the technology nor support needed in order to meet the standards in the way that they are written. The results also showed that although teachers do assign a high level of value to technology use in the classroom, this was not enough of an influence to inform the amount of technology implemented into their classrooms. The same was true for self-efficacy. Value and self-efficacy related to technology are integral for implementation, but if teachers are not supplied with the applicable technologies or appropriate professional development and support in order to utilize classroom technology, then they are not enough to affect implementation. Many areas such as availability and use of technology, teacher value and self-efficacy for technology, issues with professional development, educational policy, and additional research were informed by the results revealed in this study.
Author: Brandi Tindall Burton
Publisher:
ISBN:
Category :
Languages : en
Pages : 130
Get Book Here
Book Description
This study investigated teacher perceptions of preparedness for implementing the English Language Arts Common Core State Standards/Mississippi College and Career Readiness Standards (ELA CCSS/MCCRS) that require the use of technology. Participants included 101 ELA teachers in Mississippi from varying backgrounds and school sizes who responded to a survey via email. The survey was comprised of questions written in order to expand on professional development opportunities teachers have had available to them, technology that teachers have access to in their schools/districts, levels of self-efficacy teachers have with technology use, value assigned to technology in the classroom, and support that teachers have within their school/district for issues related to technology. Descriptive statistics, plots, and regression models are included to highlight factors that have an effect on the amount of technology teachers are or are not using in conjunction with the ELA CCSS/MCCRS. The findings revealed that teachers in Mississippi believe that the integration of technology into the ELA Standards is important, but they are not all equipped with the technology nor support needed in order to meet the standards in the way that they are written. The results also showed that although teachers do assign a high level of value to technology use in the classroom, this was not enough of an influence to inform the amount of technology implemented into their classrooms. The same was true for self-efficacy. Value and self-efficacy related to technology are integral for implementation, but if teachers are not supplied with the applicable technologies or appropriate professional development and support in order to utilize classroom technology, then they are not enough to affect implementation. Many areas such as availability and use of technology, teacher value and self-efficacy for technology, issues with professional development, educational policy, and additional research were informed by the results revealed in this study.
Author: Melissa Eileen Adams-Budde
Publisher:
ISBN:
Category : Educational surveys
Languages : en
Pages : 187
Get Book Here
Book Description
"The purpose of this study was to examine elementary literacy teachers' perceptions of their preparedness to implement the English Language Arts Common Core State Standards (ELA CCSS). Preparedness was defined as teachers' perceived levels of knowledge of the standards and its components; efficacy to implement changes; and actual changes to their instructional practices. A survey was developed based on the literature and administered to 158 elementary school teachers in two districts. Findings from the study document the nature of their professional development and identify areas where additional development opportunities are necessary. Discussion focuses on the need to provide more time and supports to teachers as they deal with the challenges of the new standards."--Abstract from author supplied metadata.
Author: Dakeyan C. Graham
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 0
Get Book Here
Book Description
Teacher perception has been demonstrated to be a key contributor to instructional practices within the classroom. As additional technologies become available to enhance and supplement instructional practices, game-based learning has emerged as an included component to classroom strategies for improved student achievement. With primary focus within the educational field placed on decreasing the achievement gap, emphasis on approaches that demonstrate affective ways of promoting the achievement of minority students has increased over the past few decades. Primary measurements of student achievement begin in 3rd grade. The purpose of this study was to identify and evaluate teacher perceptions on the use of game-based learning software within the contemporary classroom, specifically in the 3rd and 4th grade ELA domainches Survey responses from 823 3rd and 4th grade ELA teachers provided insight to factors contributing to teacher perception on the implementation of game-based learning into the ELA curriculum. In addition to the quantitative survey results, 37 face-to-face interviews were conducted to elicit qualitative information on the factors influencing teacher perception. Analysis of the results indicated that teachers have a generally positive view of the incorporation of GBL into the ELA curriculum. One of the key factors contributing to GBL implementation is an increased level of student engagement. Prior experience with GBL implementation also served as a primary element impacting teacher perception.
Author: Joseph C. Lutes (II)
Publisher:
ISBN:
Category :
Languages : en
Pages : 149
Get Book Here
Book Description
Reports on changing instructional practices with one-to-one (1:1) technology suggest positive increases in academic engagement, test scores, and preparing for 21st century careers. Multiple models of technology integration have been used to describe the level of 1:1 integration. The RAT model describes three levels of integration: replacement, amplification, and transformation. One-to-one technology implementation can be described in terms of Michael Fullan's change theory. Change theory has been used in educational research to describe changes and new initiatives. The purpose of this study was to identify changes with instructional practices as a result of implementing 1:1 technology, specifically at the middle school level. Qualitative data suggests participants viewed 1:1 technology integration favorably as participants discussed changes in instructional practices with utilizing digital platforms for communication, increased collaboration between students, more immediate feedback, increase in the availability of resources for student use, and the increased ability to integrate project-based learning into classroom instruction. Generally, the participants reported using 1:1 technology at all levels of the RAT model of technology integration dependent upon the lesson. Participants indicated that middle school students are more engaged with 1:1 technology. Furthermore, participants described the middle school years as exploratory in nature, providing a foundation for building digital citizenship. (Key words: one-to-one, 1:1 technology, RAT model (replacement-amplification-transformation), instructional practices, change theory, technology integration, middle school).
Author: Angela Rossbach
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
Get Book Here
Book Description
Author: Scott A. Crossley
Publisher: Routledge
ISBN: 1317298217
Category : Education
Languages : en
Pages : 332
Get Book Here
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.
Author: Trude Nilsen
Publisher: Springer
ISBN: 3319412523
Category : Education
Languages : en
Pages : 167
Get Book Here
Book Description
This volume offers insights from modeling relations between teacher quality, instructional quality and student outcomes in mathematics across countries. The relations explored take the educational context, such as school climate, into account. The International Association for the Evaluation of Educational Achievement’s Trends in Mathematics and Science Study (TIMSS) is the only international large-scale study possessing a design framework that enables investigation of relations between teachers, their teaching, and student outcomes in mathematics. TIMSS provides both student achievement data and contextual background data from schools, teachers, students and parents, for over 60 countries. This book makes a major contribution to the field of educational effectiveness, especially teaching effectiveness, where cross-cultural comparisons are scarce. For readers interested in teacher quality, instructional quality, and student achievement and motivation in mathematics, the comparisons across cultures, grades, and time are insightful and thought-provoking. For readers interested in methodology, the advanced analytical methods, combined with application of methods new to educational research, illustrate interesting novel directions in methodology and the secondary analysis of international large-scale assessment (ILSA).
Author: Nelson Flores
Publisher: Multilingual Matters
ISBN: 1800410069
Category : Language Arts & Disciplines
Languages : en
Pages : 238
Get Book Here
Book Description
It is common for scholarly and mainstream discourses on dual language education in the US to frame these programs as inherently socially transformative and to see their proliferation in recent years as a natural means of developing more anti-racist spaces in public schools. In contrast, this book adopts a raciolinguistic perspective that points to the contradictory role that these programs play in both reproducing and challenging racial hierarchies. The book includes 11 chapters that adopt a range of methodological techniques (qualitative, quantitative and textual), disciplinary perspectives (linguistics, sociology and anthropology) and language foci (Spanish, Hebrew and Korean) to examine the ways that dual language education programs in the US often reinforce the racial inequities that they purport to challenge.
Author: Pamela Cantor
Publisher: Routledge
ISBN: 100039977X
Category : Education
Languages : en
Pages : 245
Get Book Here
Book Description
This essential text unpacks major transformations in the study of learning and human development and provides evidence for how science can inform innovation in the design of settings, policies, practice, and research to enhance the life path, opportunity and prosperity of every child. The ideas presented provide researchers and educators with a rationale for focusing on the specific pathways and developmental patterns that may lead a specific child, with a specific family, school, and community, to prosper in school and in life. Expanding key published articles and expert commentary, the book explores a profound evolution in thinking that integrates findings from psychology with biology through sociology, education, law, and history with an emphasis on institutionalized inequities and disparate outcomes and how to address them. It points toward possible solutions through an understanding of and addressing the dynamic relations between a child and the contexts within which he or she lives, offering all researchers of human development and education a new way to understand and promote healthy development and learning for diverse, specific youth regardless of race, socioeconomic status, or history of adversity, challenge, or trauma. The book brings together scholars and practitioners from the biological/medical sciences, the social and behavioral sciences, educational science, and fields of law and social and educational policy. It provides an invaluable and unique resource for understanding the bases and status of the new science, and presents a roadmap for progress that will frame progress for at least the next decade and perhaps beyond.
Author:
Publisher: DIANE Publishing
ISBN: 1428927123
Category :
Languages : en
Pages : 265
Get Book Here
Book Description
