Download or read book Understanding the Lived Experiences of Public School In service Early Childhood Teachers with Integrating 21st Century Educational Learning Technology in Classrooms with Spanish speaking English Language Learners ELLs written by Susana Rios and published by . This book was released on 2015 with total page 492 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this phenomenological qualitative study is to provide further understanding of the lived experiences of five public school in-service early childhood teachers with integrating 21st century educational learning technology in classrooms with Spanish-speaking English language learners (ELLs) in a southwest border community in New Mexico. This study draws from two theories (Denzin & Lincoln, 2011). I employed a critical theoretical framework informed by Peter McLaren' to help me analyze and understand the teachers' experiences in relation to the notion of race (Hispanic), age (early childhood), and language (English language learners). Also social constructivism from the Russian socio-linguistic Lev Semenovich Vygotsky is used to understand the meaning-making process and representations of reality built through forms of social interactions in relation to culture and society. Portraiture is used as the ethnogrphic and epistemologically based research method to systematically investigate the lived experiences of the teachers' stories and perspectives. A modification of long interviews (McCraken, 1988) and classroom observations are employed as data collection methods. The findings of this study included: 1. Participants' knowledge on developmentally appropriate practices for English language learners, second language acquisition, and cultural and linguistic responsive pedagogy with ELLs is not valued; and 2. Early childhood teachers are willing to learn about 21st century educational learning technology, but the lack of professional development that is continuous and personalized to their learning needs prevents them to enhance the learning experience of their ELLs. With this study, I attempt to raise consciousness and add to the body of research literature in favor of democratic education for young English language learners (ELL) with unfavorable social, economic, cultural, ethnic, or linguistic status. Keywords: teachers' lived experiences, early childhood bilingual education, English language learners, 21st century educational learning technology

Download or read book Dual Language Education written by Kathryn J. Lindholm-Leary and published by Multilingual Matters. This book was released on 2001-01-01 with total page 384 pages. Available in PDF, EPUB and Kindle. Book excerpt: Dual language education is a program that combines language minority and language majority students for instruction through two languages. This book provides the conceptual background for the program and discusses major implementation issues. Research findings summarize language proficiency and achievement outcomes from 8000 students at 20 schools, along with teacher and parent attitudes.

Download or read book Personalized Learning written by Peggy Grant and published by International Society for Technology in Education. This book was released on 2014-06-21 with total page 200 pages. Available in PDF, EPUB and Kindle. Book excerpt: Personalized Learning: A Guide for Engaging Students with Technology is designed to help educators make sense of the shifting landscape in modern education. While changes may pose significant challenges, they also offer countless opportunities to engage students in meaningful ways to improve their learning outcomes. Personalized learning is the key to engaging students, as teachers are leading the way toward making learning as relevant, rigorous, and meaningful inside school as outside and what kids do outside school: connecting and sharing online, and engaging in virtual communities of their own Renowned author of the Heck: Where the Bad Kids Go series, Dale Basye, and award winning educator Peggy Grant, provide a go-to tool available to every teacher today—technology as a way to ‘personalize’ the education experience for every student, enabling students to learn at their various paces and in the way most appropriate to their learning styles.

Download or read book Educating Emergent Bilinguals written by Ofelia Garcia and published by Teachers College Press. This book was released on 2018-04-13 with total page 257 pages. Available in PDF, EPUB and Kindle. Book excerpt: This accessible guide introduces readers to the issues and controversies surrounding the education of language minority students in the United States. What makes this book a perennial favorite are the succinct descriptions of alternative practices for transforming our schools and students' futures, such as building on students' home languages and literacy practices, incorporating curricular and pedagogical innovations, using proven-effective approaches to parent engagement, and employing alternative assessment tools.

Download or read book Culturally Responsive Teaching written by Geneva Gay and published by Teachers College Press. This book was released on 2010 with total page 321 pages. Available in PDF, EPUB and Kindle. Book excerpt: The achievement of students of color continues to be disproportionately low at all levels of education. More than ever, Geneva Gay's foundational book on culturally responsive teaching is essential reading in addressing the needs of today's diverse student population. Combining insights from multicultural education theory and research with real-life classroom stories, Gay demonstrates that all students will perform better on multiple measures of achievement when teaching is filtered through their own cultural experiences. This bestselling text has been extensively revised to include expanded coverage of student ethnic groups: African and Latino Americans as well as Asian and Native Americans as well as new material on culturally diverse communication, addressing common myths about language diversity and the effects of "English Plus" instruction.

Download or read book Handbook of Research on Empowering Early Childhood Educators With Technology written by Burris, Jade and published by IGI Global. This book was released on 2021-06-18 with total page 423 pages. Available in PDF, EPUB and Kindle. Book excerpt: Computers and mobile technologies have become widely adopted as sought-after tools in the field of education. The prevalence of technology in early childhood education (ECE) is increasing, and teachers, both pre-service and in-service, are using best practices to integrate tools effectively to improve teaching and learning within the field. This includes settings such as childcare centers, family childcare, and community programs that have both educators and administrators adapting to the use of technology. Therefore, it has become critical to research and explore the best practices of technology integration and successful strategies to improve the use of technology in ECE. The Handbook of Research on Empowering Early Childhood Educators With Technology examines best practices that focus specifically on those that facilitate the development of competencies in teaching young children (birth to age 8) and technology integration. The chapters include information on the foundations of technology in early childhood education, content-specific technology applications, developmentally appropriate practices (DAP) for learners using technology, and how to meet diverse learner needs with technology. The target audience for this book is early childhood professionals, teacher educators, pre- and in-service teachers in early childhood settings, faculty and researchers in the field of education, instructional technologists, childcare and elementary school administrators, early education policy organizations, and advocacy groups that are interested in the best practices and successful strategies for implementing technology in ECE.

Download or read book Preparing Pre Service Teachers to Integrate Technology in K 12 Classrooms Standards and Best Practices written by Webb, C. Lorraine and published by IGI Global. This book was released on 2022-06-30 with total page 357 pages. Available in PDF, EPUB and Kindle. Book excerpt: With the evolving technologies available to educators and the increased importance of including technologies in the classroom, it is critical for instructors to understand how to successfully utilize these emerging technologies within their curriculum. To ensure they are prepared, further study on the best practices and challenges of implementation is required. Preparing Pre-Service Teachers to Integrate Technology in K-12 Classrooms: Standards and Best Practices focuses on preparing future teachers to integrate technology into their everyday teaching by providing a compilation of current research surrounding the inclusion and utilization of technology as an educational tool. Covering key topics such as digital assessment, flipped classrooms, technology integration, and artificial intelligence, this reference work is ideal for teacher educators, administrators, stakeholders, researchers, academicians, scholars, practitioners, instructors, and students.

Download or read book Funds of Knowledge written by Norma Gonzalez and published by Routledge. This book was released on 2006-04-21 with total page 332 pages. Available in PDF, EPUB and Kindle. Book excerpt: The concept of "funds of knowledge" is based on a simple premise: people are competent and have knowledge, and their life experiences have given them that knowledge. The claim in this book is that first-hand research experiences with families allow one to document this competence and knowledge, and that such engagement provides many possibilities for positive pedagogical actions. Drawing from both Vygotskian and neo-sociocultural perspectives in designing a methodology that views the everyday practices of language and action as constructing knowledge, the funds of knowledge approach facilitates a systematic and powerful way to represent communities in terms of the resources they possess and how to harness them for classroom teaching. This book accomplishes three objectives: It gives readers the basic methodology and techniques followed in the contributors' funds of knowledge research; it extends the boundaries of what these researchers have done; and it explores the applications to classroom practice that can result from teachers knowing the communities in which they work. In a time when national educational discourses focus on system reform and wholesale replicability across school sites, this book offers a counter-perspective stating that instruction must be linked to students' lives, and that details of effective pedagogy should be linked to local histories and community contexts. This approach should not be confused with parent participation programs, although that is often a fortuitous consequence of the work described. It is also not an attempt to teach parents "how to do school" although that could certainly be an outcome if the parents so desired. Instead, the funds of knowledge approach attempts to accomplish something that may be even more challenging: to alter the perceptions of working-class or poor communities by viewing their households primarily in terms of their strengths and resources, their defining pedagogical characteristics. Funds of Knowledge: Theorizing Practices in Households, Communities, and Classrooms is a critically important volume for all teachers and teachers-to-be, and for researchers and graduate students of language, culture, and education.

Download or read book Teaching and Engaging with Technology for Equity written by Pallavi Chhabra and published by . This book was released on 2021 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: National standards on teacher education require that teachers should be prepared for teaching diverse learners in the technology-rich K-12 classroom environments (NETP, 2016). Teaching practices in these learning contexts continue to use devices for drill and practice instead of building a digital sensibility, necessary to encourage a participatory culture and digital civic engagement in a democratic society (Zheng, Warschauer, Lin, & Chang, 2016). There remains a digital divide on the lines of race, gender, language, and income that reinforce and reproduce the disparities in what skills students learn or how they will use these tools in their future lives (Selwyn, 2009; Watkins, 2009). Thus, there is a need for research on technology use in education, to shift the concern from only filling the access gap to addressing the participation gap (Jenkins & Ito, 2015). This shift is essential to ensure equitable and empowering practices with these tools. Additionally, it is critical to understand pre-service teachers' experiences as they build their capacities and agency to become a teacher in digitally abled classrooms. This research explores the meaning-making processes that occur when the teacher candidates integrate digital devices in their diverse classroom placements, intending to promote social justice and equity. Theoretically, this research is grounded in Bourdieu's (1977, 1995) theory of practice that proposes habitus as its main element and provides a way to understand how individual historical trajectories, life experiences, and learning contexts influence their dispositions. In empirical research, the habitus of pre-service teachers has not been studied thus far, let alone in connection with the issue of their engagement with technology for the empowerment of all students. The participants in this qualitative case study were two cohorts of teacher candidates enrolled in an elementary teacher education program at a mid-western university. The data collection was intentionally spread across the student-teaching semester to gather impressions of growth and change in teacher candidates' dispositions towards technology use in classrooms. Data collection methods included pre-and post- online surveys conducted at the beginning and end of the semester, and six in-depth interviews and six classroom observations throughout the semester. The findings from this study demonstrate the complexities in shaping teacher candidates' habitus under the influences of candidates' life experiences, support in their learning contexts, and opportunities to build agency and capacities. Specifically, this study argues for the need to pay attention to the individual trajectories of teacher candidates during their student-teaching semester. These findings also enhance our understanding about the interactions between the varied contexts of field experience and the existing beliefs of candidates, and how these interplay to contribute (or not) to the realization of learning goals of improving digital and civic engagements for every learner in diverse classroom placements. This research contributes to building connections between teacher education for technology use in upper elementary and middle school classrooms to empower every student with the digital skills to create greater critical cultural consciousness. There are implications for including and paying close attention to the individual voices of pre-service teachers with varied backgrounds and learning to teach in different placement contexts. This study also necessitates creating reflective and sustainable learning communities among teacher candidates that support collective and innovative thinking about using digital devices and platforms for education that promotes social justice values.

Download or read book Literacy Enrichment and Technology Integration in Pre Service Teacher Education written by Keengwe, Jared and published by IGI Global. This book was released on 2013-12-31 with total page 335 pages. Available in PDF, EPUB and Kindle. Book excerpt: With the emergence of innovative technologies, the digital nature of learning environments has changed the face of education. The integration of these technologies into classroom instruction is essential for promoting student learning. Literacy Enrichment and Technology Integration in Pre-Service Teacher Education examines the various strategies to resolve the challenges of technology integrations for teachers while offering best practices for transforming education. Focusing on the future of technology integration in education; this book is an essential tool for administrators, technology leaders, faculty, teachers, technology staff, and other educational technology stakeholders in various education-related disciplines.

Download or read book Teacher Lore written by William Ayers and published by Longman Publishing Group. This book was released on 1992 with total page 180 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Exploring Early Childhood Teachers Perceptions and Practices Regarding Technology Integration in Literacy Instruction written by Moneerah Al Jabr and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this qualitative multiple-case study was to investigate early childhood teachers' perceptions of how technology integration contributes to the development of young children's literacy. I sought to understand their perspectives on the differences between traditional and digital literacies, the benefits of using technology for this purpose, and how they perceived their role in planning and implementing technology-integrated literacy activities. Finally, the study examined how teachers' perceptions, beliefs, teaching experiences, and technology knowledge influenced their classroom practices. The study drew from sociocultural and multimodal perspectives that view children's use of digital devices as tools to make meaning and engage with multimodal texts as social practice influenced by their interactions and conversations with teachers and peers in classrooms. Ten early childhood teachers from three different elementary schools agreed to participate in the study. Data were collected from semi-structured interviews and reviews of lesson plans and instructional PowerPoints. The data were analyzed through two cycles of coding that generated four overarching themes: 1) teachers' beliefs and understanding of digital literacies, 2) digital literacy experiences in early childhood classrooms, 3) teachers' roles in technology-enhanced instruction, and 4) facilitators and barriers to digital technology integration. The study found that participating teachers recognized the importance of integrating digital technologies into their traditional literacy instruction in moderation with the exception of pre-K teachers who asserted that digital technology was inappropriate in pre-K classrooms. The teachers tended to conceptualize digital literacies as the absence of physical aspects and materials and the consumption of digital texts. In addition, teachers observed common benefits related to technology integration including providing audio and visual modes to supplement print-centric literacy, maintaining students 'attention by projecting stories and letters on an interactive whiteboard, and facilitating individualized learning using apps that assess students' reading levels. The teachers provided opportunities for students to watch videos about letters and sight words and play literacy games on tablets and Chromebooks. With guidance and modeling, most teachers encouraged the students to read e-books and play literacy games. The findings suggest implications for teachers, administrators, teacher educators, policymakers for effective integration of technology in early childhood classrooms and to overcome obstacles that teachers might encounter. The findings could be used to guide professional development based on teachers' perspectives and classroom experiences to better meet their needs because they are the key to more productive technology integration. Such support is needed to help teachers realize the potential of digital technology to transform literacy learning and prepare young children to be literate in the 21st century.

Download or read book Report of the National Reading Panel written by National Reading Panel (U.S.) and published by . This book was released on 2000 with total page 44 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book What Teachers Need to Know About Language written by Carolyn Temple Adger and published by Multilingual Matters. This book was released on 2018-07-10 with total page 174 pages. Available in PDF, EPUB and Kindle. Book excerpt: Rising enrollments of students for whom English is not a first language mean that every teacher – whether teaching kindergarten or high school algebra – is a language teacher. This book explains what teachers need to know about language in order to be more effective in the classroom, and it shows how teacher education might help them gain that knowledge. It focuses especially on features of academic English and gives examples of the many aspects of teaching and learning to which language is key. This second edition reflects the now greatly expanded knowledge base about academic language and classroom discourse, and highlights the pivotal role that language plays in learning and schooling. The volume will be of interest to teachers, teacher educators, professional development specialists, administrators, and all those interested in helping to ensure student success in the classroom and beyond.

Download or read book The Framework for Teaching Evaluation Instrument 2013 Edition written by Charlotte Danielson and published by . This book was released on 2013 with total page 109 pages. Available in PDF, EPUB and Kindle. Book excerpt: The framework for teaching document is an evolving instrument, but the core concepts and architecture (domains, components, and elements) have remained the same.Major concepts of the Common Core State Standards are included. For example, deep conceptual understanding, the importance of student intellectual engagement, and the precise use of language have always been at the foundation of the Framework for Teaching, but are more clearly articulated in this edition.The language has been tightened to increase ease of use and accuracy in assessment.Many of the enhancements to the Framework are located in the possible examples, rather than in the rubric language or critical attributes for each level of performance.

Download or read book Teaching with Technology written by Rhonda Bonnstetter and published by Cognella Academic Publishing. This book was released on 2018-10-06 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Teaching with Technology: A Guide for Pre-Service Educators introduces tools and strategies for integrating a variety of technologies into the classroom and shows students how to develop professional portfolios showcasing their use of these tools. Designed for courses in educational technology, professional development, and curriculum and instruction for pre-service educators, the book outlines best practices for integrating technology into teaching, including the effective use of interactive electronic whiteboards, mobile devices, and multiple on-line Web 2.0 tools. This text is also intended to assist pre-service teachers to enhance their use of technology to conduct formative assessments, create a webpage, design an online newsletter, access resources for best practices in planning lessons, and more. Students learn how to use technology to support and communicate learning, design engaging learning experiences, and enhance professional growth. The book also provides valuable information on technology standards, digital citizenship, web literacy, and copyright law. Teaching with Technology helps students embrace the radical changes technology has brought to classrooms and prepares them to most easily and successfully incorporate diverse technologies into their own classroom teaching.

Download or read book Technology in Social Work Education and Curriculum written by Florence W Vigilante and published by Routledge. This book was released on 2016-05-06 with total page 231 pages. Available in PDF, EPUB and Kindle. Book excerpt: Save time and trouble as you incorporate technology into your social work curriculum The dramatic increase in the use of computers and other forms of technology in social work education and practice has educators, trainers, and administrators investing valuable time, money, and effort into trying to make the transition from traditional teaching to a Web-assisted learning environment. Technology in Social Work Education and Curriculum takes the mystery out of the online experience with practical information on using technology to enhance and enrich learningbut not at the expense of the human approach to social work. This unique book presents a variety of creative and interesting methods for incorporating technology that’s affordable and user-friendly, and for developing online skills that won’t become obsolete as computer hardware and software evolves. Technology in Social Work Education and Curriculum transforms technology into an everyday resource for agency field instructors, human service educators, trainers, and social work administrators. The book addresses concerns that educators with limited technical skills may have in using technology to teach cultural competency, group work, research, direct practice, social policy and advocacy, and field practicum, presenting hands-on approaches that are innovative but accessible. And by focusing on approaches rather than simply reviewing available hardware and software, the book provides you with background knowledge that makes it easier for you to successfully incorporate online learning into the classroom. Technology in Social Work Education and Curriculum examines using instructional technology to emotionally engage students in the learning process using digital video and qualitative data analysis software to teach group practice the role technology plays in advocacy distance-education technologies in policy education incorporating Web-assisted learning into a traditional classroom setting the advantages of distance education over more conventional approaches a model for planning the use and integration of computer technology in schools of social work how the behaviors of computer consultants can affect the students who seek their help using innovation diffusion theory in technology planning and much more! Social workers have traditionally embraced the latest technologies and scientific developments since the earliest days of the profession. Technology in Social Work Education and Curriculum helps continue that tradition, offering invaluable guidance to educators and administrators, no matter how experiencedor inexperiencedthey are in dealing with communications technologies.