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Author: Amanda Lee Resendez
Publisher:
ISBN:
Category : Education, Elementary
Languages : en
Pages : 310
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Book Description
Author: Amanda Lee Resendez
Publisher:
ISBN:
Category : Education, Elementary
Languages : en
Pages : 310
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Book Description
Author: Elizabeth Yvonne McInnis
Publisher:
ISBN:
Category :
Languages : en
Pages : 116
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Book Description
The purpose of this study was to describe 3rd through 5th-grade mathematics teachers’ demographic information and investigate their perceptions regarding effective instructional practices and their abilities to use technology as an instructional tool in the mathematics classroom. This information will give administrators a more detailed interpretation of what teaching strategies work best for engaging students in successfully learning mathematics. Additionally, the researcher investigated if there was a statistically significant difference in teachers’ perceptions of select demographic variables and high-performance elementary schools and low-performance elementary schools. To accomplish the purpose of this study, an online survey developed by the researcher was used to obtain information from participants via SurveyMonkey. The participants consisted of 135 3rd through 5th-grade mathematics teachers. The data were analyzed using descriptive statistics, t-tests, and ANOVA. The findings in the study revealed third through fifth-grade mathematics teachers had positive perceptions about effective instructional practices and their abilities to use technology as an instructional tool in the mathematics classroom. Additionally, there were statistically significant differences found among demographic variables based on the teachers’ responses to certain statements from the online survey. Statistically significant differences were found in the demographic variables of educational background, teaching experience, and years of experience with using various forms of technology in the classroom regarding teachers’ perceptions of effective instructional practices. Also, there were statistically significant differences found in the demographic variables of age range and educational background regarding teachers’ perceptions of using technology as an instructional tool in the mathematics classroom. The conclusions and recommendations based on the findings in this study provided information for administrators in one central Mississippi school district to increase student engagement and improve statewide test scores in mathematics. It was recommended that comparative studies be conducted to further investigate if these findings are consistent with the perceptions of the remaining population of teachers whose students are mandated to take statewide exams about mathematics.
Author: Matt Rhoads
Publisher: Createspace Independent Publishing Platform
ISBN: 9781981744800
Category :
Languages : en
Pages : 72
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Book Description
The authors of Igniting Your Teaching with Educational Technology are here to reduce the stress of learning how to use technology in the first few years of teaching. As fellow educators, we understand the challenges you may experience and have written this textbook to support you in your learning. Ultimately, we want you to be to navigate the waters of educational technology without it becoming an additional burden on top of everything else on your plate as a preservice or first-year teacher. We have over one-hundred years of combined, total teaching experience, in various capacities, grade levels, and content areas. Igniting Your Teaching with Educational Technology addresses six core themes that are of great significance when using technology in one's teaching. * Chapter 1: Classroom Management explores classroom management tools for classrooms of all ages of students. * Chapter 2: Learning Management Systems discusses learning management systems that are likely to be central in your student teaching experience and as a first-year teacher. * Chapter 3: Assessing Learning addresses measuring student learning using technology, using both formative and summative approaches. * Chapter 4: Collaboration Tools outlines tools you can utilize with your students as well as your colleagues and professors to contribute to the creation of a resource together. * Chapter 5: Selection of Educational Technology describes how preservice teachers can select technological tools and applications for various experiences and situations they may encounter as teachers. * Chapter 6: Professional Development via Social Media provides information regarding how to use social media to network with other teachers as well as to grow professionally as an educator.
Author: Monica Hernandez
Publisher:
ISBN:
Category : Computer-assisted instruction
Languages : en
Pages : 150
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Book Description
Author: Mizuko Ito
Publisher: MIT Press
ISBN: 0262258277
Category : Technology & Engineering
Languages : en
Pages : 121
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Book Description
This report summarizes the results of an ambitious three-year ethnographic study, funded by the John D. and Catherine T. MacArthur Foundation, into how young people are living and learning with new media in varied settings—at home, in after school programs, and in online spaces. It offers a condensed version of a longer treatment provided in the book Hanging Out, Messing Around, and Geeking Out (MIT Press, 2009). The authors present empirical data on new media in the lives of American youth in order to reflect upon the relationship between new media and learning. In one of the largest qualitative and ethnographic studies of American youth culture, the authors view the relationship of youth and new media not simply in terms of technology trends but situated within the broader structural conditions of childhood and the negotiations with adults that frame the experience of youth in the United States. The book that this report summarizes was written as a collaborative effort by members of the Digital Youth Project, a three-year research effort funded by the John D. and Catherine T. MacArthur Foundation and conducted at the University of California, Berkeley, and the University of Southern California. John D. and Catherine T. MacArthur Reports on Digital Media and Learning
Author: Dana S. Dunn
Publisher: Oxford University Press
ISBN: 0199837937
Category : Psychology
Languages : en
Pages : 353
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Book Description
The use of technology and teaching techniques derived from technology is currently a bourgeoning topic in higher education. Teachers at all levels and types of institutions want to know how these new technologies will affect what happens in and outside of the classroom. Many teachers have already embraced some of these technologies but remain uncertain about their educational efficacy. Other teachers have waited because they are reluctant to try tools or techniques that remain unproven or, as is often the case, lack institutional support. This book is designed to help both groups, so that those with technological expertise can extend their knowledge, while technological novices can "ramp up" at their own pace and for their own purposes. Best Practices for Technology-Enhanced Teaching and Learning brings together expert teacher-scholars who apply and assess technology's impact on traditional, hybrid or blended, or completely on-line courses, relying on technology as a teaching tool for classroom management and interaction (e.g., Blackboard, PowerPoint, student response or "clicker systems," multimedia tools), as well as student-based uses of technology largely independent of instructors (e.g., social networking on popular sites including Facebook and MySpace). Each chapter will address how technological improvements can be connected to assessment initiatives, as is now routinely advocated in psychology and social science education. The book features current scholarship and pedagogy involving innovative technology that impacts on student learning in psychology and related disciplines, focusing also on student reactions to these novel technologies, and proper assessments of how well they promote learning. This text will serve as the standard reference on emerging technologies for undergraduate instructors.
Author: Shelly Geiger Nelson
Publisher:
ISBN:
Category : Electronic dissertations
Languages : en
Pages : 112
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Book Description
Author's abstract: Much research has been done to better understand how we think and learn. While technology offers a world of information at our fingertips and a new way to reach today’s students, there is often a gap between use and integration, between what our learners’ needs are and what is provided. This descriptive research study explored the connection between mindful learning theory and educational technologies in the public elementary school classroom. The purpose of this study was to investigate both how and why instructional technologies are being used, as a possible route to understanding how learning opportunities are being constructed. This study explored a possible connection between mindful learning and instructional technologies and was designed to extend Langer's theory of mindful learning to include the foundation of constructivist theory, paying particular attention to the integration of instructional technologies in grades three through five. More specifically, this study described teacher perceptions and comfort with technology and its use within the classroom context, investigated how mindful learning experiences are purposefully planned and implemented within the elementary school classroom, and examined the existence of a link between instructional technology as an aid in mindful teaching and learning practices. Survey results were gathered using the Levels of Teaching Innovation (LoTi) Digital-Age Survey for Teachers, including the Current Instructional Practices (CIP) and the Personal Computer Use (PCU) frameworks. Aligned to the International Society for Technology Education’s (ISTE) National Educational Technology Standards for Students (NETS-S) and Teachers (NETS-T) Frameworks, the LoTi Digital-Age Survey for Teachers was designed to examine classroom teachers’ instructional practices as they related to either a learner-based or subject matter approach, and to pinpoint the impact of teachers’ interest, familiarity, and comfort with digital learning tools and resources within their classrooms. Elementary school teachers in grades three through five in one school district within the Georgia public school system comprised the final sample within the study. The data gathered were analyzed using descriptive statistics and compiled through the Levels of Teaching Innovation (LoTi) Profiler for analysis and data display. The data indicated that although educational tools, consisting of instructional technology tools and resources, were widely available in the elementary school classrooms of those being surveyed, the integration of such tools was inconsistent. Also, while student learning opportunities were incorporated in some classrooms to include some student-led exploration, the overall emphasis for such learning was more aligned to lower levels of student cognitive processing. Finally, classroom technologies were more often used by teachers for classroom or workplace productivity than for instructional purposes.
Author: Susan Brooks-Young
Publisher: Corwin Press
ISBN: 1452271240
Category : Education
Languages : en
Pages : 153
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Book Description
"The author empowers teachers to engage IT specialists or administrators in a discussion about the use of mobile technologies or Web 2.0 tools and to change the way we think about using technology with kids. This book gives readers lots of information (ammunition) to go out and make things happen with their cell phone, laptop, MP3 player, or digital camera!" —April DeGennaro, Gifted Education Teacher Fayette County Board of Education, Fayetteville, GA A foundational guide for integrating mobile technologies into your classroom! Writing for educators who want to use 21st-century technologies to help deliver relevant classroom instruction, Susan Brooks-Young examines inexpensive hardware already used by many students, explores free Web 2.0 tools such as social networking sites and virtual worlds, and sheds light on both common objections and changing points of view about using mobile technologies for instructional support. Emphasizing digital citizenship—the ethical use of technology—this invaluable resource identifies: Specific Web 2.0 tools for supporting collaboration and communication in K–12 settings Strategies for practical applications A decision-making model for selecting appropriate mobile technologies and Web 2.0 tools for classroom use Recommended books, Web sites, and online reports and articles for reference Teaching With the Tools Kids Really Use gives educators a solid approach for capitalizing on readily available technologies and opens up rich teaching and learning opportunities for today′s classrooms!
Author: Webb, C. Lorraine
Publisher: IGI Global
ISBN: 1668454793
Category : Education
Languages : en
Pages : 357
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Book Description
With the evolving technologies available to educators and the increased importance of including technologies in the classroom, it is critical for instructors to understand how to successfully utilize these emerging technologies within their curriculum. To ensure they are prepared, further study on the best practices and challenges of implementation is required. Preparing Pre-Service Teachers to Integrate Technology in K-12 Classrooms: Standards and Best Practices focuses on preparing future teachers to integrate technology into their everyday teaching by providing a compilation of current research surrounding the inclusion and utilization of technology as an educational tool. Covering key topics such as digital assessment, flipped classrooms, technology integration, and artificial intelligence, this reference work is ideal for teacher educators, administrators, stakeholders, researchers, academicians, scholars, practitioners, instructors, and students.
Author: Keengwe, Jared
Publisher: IGI Global
ISBN: 1466629894
Category : Education
Languages : en
Pages : 378
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Book Description
With advancements in technology continuing to influence all areas of society, students in current classrooms have a different understanding and perspective of learning than the educational system has been designed to teach. Research Perspectives and Best Practices in Educational Technology Integration highlights the emerging digital age, its complex transformation of the current educational system, and the integration of educational technologies into teaching strategies. This book offers best practices in the process of incorporating learning technologies into instruction and is an essential resource for academicians, professionals, educational researchers in education and educational-related fields.
