Download or read book Actualizing Teacher Pedagogical Aims Through One to One Student to Chromebook Integration written by and published by . This book was released on 2018 with total page 45 pages. Available in PDF, EPUB and Kindle. Book excerpt: Current research in the field of educational technology operates under the assumption that one to one student to technology use in classroom has the capacity to increase student achievement while placing responsibility on teachers to actualize this aim. However, qualitative research is needed that illustrates real teachers' integration of technology in their classrooms. Thus, this research employs participant-observer, case study methodology to answer the question: How is one teacher utilizing Chromebooks at a 1:1 student to device ratio in accordance with her own personal pedagogical beliefs? This research found that the participant teacher utilized Chromebooks, and specifically the sites Khan Academy, DreamBox, Bookshelf, Google Classroom and Seesaw, in order to actualize her pedagogical belief of differentiation. This research ultimately makes the case that educational technology research should be descriptive of the way that current teachers are utilizing technology in accordance with pedagogical beliefs before it attempts to be evaluative of teacher success with technology integration.
Download or read book Creating Professional Development for Teachers in Integrate One to One Technology in a Math Class with Chromebooks written by Julie Silverwood and published by . This book was released on 2017 with total page 63 pages. Available in PDF, EPUB and Kindle. Book excerpt: As teachers and educators focus on success in their classrooms, bringing in technology is another layer of complexity added to their lesson plans and can cause additional work with limited resources. This means that teachers need to be supported through the implementation of new technology in their classrooms, which can take place in the form of professional development. In this project, math teachers had the opportunity to learn new technology methods on Chromebooks through a professional development session. The professional development session aimed to assist math teachers new to teaching with Chromebooks with the Math Vision Project (MVP) curriculum in the high school and middle school settings. The project materials include a professional development schedule, presentation slides, a list and description of software programs, behavioral expectations of students, and a letter to go home to families. The materials were created from four teachers' experiences through a small pilot program teaching with Chromebooks, as well as using theories of andragogy to help teachers learn best. This project helps support teachers in a way that allows them to learn through the student experience as well as learn from the experiences of other teachers who have used the same technology. After doing the professional development with teachers, I found that many teachers needed additional support as some of the information was initially overwhelming, and some teachers wanted more discussion about when to use paper versus technology.
Download or read book Integrating Google Apps and Google Chromebooks Into the Core Curriculum written by Paula Bartolo and published by . This book was released on 2017 with total page 157 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this phenomenological study was to understand the lived experiences of public school teachers using Google Suite for Education with Google Chromebooks integrated into the core curriculum. With the adoption of Common Core standards by 46 states, the increased use of technology has occurred due to standards that integrate technology. Google has created a free cloud-based educational suite for K-12 and Higher education institutions. The central research question that guided the study was: How do grade 4-8 public school core content teachers perceive the experience of using Google Suite for Education with Chromebooks in the classroom? The theory that guided the study was Albert Bandura’s social cognitive theory (1986). The theory places an emphasis on three main factors influencing how one learns from personal, social, and environmental. Self-efficacy as part of the learning theory plays an important role in discovering teacher willingness to integrate technology in the classroom. The participants were 13 grade 4-8 public school core content teachers. Data collection included individual interviews, focus group interviews, and online journals. A questionnaire was used to purposefully select participants. Semi structured interviews and focus group interviews were recorded and transcribed as well as online journals analyzed through significant statements resulting in the following four major themes: teacher attitudes and instruction, Chromebook accessibility and connectivity, student learning, and inconsistent training and support. The results identified the essence of the shared experience of the study participants.
Download or read book The Perceived Impact of 1 1 IPad Implementation on Teaching and Learning written by Amy Marie Neaves and published by . This book was released on 2015 with total page 376 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Teachers Perceptions of Professional Development for One to one Technology Integration in an Elementary School Setting written by Megan Knops and published by . This book was released on 2017 with total page 137 pages. Available in PDF, EPUB and Kindle. Book excerpt: Research supports the educational value of students using one-to-one devices in the school setting. For the purpose of this case study, a one-to-one device is a small portable electronic computing device. This dissertation examines how putting a one-to-one-device into the hands of every student directly affects the professional development needs of teachers as it relates to teachers' ability to integrate technology into their instruction. Specifically, this case study analyzes how professional development is perceived by teachers as it relates to their integration of one-to-one technology into instruction and what type of professional development teachers prefer in order to meaningfully implement one-to-one technology into their instruction. Hence, this dissertation addresses what type of technology professional development is necessary for the successful implementation of one-to-one devices. This case study looked at teacher self-efficacy in using technology during instruction, as well as the professional development needs teachers may have, which would allow for their effective integration of technology into instruction. The results indicate that if technology is an integral part of how a teacher delivers instruction, teachers then need to be empowered with the necessary professional development. After analyzing the teachers' perceptions of professional development as it related to one-to-one technology integration, the three themes that emerged from this case study were lack of structured professional development, unclear expectations, and attitudinal resistance to one-to-one device integration. This case study identified that the teachers in the study's school district lack the appropriate level of professional development to implement one-to-one technology meaningfully into their instruction. By identifying the problem and analyzing the data through an online survey and face-to-face interviews, the reader will be better able to understand why teachers may not be prepared to deliver instruction using one-to-one devices without a more defined vision from their district and technology professional development that will meet their individual needs. These findings are significant because they will help school districts plan the appropriate level and types of professional development opportunities that are needed to support their teachers in effectively implementing one-to-one technology into instruction.
Download or read book Technology Integration in a One to one Laptop Initiative written by Marsha B. Jones and published by . This book was released on 2013 with total page 608 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Preparing for 1 1 Technology written by Pamela R. Schwallier and published by . This book was released on 2016 with total page 47 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this action research project was to examine how the preparation of a 1:1 technology initiative, through professional development and early access to devices, in secondary (6-12) schools affected personal computing skills of teachers as well as collaboration, instruction, and student learning. This study takes place at West Ottawa Public Schools where district educators received personal Chromebooks and had ongoing professional development throughout the 2015-2016 school year to prepare specifically for the successful adoption of the 1:1 technology model in the 2017-2018 school year. The district is able to provide personal Chromebooks for all students entering grades 7-12 in the 2016-2017 school year and expand to grades 6-12 in the 2017-2018 school year. A survey instrument was developed to assess how the technology-based professional development and early access to digital devices throughout the beginning phases of technology integration have impacted personal computing skills as well as collaboration, instruction, and student learning as demonstrated through teacher perception. Study findings suggest that there has been an overall positive impact on personal computing skills, collaboration, instruction, and student learning, but additional support and time is needed in specific areas to successfully implement the 1:1 technology model in a way that will meaningfully impact the educational process.
Download or read book Integrating One to one Technology in the Classroom written by Sandra T. Montes and published by . This book was released on 2016 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this qualitative, multiple case study was to examine the decisions three teachers made while planning to integrate portable technology in technology-rich elementary classrooms. The three participants were selected by their district's Digital Learning Coordinator because of their high level of technology integration. The study investigated these teachers' planning habits for instruction incorporating portable technology, such as Chromebooks. Observations, interviews, and lesson plan reviews constituted the qualitative data collected during approximately eight weeks. Peer debriefing, along with member checks, guaranteed that themes did not have a limited point of view, establishing credibility and dependability (Anney, 2014, Carspecken, 1996; Day, 2015). The Technological Pedagogical and Content Knowledge (TPACK) model was a useful descriptor for each teacher's technology planning level, and each used their own level of TPACK to drive their integration of technology in their classrooms and in their planning. The three participants utilized one-to-one (1:1) technology with varying degrees of effectiveness, and each planned differently for its use. The cross-case analysis guided the formation of four assertions: a) Experienced teachers with technology at their disposal are unlikely to change their planning, but will simply include t echnology when they deem it an appropriate and convenient tool to achieve their ends; b) Standardized technology does not necessarily lead to standardized uses or planning; c) Observable high and even skillful use of technology does not necessarily indicate strong planning; and d) Teachers are not motivated to change the way they plan when their students consistently excel at high stakes tests. The study findings have implications for teacher educators, teachers, and school and district leaders. Understanding how one's own level of TPACK and beliefs affect the choices teachers make during planning for technology integration can guide teachers and districts to identify teachers' specific needs in order to make a 1:1 initiative successful.
Download or read book Teacher Experiences Utilizing One to one Technology for Classroom Reading written by Erin Elizabeth Hjelmeland and published by . This book was released on 2018 with total page 227 pages. Available in PDF, EPUB and Kindle. Book excerpt: This phenomenology examined the experiences of high school teachers utilizing one-to-one technology for the purpose of classroom reading at the high school level. The goal of this analysis was to understand how technology integration affected classroom life through the experiences of teachers utilizing emerging classroom technologies. Twelve Minnesota public school teachers who currently use digital devices for the purpose of classroom reading were studied using one-on-one and focus group interviews in order to gain insight into their experiences with this phenomenon. Interview and focus group data were analyzed according to transcendental phenomenology methods to create a synthesis of the phenomenon. The findings unearthed three themes: access and efficiency, collaboration and preference, and strategies and growth. The essence of the phenomenon was that one-to-one devices had the potential to change the ways the participants conducted their classrooms and reached their students in the areas of the described themes. Districts implementing one-to-one technology should focus on ongoing staff development for teachers, student education in the realms of collaboration and integrity, implications for special education students, ongoing integrity implications in protecting students and teachers, and mitigating the constant distractions associated with technology in the classroom. Future research should focus on the areas of technology access, ongoing anxiety problems associated with constant access, long-term integrity issues related to student and teacher protection, and academic results of one-to-one technology.
Download or read book Technology in Education written by Cleborne D Maddux and published by Routledge. This book was released on 2013-12-19 with total page 222 pages. Available in PDF, EPUB and Kindle. Book excerpt: Examine the history of the microcomputer and its impact on education! Under the editorship of D. LaMont Johnson, PhD, a nationally recognized leader in the field of educational computing, Computers in the Schools has been a powerful tool in educational settings. Now, after 20 years, Professor Johnson muses on how far information technology has come. Technology in Education: A Twenty-Year Perspective brings you a retrospective look at the trends and issues relating to the integration of computers into the school curriculum covering 25 years. He joins several other colleagues to follow the historical journey of the dream machine to the technological wonder it has become. Technology in Education: A Twenty-Year Perspective will leave you better informed on such topics as: the obstacles slowing the integration of information technology in educationwhy are computers still collecting dust in many classrooms? the predictions that were made by early computer enthusiasts, and how close or off the mark those predictions came how information technology has impacted education and society so far historical advances in education that should be celebrated, such as the advent of the World Wide Web the student’s perspective of computers in education and much more! Computers in the Schools is the one of the oldest academic journals dealing directly with the integration of information technology into the educational setting. Technology in Education: A Twenty-Year Perspective provides an important overview by some of the leading experts in the field. From the earliest predictions and opinions to the latest trends and findings, this book, celebrating the journal’s twentieth anniversary, is a vital research tool for students and professors of information technology in education.
Download or read book Code Equity written by Tara Linney and published by Tara Linney. This book was released on 2018-03-12 with total page 198 pages. Available in PDF, EPUB and Kindle. Book excerpt: All around the world, schools are adopting computer science into the curriculum. Districts and Ministries of Education across the U.S. and in countries from England to New Zealand are beginning to require teachers to teach computer programming in grades as early as Kindergarten. While there are several programs and books that exist which focus on the teaching of programming, there's one important factor that doesn't get the attention it deserves. Gender equity.Code Equity: Keying Girls into Coding starts with a brief history of the women and men behind the evolution of computer programming, then taking the reader into proven pedagogical practices to create a culture of gender equity in the learning environment. Other topics include curricular integrations for the K-8 educator, tied to both CCSS and ISTE Standards; and empowerment opportunities specifically for girls in an extra-curricular environment.Goal 5 of the Sustainable Development Goals centers on Achieving gender equality and empowering all girls and women. In order to reach gender equality, we must first ensure that there is gender equity (that the opportunity to succeed exists). Gender equity is an issue that exists across several tech and STEM-based career fields. We see the headlines on a daily basis and take part in the movements like the latest #TimesUp. The real change in closing the gender gap in these fields begins in how we educate our students. From the teaching practices that we employ to our hiring practices for the educators in these roles. Every little change can make a huge impact on the future.
Download or read book Stealth Assessment written by Valerie Jean Shute and published by MIT Press. This book was released on 2013 with total page 102 pages. Available in PDF, EPUB and Kindle. Book excerpt: An approach to performance-based assessments that embeds assessments in digital games in order to measure how students are progressing toward targeted goals. To succeed in today's interconnected and complex world, workers need to be able to think systemically, creatively, and critically. Equipping K-16 students with these twenty-first-century competencies requires new thinking not only about what should be taught in school but also about how to develop valid assessments to measure and support these competencies. In Stealth Assessment, Valerie Shute and Matthew Ventura investigate an approach that embeds performance-based assessments in digital games. They argue that using well-designed games as vehicles to assess and support learning will help combat students' growing disengagement from school, provide dynamic and ongoing measures of learning processes and outcomes, and offer students opportunities to apply such complex competencies as creativity, problem solving, persistence, and collaboration. Embedding assessments within games provides a way to monitor players' progress toward targeted competencies and to use that information to support learning. Shute and Ventura discuss problems with such traditional assessment methods as multiple-choice questions, review evidence relating to digital games and learning, and illustrate the stealth-assessment approach with a set of assessments they are developing and embedding in the digital game Newton's Playground. These stealth assessments are intended to measure levels of creativity, persistence, and conceptual understanding of Newtonian physics during game play. Finally, they consider future research directions related to stealth assessment in education.
Download or read book The Power of a Teacher written by Adam Sáenz and published by . This book was released on 2012 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Adam Saenz's The Power of a Teacher is the result of years of research and professional development conducted in school districts nationwide. In this book you will be able to take the 50-item Teacher Wellness Inventory to identify strengths and weakness in the occupational, emotional, financial, spiritual, and physical areas of your life. It's also filled with discussion questions to create interaction and dialogue between colleagues. Read the stories of real people whose lives were changed by real teachers.
Download or read book Equity by Design written by Mirko Chardin and published by Corwin Press. This book was released on 2020-07-20 with total page 196 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Our calling is to drop our egos, commit to removing barriers, and treat our learners with the unequivocal respect and dignity they deserve." --Mirko Chardin and Katie Novak When it comes to the hard work of reconstructing our schools into places where every student has the opportunity to succeed, Mirko Chardin and Katie Novak are absolutely convinced that teachers should serve as our primary architects. And by "teachers" they mean legions of teachers working in close collaboration. After all, it’s teachers who design students’ learning experiences, who build student relationships . . . who ultimately have the power to change the trajectory of our students’ lives. Equity by Design is intended to serve as a blueprint for teachers to alter the all-too-predictable outcomes for our historically under-served students. A first of its kind resource, the book makes the critical link between social justice and Universal Design for Learning (UDL) so that we can equip students (and teachers, too) with the will, skill, and collective capacity to enact positive change. Inside you’ll find: Concrete strategies for designing and delivering a culturally responsive, sustainable, and equitable framework for all students Rich examples, case studies, and implementation spotlights of educators, students (including Parkland survivors), and programs that have embraced a social justice imperative Evidence-based application of best practices for UDL to create more inclusive and equitable classrooms A flexible format to facilitate use with individual teachers, teacher teams, and as the basis for whole-school implementation "Every student," Mirko and Katie insist, "deserves the opportunity to be successful regardless of their zip code, the color of their skin, the language they speak, their sexual and/or gender identity, and whether or not they have a disability." Consider Equity by Design a critical first step forward in providing that all-important opportunity. Also From Corwin: Hammond/Culturally Responsive Teaching & the Brain: 9781483308012 Moore/The Guide for White Women Who Teach Black Boys: 9781506351681 France/Reclaiming Professional Learning: 9781544360669
Download or read book ENVoY written by Michael Grinder and published by . This book was released on 2002-01-01 with total page 271 pages. Available in PDF, EPUB and Kindle. Book excerpt: ENVoY provides a range of strategies which focus on non-verbal communication skills to manage classroom groups. ENVoY offers a systematic approach to managing four distinct parts of a lesson: Getting students' attention, Teaching, The transition to individual classwork, and Individual classwork. ENVoY contains blackline masters for each strategy, student assessment, teacher assessment (self review) and peer observation and feedback.
Download or read book Deeper Learning written by James A. Bellanca and published by Solution Tree Press. This book was released on 2014-11-14 with total page 323 pages. Available in PDF, EPUB and Kindle. Book excerpt: Education authorities from around the globe explore deeper learning, a process that promotes higher-order thinking, reasoning, and problem solving to better educate students and prepare them for college and careers. Relying on research as well as their own experience, the authors show how to use intensive curriculum, instruction, assessment, and leadership practices to meet the needs of 21st century learners.
Download or read book Diverse Learning Opportunities Through Technology Based Curriculum Design written by Williams, Demetrick and published by IGI Global. This book was released on 2018-08-30 with total page 320 pages. Available in PDF, EPUB and Kindle. Book excerpt: The infusion of technology into curriculum influences the methods and techniques used to educate the student population. By integrating effective technology in education, teachers are provided with a better opportunity to adapt and enhance the learning experience for students from various backgrounds. Diverse Learning Opportunities Through Technology-Based Curriculum Design provides innovative insights into the development and advancement of online instruction and educational technology to engage students from diverse backgrounds. The content within this publication addresses academic performance, technology integration, and online learning. It is geared towards educators, educational software developers, instructional designers, and researchers, and it covers topics centered on the methods to adjust, adapt, and implant the newest technology into contemporary curriculum.
