Download or read book Teachers Perception of Student Technology Use written by Heather Borowiak and published by . This book was released on 2020 with total page 74 pages. Available in PDF, EPUB and Kindle. Book excerpt: Students in today's public school system are bombarded with technology at an early age. These students are expected to learn from technology, but they are often not taught to use the technology. It is a common belief that these students are fully immersed in a world of laptops, tablets, and cell phones before entering the school system and are already prepared to use the technology at school. Evidence to prove devices for each student are beneficial is severely lacking, yet many schools across the United States have adopted the one-to-one program, providing either a tablet, laptop, or other device for every student. This study reports the perception of business and technology teachers regarding the technology aptitude of students in grades 6-12. The primary aim was to answer this question: Does the assumption of technical knowledge in digital natives lead to a demonstrated skill gap for today's students? In context, digital natives is a term coined by Mark Prensky for individuals who have only lived in a world of digital media. The participants were six business and technology teachers from the Midwest. Three teachers were junior high teachers and three were high school teachers. This qualitative research data was collected via one-on-one virtual interviews. The results indicate that by junior high, students use technology in the classroom regularly, yet students are displaying skill gaps such as inefficiencies in use of the keyboard and time management, overconfidence in multitasking, and even deficiencies in morals such as cheating. Further research is needed to confirm the results and to identify other factors that could strengthen the effectiveness of these campaigns.
Download or read book Teacher Perceptions of Technology Use and Student Learning in a K 8 Environment written by Kathy Massey and published by . This book was released on 2008 with total page 244 pages. Available in PDF, EPUB and Kindle. Book excerpt: The intention of the study was to capture the reality of what teachers perceive is happening and why, as well as to gain an understanding of their thinking. This provided a unique look at the inner working of technology in the school environment and explained why it is unfolding as it is.
Download or read book Bambini written by Lella Gandini and published by Teachers College Press. This book was released on 2001 with total page 266 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume is a timely contribution to the burgeoning dialogue on the Reggio Emilia approach, and features the work of prominent scholars, policy-makers, researchers, administrators, and practicing teachers who have created and directed the infant-toddler care systems in four cities in Italy. Joined by American educators and researchers (including Ron Lally, Rebecca New, and Jeanne Goldhaber), their work builds upon and extends inclusionary and family-centered philosophies. It combines missions of care and education, and produces innovations in space and environments. This collection is filled with dozens of examples of experiences with dynamic, open systems of organization that support emotional and cognitive development of infants and toddlers—and respect the delicate relationship between parents and their young. Also included are photos, some in color. Topics include: Complementary family-centered systems of early care, education, and intervention Practical experimentation and teaching strategies like the inserimento (first transition of child and family into the center), and diario (memory book), as well as explanations of the rationale behind them Best practices for quality care programs with broad implications for reflective teaching in America's early care programs “Bravo for a splendid book! Leading figures in Italy's famous preschool movement (plus a few well-informed foreigners) provide vivid descriptions not only of pedagogical practices, but also of the evolving politics of decentralization that has kept Italy's preschools under local community control with no sacrifice of standards. Compulsory reading!” —Jerome Bruner, New York University “This book is simply wonderful—every page! Throughout the sixteen chapters—written mostly by the Italians themselves—practices, policies, reflections, and research on how best to serve infants and toddlers and their families are shared.” —Lilian G. Katz, University of Illinois, Urbana-Champaign “Though the Italian experience cannot simply be transplanted to the United States, by staying in the conversation, we will deepen and sharpen our understanding of what we want for our infant-toddler parent-teacher programs and may even discover some strategies for getting them there.” —E. Z. Tronick, Harvard School of Education and Harvard Medical School
Download or read book Living and Learning with New Media written by Mizuko Ito and published by MIT Press. This book was released on 2009-06-05 with total page 121 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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
Download or read book Teaching Digital Natives written by Marc Prensky and published by Corwin Press. This book was released on 2010-03-29 with total page 225 pages. Available in PDF, EPUB and Kindle. Book excerpt: Students today are growing up in a digital world. These "digital natives" learn in new and different ways, so educators need new approaches to make learning both real and relevant for today's students. Marc Prensky, who first coined the terms "digital natives" and "digital immigrants," presents an intuitive yet highly innovative and field-tested partnership model that promotes 21st-century student learning through technology. Partnership pedagogy is a framework in which: - Digitally literate students specialize in content finding, analysis, and presentation via multiple media - Teachers specialize in guiding student learning, providing questions and context, designing instruction, and assessing quality - Administrators support, organize, and facilitate the process schoolwide - Technology becomes a tool that students use for learning essential skills and "getting things done" With numerous strategies, how-to's, partnering tips, and examples, Teaching Digital Natives is a visionary yet practical book for preparing students to live and work in today's globalized and digitalized world.
Download or read book Computers and Classroom Culture written by Janet Ward Schofield and published by Cambridge University Press. This book was released on 1995-10-27 with total page 288 pages. Available in PDF, EPUB and Kindle. Book excerpt: Computers and Classroom Culture, first published in 1996, explores the meaning of computer technology for our schools.
Download or read book Teachers Perceptions of the Use of Technology in the Classroom and the Effect of Technology on Student Achievement written by Sharon Robinson Hoye and published by . This book was released on 2017 with total page 266 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Student Reactions to Learning with Technologies Perceptions and Outcomes written by Moyle, Kathryn and published by IGI Global. This book was released on 2011-09-30 with total page 318 pages. Available in PDF, EPUB and Kindle. Book excerpt: While the creation and adoption of new technologies has increased in recent years, the educational sector often limits technology use. Despite this, many researchers are convinced of the vital role that technologies can play in learning and teaching. Student Reactions to Learning with Technologies: Perceptions and Outcomes brings together recent research findings about the views and expectations of students when including technologies in their studies. The chapters in this book suggest that the use of technologies in teaching not only makes learning more interesting but also offers possibilities for variations in the learning processes. While this book does not offer irrevocable opinions and definitive views or insights, it provides a useful lens for viewing the world of students and providing insights into the possibilities for accessing and conducting similar research.
Download or read book Global Kids Online written by Jasmina Byrne and published by . This book was released on 2016 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Teacher s Perceptions of Professional Development Activities which Result in Success Integration of Classroom Instructional Technologies written by Lisa M. Kohl-Blackmon and published by . This book was released on 2013 with total page 160 pages. Available in PDF, EPUB and Kindle. Book excerpt: Author's abstract: Recent research demonstrates the expectation of the use of technology in schools. Advances in technology often require teachers to learn new methods of teaching while trying to keep up with rapidly increasing technological changes. Unfortunately, many teachers report being inadequately prepared to utilize instructional technologies in their classrooms. School leaders have the complex task of providing effective training that meets their teachers' needs. In this quantitative study, the author sought to determine teachers' perceptions of professional development activities which result in successful classroom integration of instructional technologies in schools. Teachers from two school districts in Georgia were surveyed. Data were analyzed using descriptive statistics and standard multiple regression. The findings showed that teachers perceive peer support or mentoring and technology personnel support or modeling to be the two most effective forms of professional development activities which result in successful classroom integration of instructional technologies. Non-credit workshops provided by school district or outside consultants was perceived by teachers to be the most ineffective form of professional development for successful classroom integration of instructional technologies. Regression analysis for each of the nine types of professional development was insignificant and therefore indicated that there was not a relationship between a teachers age, years of experience, degree level or hours of student classroom technology use and teachers' perception of professional development activities which result in successful classroom integration of instructional technologies.
Download or read book Use of Technology in the Classroom as Perceived by Public School Teachers in Milwaukee During Early 21st Century written by Sharon F. Skinner and published by . This book was released on 2013 with total page 232 pages. Available in PDF, EPUB and Kindle. Book excerpt: This project utilized descriptive methodology to examine the research question, how is technology being used in the classroom, as perceived by public school teachers in Milwaukee during early 21st century? In order to fully analyze this question, both quantitative and qualitative data were utilized. The researcher developed a survey for the quantitative method of data collection. Three qualitative methods of data collection were used: focus groups, interviews, and, observation. Pulling together data from multiple sources produced a richness of data that supported the research question. This project examined the role of technology in twenty-first century education as defined by the Partnership for 21st Century Skills. It examined how twenty-first century technology is preparing students for the future and how the technology may be integrated in K-12 schools globally and nationally. It also examined research findings on constructivism and instructional design and their approach on technology integration. The No Child Left Behind Act (2001) and its relationship to the strategic plans of Milwaukee Public Schools and the Milwaukee Public Schools' Department of Technology laid the foundation for the theory behind the study. The perceptions of Milwaukee Public Schools teachers, as well as the teacher's perceptions on the use of technology in the classroom by their students, served as the focus behind the questions of the integration of technology, student engagement, the importance of technology, and the need for professional development in this area. Analysis of the data indicated that teachers rated technology as important for them and their students and that teachers and students were using a variety of technology in the classroom but the integration was limited, or at lower levels. Teachers indicated that students do become engaged by interacting with one another, or by showing and doing. However, the engagement was also limited according to Bloom's taxonomy; therefore, work needs to be done in MPS for this area. Data in the study indicated that teachers were lacking in professional development in the area of technology, hence, the integration of technology in the classroom was lacking. Teachers would benefit from more professional development regarding technology.
Download or read book Teacher Perceptions Beliefs and Attitudes about Technology and the Implementation of Classroom Technology Integration Practices written by Carol Annabel Askin and published by . This book was released on 2017 with total page 197 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Although the modern world is one of technology, technology is still minimally integrated and frequently used at lower levels in many schools. Despite the recent focus on the 21st-century skills of communication, collaboration, creativity, and critical thinking, technology use in classrooms seems to have stalled. Through this mixed methods case study, the researcher sought to explore the impact that teachers' perceptions, attitudes, and beliefs have on classroom technology integration practices. It is anticipated that by gaining a better understanding of this complex relationship, there may be a greater appreciation for why more teachers are not using computer technology in ways advocated in the literature. Moreover, this may enable educators to facilitate a better alignment between research, practice, and beliefs in order to provide more effective ways of supporting and documenting teacher change. Results from this study showed that there is a strong positive relationship between computer efficacy, teacher efficacy, and the integration of classroom technology. Results also showed there is evidence that student-centered classroom approaches positively influence how what, and when teachers decide to integrate technology into their classrooms and curriculum. Through this case study, the researcher provided a roadmap for larger scale investigations on this topic."--Boise State University ScholarWorks.
Download or read book Teachers Perceptions of Computer Technology s Impact Upon Student Achievement written by James Clayton Lewis and published by . This book was released on 2003 with total page 240 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to determine if computer technology is an effective tool for raising student achievement in education. Much of the related research indicated there is a pressing need for educators, at both the school site and district levels, to develop accurate assessment tools to accurately determine the most effective use of computers as it applies to instructional technology.
Download or read book Teacher Perceived Impact of Technology on Elementary Classrooms and Teaching written by Connie M. Crane and published by . This book was released on 2005 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Issues surrounding technology integration are varied. Over the last decade, the presence of technology in elementary classrooms has increased; however, research indicates that many teachers are not utilizing these resources effectively. Although research supports the notion that technology in the classroom has an influence on student learning, research also points to the teacher as an important lynch pin in technology integration in the curriculum (Mandell, Sorge, & Russell, 2002). The purpose of this study was to investigate how technology is used and integrated into the elementary curriculum and to explore the influence of technology on student success. The study focused primarily on the teachers' knowledge and skill levels in using and integrating technology into the curriculum and on professional development opportunities in the area of technology use and integration provided to teachers. Using a mixed method comparative design, data were generated from teacher surveys and focus group and individual interviews. Data from the survey questionnaire were analyzed using descriptive statistics. A t-test was used to determine if there was a significant difference between the groups of teachers, including those from a non-technology school and those from a technology school who teach in non-technology and technology classrooms. Focus group and individual interview data were analyzed in order to identify patterns and topics of belief, values, and practices related to the teachers' classroom technology use. The two schools in this study were an elementary school (technology school) that has an intensive technology program (eMINTS) and another elementary school (nontechnology school) that does not have an intensive technology program. The following subgroups of teachers from the schools were included in the study: a) teachers in grades K-3 of both schools b) teachers in the non-technology school grades 1-3 and Non-eMINTS teachers in the technology school K-6 c) teachers in the non-technology school grades 1-3 and teachers in the eMINTS program grades 3-6 d) teachers in the technology school grades 3-6 that were eMINTS teachers and teachers in the same school grades K-6 that were not eMINTS teachers. The findings revealed significant differences between teachers' perceptions of their roles and responsibilities for integrating technology, the influence of technology on student success, and the type of professional development activities conducted. With the eMINTS grades 3-6 versus Non-eMINTS grades K-6 analysis at the technology school, there was a significant difference in beliefs and reality of the teachers. Non-eMINTS teachers perceived greater external pressure to use and integrate technology in the classroom; whereas, the eMINTS teachers in grades 3-6 identified a greater ideology about, competence level in, and resources available for technology. Differences in perceptions about professional development were also found. Qualitative findings for this study revealed three primary themes that appear to be essential to understanding the use and integration of technology in elementary classrooms and the influence of technology on student success. Those primary themes include: (1) barriers to technology integration; (2) importance of technology training; and (3) learning environment.
Download or read book Teacher s Perceptions of Technology Use in the Classroom written by Gabriela Harris and published by . This book was released on 2019 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Teachers Perception of Use of Student Performance Information written by Sung-kwan Yang and published by . This book was released on 2003 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Teachers Perceptions of Digital Media Use in the K 6 Classroom written by James P. Arnold and published by . This book was released on 2014 with total page 41 pages. Available in PDF, EPUB and Kindle. Book excerpt: The primary focus of this study was to research teachers' perspectives on the use of digital media and digital technology within their classroom. Initial research was conducted on the growing digital divide between school districts' lack of use of digital technologies in their classrooms versus the ever growing need for students to be reached on a digital level. A survey was sent to teachers at 2 different school sites within 2 different districts. The survey consisted of 18 questions and focused on both the teacher's personal use, as well as professional use of digital media and digital technologies. The results revealed a direct correlation between a teacher's age and their use of digital technologies in and out of the classroom. The evident generational gap also showed a link between a teacher's age in relation to their overall comfort levels utilizing digital media and digital technologies.
