Download or read book Evaluation of School Organizational Infrastructure Supporting Technology and Its Effects on Teacher Technology Usage written by Trevor J. Leutscher and published by . This book was released on 2005 with total page 480 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Impact of School Infrastructure on Learning written by Peter Barrett and published by World Bank Publications. This book was released on 2019-02-04 with total page 71 pages. Available in PDF, EPUB and Kindle. Book excerpt: 'The Impact of School Infrastructure on Learning: A Synthesis of the Evidence provides an excellent literature review of the resources that explore the areas of focus for improved student learning, particularly the aspiration for “accessible, well-built, child-centered, synergetic and fully realized learning environments.†? Written in a style which is both clear and accessible, it is a practical reference for senior government officials and professionals involved in the planning and design of educational facilities, as well as for educators and school leaders. --Yuri Belfali, Head of Division, Early Childhood and Schools, OECD Directorate for Education and Skills This is an important and welcome addition to the surprisingly small, evidence base on the impacts of school infrastructure given the capital investment involved. It will provide policy makers, practitioners, and those who are about to commission a new build with an important and comprehensive point of reference. The emphasis on safe and healthy spaces for teaching and learning is particularly welcome. --Harry Daniels, Professor of Education, Department of Education, Oxford University, UK This report offers a useful library of recent research to support the, connection between facility quality and student outcomes. At the same time, it also points to the unmet need for research to provide verifiable and reliable information on this connection. With such evidence, decisionmakers will be better positioned to accurately balance the allocation of limited resources among the multiple competing dimensions of school policy, including the construction and maintenance of the school facility. --David Lever, K-12 Facility Planner, Former Executive Director of the Interagency Committee on School Construction, Maryland Many planners and designers are seeking a succinct body of research defining both the issues surrounding the global planning of facilities as well as the educational outcomes based on the quality of the space provided. The authors have finally brought that body of evidence together in this well-structured report. The case for better educational facilities is clearly defined and resources are succinctly identified to stimulate the dialogue to come. We should all join this conversation to further the process of globally enhancing learning-environment quality! --David Schrader, AIA, Educational Facility Planner and Designer, Former Chairman of the Board of Directors, Association for Learning Environments (A4LE)
Download or read book Technology Applications in Education written by Harold F. O'Neil, Jr. and published by Routledge. This book was released on 2003-01-30 with total page 411 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume identifies promising learning, teaching, and assessment strategies for the use and assessment of technology in educational settings, specifically: *educational context (e.g., organizational and structural factors that contribute to the effective use of technology in school settings); *promising learning and teaching strategies; *promising technology-based assessment procedures and methods; *policy implementation issues; and *a summary of current research on the effective use of technology in education. Chapter authors represent a variety of perspectives and disciplines, from computer science, cognitive and educational psychology, and educational administration. Authors represent government, business, and university communities from within and outside the U.S. These multiple perspectives contribute to the overall understanding of current technology use in education and help in identifying future research needs. Technology Applications in Education: A Learning View explores the state of the art of technology in K-16 education from a learning perspective rather than a hardware/software view. It is designed for professionals and graduate students in the educational technology, training, assessment/evaluation, school administration, military psychology, and educational psychology communities. This book is characterized in the following montage of factors: *the primacy of learning as a focus for technology implementation; *a focus on technology uses in K-16 education; *a focus on the assessment of both individuals and teams; *a broad variety of methodological approaches from qualitative to instructional design to quantitative (e.g., structural equation modeling); *a need to support the development of technology-based curriculum and tools; and *a need for theory-driven and evaluation studies to increase our knowledge.
Download or read book National Education Technology Plan written by Arthur P. Hershaft and published by . This book was released on 2011 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Education is the key to America's economic growth and prosperity and to our ability to compete in the global economy. It is the path to higher earning power for Americans and is necessary for our democracy to work. It fosters the cross-border, cross-cultural collaboration required to solve the most challenging problems of our time. The National Education Technology Plan 2010 calls for revolutionary transformation. Specifically, we must embrace innovation and technology which is at the core of virtually every aspect of our daily lives and work. This book explores the National Education Technology Plan which presents a model of learning powered by technology, with goals and recommendations in five essential areas: learning, assessment, teaching, infrastructure and productivity.
Download or read book Adaptive Educational Technologies for Literacy Instruction written by Scott A. Crossley and published by Routledge. This book was released on 2016-06-17 with total page 332 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Download or read book Technology written by Linda G. Morra and published by . This book was released on 1995 with total page 28 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book How People Learn written by National Research Council and published by National Academies Press. This book was released on 2000-08-11 with total page 386 pages. Available in PDF, EPUB and Kindle. Book excerpt: First released in the Spring of 1999, How People Learn has been expanded to show how the theories and insights from the original book can translate into actions and practice, now making a real connection between classroom activities and learning behavior. This edition includes far-reaching suggestions for research that could increase the impact that classroom teaching has on actual learning. Like the original edition, this book offers exciting new research about the mind and the brain that provides answers to a number of compelling questions. When do infants begin to learn? How do experts learn and how is this different from non-experts? What can teachers and schools do-with curricula, classroom settings, and teaching methodsâ€"to help children learn most effectively? New evidence from many branches of science has significantly added to our understanding of what it means to know, from the neural processes that occur during learning to the influence of culture on what people see and absorb. How People Learn examines these findings and their implications for what we teach, how we teach it, and how we assess what our children learn. The book uses exemplary teaching to illustrate how approaches based on what we now know result in in-depth learning. This new knowledge calls into question concepts and practices firmly entrenched in our current education system. Topics include: How learning actually changes the physical structure of the brain. How existing knowledge affects what people notice and how they learn. What the thought processes of experts tell us about how to teach. The amazing learning potential of infants. The relationship of classroom learning and everyday settings of community and workplace. Learning needs and opportunities for teachers. A realistic look at the role of technology in education.
Download or read book Technology and Education written by Sharon Y. Tettegah and published by Emerald Group Publishing. This book was released on 2006-01-11 with total page 337 pages. Available in PDF, EPUB and Kindle. Book excerpt: Provides a presentation of policies and practices of technology in K12 schools. This book lays out the foundation of what schools should be concerned about involving various aspects of technology and its impact on school administration and teaching. It introduces technology, policy and philosophical discussions on the use of technology in schools.
Download or read book Pedagogy and ICT Use in Schools around the World written by Nancy Law and published by Springer Science & Business Media. This book was released on 2008-09-08 with total page 326 pages. Available in PDF, EPUB and Kindle. Book excerpt: How is information and communication technology (ICT) changing teaching and learning practices in secondary schools worldwide in the 21st century? This is the central question addressed by researchers involved in the series of surveys comprising the Second Information Technology in EducationStudy (SITES ). The question is a multifaceted one, with each facet raising additionalq uestions relating to both theory and practice. These include the following: • What traditional and new pedagogiesare evident in the 21st century? • What is the role of ICT in the teaching and learning process? • What ICT infrastructure is available in schools? • How can teachers and their administrators be prepared for effective practice? • How have these conditions and considerations changed since the first SITES survey in 1998? • What are the trends within and between national education systems? • What do the differences and similarities between these systems suggest? • How shouldchange be promoted in education in order to support teachers in their work? • Is there evidence that key strategic factors commonly found in ICT related educational policies do influence teachers’ pedagogical use of ICT? Because these questions are interconnected, the SITES 2006 researchers recognized that if we are to make sense of changes in pedagogical practicesas a result of IC T use, then we need to view those practices in terms of the interacting layers in the 22 education systems surveyed.
Download or read book Developing Schools Capacity for Evaluating Technology Projects written by Kirk Knestis and published by . This book was released on 2007 with total page 17 pages. Available in PDF, EPUB and Kindle. Book excerpt: In 2002, the North Carolina Department of Public Instruction (DPI) initiated an innovative and ambitious program for improving student learning through the effective use of instructional technology. Until that point, most technology projects in schools were geared toward integrating technology into the curriculum, and they tended to focus on professional development for teachers and the acquisition of equipment. Evidence that technology integration was making a difference in student learning was limited. In the belief that technology can be a catalyst for improving student outcomes, and armed with a sound understanding of the research on school improvement, DPI developed the IMPACT model for schools. The model goes beyond traditional approaches to technology integration by encompassing all of the elements that research suggests are components of an effective school-based technology and media program: leadership, collaboration, professional development, a media coordinator, a technology facilitator, flexible scheduling, infrastructure, resources, evaluation, and an adequate budget. To pilot the model, DPI took the bold step of using their funding from the Enhancing Education Through Technology (EETT) component of No Child Left Behind (NCLB) to award IMPACT grants to eleven resource poor schools across the state. Each of the eleven grants was for three years and 1.5 million dollars, which provided the IMPACT schools the time and resources they would need in order to fully implement the model. With such a heavy commitment of resources to individual schools, educators and policymakers in North Carolina--and across the nation--were interested in finding out whether the IMPACT model does indeed improve student learning. Thus, in 2003, DPI sought and was awarded a grant from the U.S. Department of Education (ED) to study the implementation and impact of the model. The purpose of this document is to share insights into and lessons learned from SERVE's work with the IMPACT schools as they implemented and evaluated their projects. [This paper was organized through the "Looking at North Carolina's Educational Technology" (LANCET) project, a partnership of the North Carolina Department of Public Instruction, The SERVE Center at the University of North Carolina at Greensboro, and North Carolina State University.].
Download or read book The Role of Technology in Improving K 12 School Safety written by Heather L. Schwartz and published by Rand Corporation. This book was released on 2016 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The report categorizes school safety technologies, summarizes research on school violence, presents six case studies of innovative technologies, and summarizes experts' views of technologies and safety problems and their rankings of technology needs.
Download or read book Leadership and Adoption of Instructional Technology in Schools written by Curtis D. Brandon Sr. and published by Universal-Publishers. This book was released on 2008-05 with total page 93 pages. Available in PDF, EPUB and Kindle. Book excerpt: This applied dissertation was designed to investigate the characteristics most represented in two school districts, an inner-city and a suburban district. These characteristics were related to the innovativeness of the school district and the perception of individual leadership in schools that have passed the performance criteria for state accreditation. Forty schools and 200 principals were randomly selected to participate in the study for a period of 3 to 4 months. The researcher used three instruments to determine whether differences existed between the two districts in regard to performance on the Standards of Learning assessments. He developed a checklist for interview questions on instructional technology strategies that might be implemented by leaders and teachers in the classroom. A Perceived Organizational Innovativeness Scale was used to measure the innovativeness of the school district, and an Individual Innovativeness Scale was used to measure the perception of individual leaders concerning the innovativeness of the school district. The findings indicated that organization innovativeness contributed to the innovativeness of individuals, such as leaders. Leaders categorized by innovativeness contributed to the overall structure of the organization by means of social networks with predictable human behavior in the organization. The passing of the Standards of Learning assessment and the schools' proven performance and accreditation status were clearly related to the behavioral patterns of individual and the social networks implemented by the leadership.
Download or read book Revolutionizing Education through Web Based Instruction written by Raisinghani, Mahesh and published by IGI Global. This book was released on 2016-02-29 with total page 414 pages. Available in PDF, EPUB and Kindle. Book excerpt: The proliferation of technology has affected all aspects of human life, yet the continuing possibilities of their effects on education have yet to be fully explored. When viewed separately, one may believe that only paltry solutions can be wrought from online and web-based education; however, when applied and studied in a dynamic, interactive sense, these advancements may alter the very notion of learning and education. Revolutionizing Education through Web-Based Instruction is a comprehensive, multi-disciplinary exploration of the emerging digital opportunities available to educators. This book presents contemporary theoretical frameworks as well as practical research findings that support the use of these new computer-assisted teaching techniques. The myriad of research-based topics featured in this book allow for a thorough, diverse discussion about education, technology, and the intersection therein. This title is an invaluable resource for instructors, students of education, and researchers and professionals in the fields of knowledge management.
Download or read book Evaluating Technology in Teacher Education written by Walt Heinecke and published by IAP. This book was released on 2010-06-01 with total page 289 pages. Available in PDF, EPUB and Kindle. Book excerpt: Overall we come away from this project with a renewed sense of the complexity of evaluating the implementation and impact of technology in teacher education. In the post-PT3 period the federal government turned to large-scale experimental and quasi-experimental evaluations of educational technology but these have produced little in the way of understanding what types of technology work in various content areas under various conditions. PT3 and its approach to evaluation can be viewed as the pioneering period of educational technology evaluation in teacher education. It was a time when evaluators were just beginning to develop appropriate standards that could be used as evaluation criteria. It was a time when the accumulated wisdom of the evaluation field with regards to the primacy of mixed methods and multiple indicators of outcomes was just beginning to take hold. PT3 evaluators understood the importance of treading the line between summative and formative evaluation, and the relationship of evaluation to the improvement of educational practice. In a world where the policymakers now clamor for simple quantitative evaluations linking teacher preparation to pupil achievement scores, we are reminded that the causal chain from teacher preparation to in-service performance and student achievement is fraught with externalities, complexities and a less than equal playing field. Collectively we still have not figured out how technology may be adding value to education beyond any potential impact on superficial standardized test scores. We have as a nation, ignored the call of cognitive psychologists who in 2000 called for a new frame of reference for learner-centered, community-centered , assessment-centered and content-centered educational processes. They understood that the high stakes accountability systems hinder educational innovation and the release of technology's potential to unlock new ways of knowing and learning. Looking back now on the accomplishments of the PT3 program within our current political context, we see a need for more nuanced evaluation models that examine the relationship between pedagogy and technology integration, with a realization that teacher preparation programs will vary in their approaches to both. Some will focus on skills-based approaches, others on the relationship between pedagogical content knowledge and technology integration. The PT3 program served as an important incubator and test-bed of appropriate evaluation practice; we are already looking back at the program for lessons on how to move forward. We hope this volume may serve as a reminder of lessons for the future.
Download or read book The Realization of Telecommunications in High School Science Classrooms An Evaluation of Teachers Using Technology written by Sandra Regina Levin and published by . This book was released on 1994 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: For the past decade, researchers have studied a variety of ways in which telecommunication is used in K-12 classrooms. Many of these studies describe only a small number of our nation's teachers and classrooms. These studies have not looked at the impact technology has on teachers and students and have not addressed the issue of expanding the use of technology to more classrooms in a school district, state, or nation. This study combines two research methodologies, case study and survey research. The case study examined the use of telecommunications by twelve high school science teachers from five schools in a single Southern California school district and looked at how they implemented this new technology into their classrooms during the 1993-1994 school year. A survey examining the use of technology and telecommunications was sent to all high school science teachers in the same school district. A situated evaluation framework was used to examine what characteristics contribute to effective telecommunication use in the classroom, what conditions need to be present to sustain systemic change in its use, and what teachers think is a realistic expectation of implementing telecommunications across a school district. The findings suggest that although a few selected teachers have gone through extensive telecommunication training and the school district is in the process of building a telecommunication infrastructure, the use of telecommunications in high school science classrooms is in its infancy. While there is a positive outlook and administrative support concerning the implementation of telecommunications by the individuals involved, and constituencies are being formed outside the school system, it is still too soon to predict the success or failure of implementing this new technology across the school district.
Download or read book Technologies to Lead Schools written by Gary Ivory and published by Rowman & Littlefield. This book was released on 2019-07-31 with total page 147 pages. Available in PDF, EPUB and Kindle. Book excerpt: In this book we share perspectives on how education leaders can use computers technologies to improve student learning.
Download or read book Resources in Education written by and published by . This book was released on 2001 with total page 756 pages. Available in PDF, EPUB and Kindle. Book excerpt:
