Download or read book Teachers Perceptions on Using GoogleTM Chromebook Technology as a Primary Educational Tool in a Central Virginia School District written by Sami M. Aljohani and published by . This book was released on 2018 with total page 284 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Study of Teacher Perceptions on the Relationship of One to one Technology Chromebook Initiative to Student Achievement of 21st Century Life and Career Skills written by Gulay Maffia and published by . This book was released on 2019 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Skills such as information literacy, global awareness, critical thinking, and problem solving have always been part of human development. Today's local and global economies necessitate having these skills for success. The purpose of this study was to gain an overall understanding of teacher perceptions of how their districts' one-to-one (1:1) Chromebook initiative affected their professional practice and the initiative's impact on student achievement of 21st-Century Life and Career Skills. The study was descriptive research conducted through survey research via Google Forms distributed to teachers in three rural New Jersey public middle schools, serving grades six through eight, based on their completion of one academic year implementing the 1:1 Chromebook initiative at the end of the 2017-2018 academic year. The researcher used convenience sampling for this study. The survey instrument was derived from the original survey "One-to-One Laptops in a High School Environment" developed by the Senator George J. Mitchell Scholarship Research Institute with the required permissions to use and adapt. Eighty-one participants volunteered to participate in the survey process. Research data analyzed with SPSS package 24.0 revealed no significant difference between the perceptions of teachers in the study based on the highest educational level they achieved, while teachers' years of experience influenced their perceptions in the area of students acting as responsible citizens and employees. This study will add to the body of existing research on 1:1 initiatives and provide educational leaders with insights based on quantitative data regarding teacher perceptions while planning to implement initiatives for technology integration and curriculum development within their districts. (ProQuest abstract).
Download or read book Chromebooks in the Classroom written by Brian S. Friedlander and published by National Professional Resources Inc. This book was released on 2015-02-23 with total page 6 pages. Available in PDF, EPUB and Kindle. Book excerpt: This 6-page, quick-reference laminated guide, by Brian S. Friedlander and Mike Marotta, introduces teachers to Chromebooks by Google and explores how they can be used ito provide universal supports across the curriculum to all learners, eliminating the need for specialized assistive technology devices for students with special needs. The concise yet comprehensive guide cover topics including: Chromebook features; Offline mode; Google Drive; Google Apps for Education/ Google Classroom (Google Docs, Google Forms, Google Slides, Google Spreadsheets); Recommended apps and extensions for Reading across the curriculum, Writing across the curriculum, Note taking, Executive function support, STEM (science, technology, engineering, math); Tips for classroom integration; Ideas for collaboration activities.
Download or read book A Program Evaluation of the One to one Chromebook Initiative in a Rural School District in Virginia written by Juvenal Enrique Abrego-Meneses and published by . This book was released on 2018 with total page 108 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this program evaluation was to evaluate the implementation of the One-to-one Chromebook initiative in a rural school district in Virginia. The study used the goals of the district's technology plan as a framework to measure the effectiveness in the implementation of the One-to-one Chromebook Computer initiative in Grades 5, 6, 9, and 10. The study sought to collect the perceptions of stakeholders toward the program, the degree to which students engaged in the purposeful and effective use of Chromebooks as well as the application of technology to demonstrate students' knowledge of 21st century skills. The participants included school administrators, students, teachers and parents of students in Grades 5, 6, 9 and 10. This evaluation used a mixed method approach for the collection of data. The logic model served as framework to understand the inputs, activities, outputs and outcomes of the program. The findings revealed that there is a need to reevaluate certain aspects of the program, including the goals of the initiative in relation to specific parameters to delineate the use of the Chromebooks in classroom. Additionally, teachers and students need more training to become more comfortable with the tools that the device offers for instructional purposes. Two of the recommendations that emerged from the findings and conclusions are the creation of a new technology integration team and the use of SMART goals for teachers to plan strategically how to integrate technology in their lessons. This evaluation also suggests the construction of new goals to provide the division with new perspectives on how to continue the initiative, so that it advances from its current technology integration level to higher levels in order to foster students' desire to use devices such as Chromebooks to become part of a technologically inclined world.
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 Teacher Perceptions of a 1 1 Chromebook Implementation in Middle School Language Arts Classrooms written by and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative phenomenological research study aimed to explore the experiences and perceptions middle school English Language Arts educators held concerning the implementation of one-to-one portable Chromebooks. Additionally, this research study sought to provide insight into how one-to-one portable Chromebooks are integrated into teaching and learning practices to engage students in transformative learning experiences. The theoretical foundation of this research study was the social constructivist theory. This research study utilized a qualitative methodology and transcendental phenomenology design focused on exploring and identifying the experiences and perceptions of middle level English Language Arts teachers within a single research site: a suburban West Georgia middle school. Five instruments were utilized to gather data in this qualitative phenomenological research study: semi-structured interviews, research journal and field notes, teacher observations and field notes, the SAMR model, and member checking. Data were analyzed utilizing Moustakas’ (1994) eight-step data analysis method involving horizontalization. Four themes emerged through data analysis: frustrations with one-to-one, instructional practices influenced by one-to-one, perceived student needs with one-to-one, and teacher proficiency and self-efficacy. The findings of this research study enable policymakers, school district leaders, school administrators, educators, and pre-service education programs and pre-service educators to better understand the implementation of one-to-one Chromebooks in middle school English Language Arts within a suburban middle school.
Download or read book Deploying Chromebooks in the Classroom written by Guy Hart-Davis and published by . This book was released on 2018 with total page 632 pages. Available in PDF, EPUB and Kindle. Book excerpt: Learn how to deploy Chromebook computers in a classroom or lab situation and how to navigate the hardware and software choices you face. This book equips you with the skills and knowledge to plan and execute a deployment of Chromebook computers in the classroom. Teachers and IT administrators at schools will see how to set up the hardware and software swiftly on your own or with the help of your students. Step-by-step instructions and practical examples walk you through assessing the practicability of deploying Chromebooks in your school, planning the deployment, and executing it. You'll become an expert in using a Chromebook, developing plans to train your colleagues and students to use Chromebooks, and learn how to run lessons with Google Classroom. You'll learn to manage the computers and the network and troubleshoot any problems that arise. Make Deploying Chromebooks in the Classroom a part of your instructional library today.
Download or read book Chromebook written by Brian Friedlander and published by Dude Publishing. This book was released on 2016-04-15 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Schools everywhere are adopting the Google Chrome platform to facilitate classroom learning and collaboration. Educators need strategies to use these cloud-based tools, along with the Chromebook, to promote 21st Century Learning and ensure that the needs of all learners are being met. Using the three principles of Universal Design for Learning (UDL), this easy-to-use checklist book will guide educators with tips, tricks, strategies and tools they can use to reach students of all abilities. Educators will find the latest information on how to use Chromebooks in the classroom to deliver engaging and accessible lessons across the curriculum.
Download or read book The Chromebook Infused Classroom written by Holly Clark and published by . This book was released on 2020-06-15 with total page 194 pages. Available in PDF, EPUB and Kindle. Book excerpt: Do you have Chromebooks in the classroom? Then this book is for you! Conquer remote learning and digital leaning experiences like a pro! Whether Chromebooks are a new addition to your school, you've recently gone 1:1 in the classroom, or you've been using them for years and you want to make the most of technology for your learners... The Chromebook Infused Classroom is a resource you will want to refer to again and again.You'll learn how to: Amplify student voice in the classroom Create opportunities to promote a global perspective and cultural empathy Use technology to assess understanding and craft personalized learning experiences Help students develop critical skills for success in school, work, and life
Download or read book The Effects of Technology Implementation on Student Engagement written by Dr. Jerome Brown and published by . This book was released on 2020 with total page 90 pages. Available in PDF, EPUB and Kindle. Book excerpt: Purpose: To examine teachers’ perceptions about the impact of adopting Chromebooks and SMART boards in the classroom on learner engagement and indiscipline cases. Design: A mixed-methods approach. Method: The setting of the study was a school district in suburban Maryland. A sample of 42 grades 1-8 teachers was purposively sampled. Data were collected through the use of questionnaires that contained closed and open-ended questions. Findings: SMART boards and Chromebooks were observed to have positive effects on student engagement with 64.2 % of the participants providing support for the view that technology enhances student engagement. Respondents felt strongly that Chromebooks and SMART boards often enhance students' participation in class (Mean = 4.21, SD = ±1.048). It also emerged that the use of technology is associated with positive behavior change (Mean = 4.14, SD = ±1.117), and help to reduce behaviors issue, (Mean = 4.21, SD = ±1.001). The impact of the adoption of Chromebooks and SMART boards on the teachers' management in the classroom is mainly through time-saving effect and also help the teachers to manage the classroom by helping to facilitate group discussions and to organize the classroom teaching material such as the assignments. Conclusions: The use of Chromebooks and SMART boards in the classroom impacts learner engagement and indiscipline cases.
Download or read book A Phenomenological Study of North Carolina Elementary Teachers Lived Experiences with Google Classroom Integration written by Hilary Dodson and published by . This book was released on 2020 with total page 211 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this transcendental phenomenological study was to understand North Carolina elementary school teachers’ perceptions of Google Classroom technology integration as a lived experience. Google Classroom is a learning management system and component of the technology integration that many teachers use to organize their classroom content. The discovery learning theory by Bruner guided this study. The problem of this study was North Carolina elementary teachers experience difficulties integrating technology, using applications like Google Classroom, in combination with more traditional curriculum and instructional strategies. The central research question was: What are North Carolina elementary teachers’ perceptions of the ways in which Google Classroom technology integration impacts classroom instruction? The three subquestions then probed North Carolina elementary teachers’ perceptions of the ways Google Classroom technology integration impacts student understanding, professional development, and teacher attitudes. Participants for the study included 12 teachers from four Google Elementary Schools in the Piedmont Triad area of North Carolina. Data were collected through individual interviews, a focus group, and Google Slides, and yielded four major themes: (a) implementation of technology, (b) teacher training and support, (c) impact on student understanding, and (d) attitudes about implementing technology. The findings indicated a concise implementation process which assisted with teacher acceptance of technology integration. Findings also revealed training and support at the school level played a key role in teacher acceptance of Google Classroom. Most participants expressed a positive attitude about technology integration.
Download or read book Mobile Technology written by and published by . This book was released on 2014 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: "The purpose of this study was to explore elementary and secondary teacher perceptions of uses and importance of mobile technology in the classroom. More and more schools are implementing 1:1 mobile device initiative for their students because the future of learning will have technology embedded in the curriculum. This change will mean teachers and administrators will need to adapt to this pedagogical framework. Although student leaders know technology is becoming a major part of the educational process, we do not yet understand the perceptions of teachers regarding mobile learning in their classroom. Will the inclusion of new and mobile innovative technology help or hinder the education of the net generation? Secondary questions will revolve around how teachers are using this technology in their classrooms. Educators need to move from simply substituting the newest technology for older tools like white boards, books, and note pads to augmenting, modifying, and eventually redefining how they teach and how their students learn using technology."--Leaf 16.
Download or read book Administrators and Teachers Perceptions of Implementation of Instructional Technology in Secondary One to one Laptop Computing Environments written by Stephanie Leister and published by . This book was released on 2019 with total page 142 pages. Available in PDF, EPUB and Kindle. Book excerpt: The twenty-first century has been characterized by dramatic increases in personal and societal reliance on rapidly evolving and newly emerging technology. Reflecting the prevalent use of learning technologies, several school districts are adopting one of the fastest growing trends in education today, one-to-one computing initiatives, to enhance their learning environments (Bebell & Kay, 2010; Prososki, 2015). Educators in one-to-one computing environments, especially administrators and teachers, are experiencing the effects of the increased use of technology both in and out of the classroom. The purpose of this qualitative research study is to understand administrator and teacher perceptions about the process of implementing new technology in one-to-one laptop computing environments. Michael Fullan’s (2007) theory of educational change provided the theoretical framework for this study, proposing three overlapping phases of change: initiation, implementation, and institutionalization. The participants of this study represented two southeastern Pennsylvania school districts, which participated in one-to-one laptop computing environments for at least three years. Data were gathered from responses of 10 teachers and five administrators. Perceptions of administrators and teachers in school districts implementing technology in one-to-one laptop computing environments were gathered during the primary phase of data collection. These data were transcribed and analyzed for key words and phrases, in addition to common themes. A theoretical model was derived from this study, identifying six conditions for successful technology implementation. This study concludes with recommendations for further research into technology implementation and one-to-one laptop computing environments.
Download or read book Exploring Educators Perceptions of Internet Technology for Classroom Education in Northern Virginia Schools written by Sherrill Dean Stamey and published by . This book was released on 2011 with total page 119 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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 The Impact of the One to one Laptop Initiative on Teacher Perceptions of Instructional Delivery and Student Engagement in Middle School Mathematics written by La'Ronda Long Whiteside and published by . This book was released on 2013 with total page 234 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined the impact of the one-to-one laptop initiative on teacher perceptions of instructional delivery and student engagement in middle school mathematics. Teacher perceptions of the initiative vary. Several school districts in North Carolina have implemented the initiative and are examining the impact it has on teaching and learning. The one-to-one initiative has been an essential paradigm shift for several national and international schools. The learning environment of the one-to-one initiative immerses students in a curriculum that integrates technology in all subject areas. -- Mathematics instruction in the 21st century has changed from subject specific to a more authentic integrated mathematics. Technology literacy is a vital part of this change. -- Data for this study were gathered through the use of qualitative measures via an online survey. The survey was sent to middle school mathematics teachers in three rural school districts in North Carolina. The three school districts were in different phases of the implementation ranging from 1 year to 5 years. -- Analysis of the data indicated a moderate impact of the one-to-one initiative on teacher perceptions of instructional delivery and student engagement. Teachers were most satisfied with the variety of online resources and programs available for instruction. The concern with regards to student engagement was inappropriate Internet use of the laptop by students. However, if implemented effectively, the one-to-one laptop initiative has the potential to enhance student collaboration, exploration, and inquiry and provide more opportunities for students to engage in a variety of higher-order thinking skills and activities.
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.
