Teachers' Perception of Their Classroom Technological Resources and the Perceived Feasibility of Implementation of Their Connecticut Teacher Technology Competencies

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ISBN 13 :
Total Pages : 30 pages
Book Rating : 4.:/5 (16 download)

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Book Synopsis Teachers' Perception of Their Classroom Technological Resources and the Perceived Feasibility of Implementation of Their Connecticut Teacher Technology Competencies by : Miranda E. Jennings

Download or read book Teachers' Perception of Their Classroom Technological Resources and the Perceived Feasibility of Implementation of Their Connecticut Teacher Technology Competencies written by Miranda E. Jennings and published by . This book was released on 2005 with total page 30 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study investigates the possible relationship between teachers' perception of their classroom technological resources and the perceived feasibility of implementation of their Connecticut Teacher Technology Competencies (2001) Level II (LII) proposals. The impact of gender, years of teaching experience, and level of education were evaluated using a two-way contingency table analysis. Incomplete survey responses were excluded from the analysis. A greater percentage of individuals with graduate degrees felt that their technology equipment was insufficient when compared to those with non-graduate degrees. Also, a greater percentage of individuals with non-graduate degrees felt that they could use the equipment they had when compared to those with graduate degrees. Years of teaching experience did not appear to have a directional impact on self-perception of ability to implement technology, although the two are related. The lack of findings related to gender are perhaps reflective of a skewed self-reported sample with a disproportionately high number of females (n=88) compared to males (n=25). Limitations of this study are the nature of self-reported multiple choice questions that ask the participant to predict their future technology implementation. Further research is needed to observe the actual implementation of the LII technology proposals as they are implemented in classrooms. The following are appended: (1) Level II procedure; (2) Content Survey; (3) Context Survey; and (4) Exit Survey. (Contains 6 tables.) [Funding for this project was provided by the Teachers for a New Era Project at the University of Connecticut.].

Teacher Perceived Impact of Technology on Elementary Classrooms and Teaching

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ISBN 13 :
Total Pages : pages
Book Rating : 4.:/5 (75 download)

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Book Synopsis Teacher Perceived Impact of Technology on Elementary Classrooms and Teaching by : Connie M. Crane

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.

Teacher Attitudes and Beliefs about Successfully Integrating Technology in Their Classroom During a 1:1 Technology Initiative and the Factors that Lead to Adaptations in Their Instructional Practices and Possible Influence on Standardized Test Achievement

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ISBN 13 :
Total Pages : 186 pages
Book Rating : 4.:/5 (15 download)

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Book Synopsis Teacher Attitudes and Beliefs about Successfully Integrating Technology in Their Classroom During a 1:1 Technology Initiative and the Factors that Lead to Adaptations in Their Instructional Practices and Possible Influence on Standardized Test Achievement by : Nicholas Perry

Download or read book Teacher Attitudes and Beliefs about Successfully Integrating Technology in Their Classroom During a 1:1 Technology Initiative and the Factors that Lead to Adaptations in Their Instructional Practices and Possible Influence on Standardized Test Achievement written by Nicholas Perry and published by . This book was released on 2018 with total page 186 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study is to measure factors that may lead to adaptations by teachers in their instructional practices as they relate to technology integration in a 1:1 laptop environment in a Western Pennsylvania school district. Much has been done around the concept of technology integration in schools and the impact or lack of impact on student achievement. Most of the literature on technology use in schools centers around availability and access to technology in the classroom setting. This study looks at the actual integration of technology through instructional delivery in the classroom. Teacher perceptions with regard to their own instructional practices were gathered using the Technological Pedagogical Content Knowledge (TPACK) Framework and measured next to classroom observational practices as gathered by building administrators throughout the school year. If teacher perceptions using TPACK correlate with instructional technology delivery as measured by classroom observation using SAMR and the Charlotte Danielson Framework, then districts may be able to ensure their investment in technology by focusing on factors that increase likelihood of actual use in the classroom. Participants in this study reported above average comfort with regard to technology as related to technology knowledge and technology pedagogy knowledge which may be attributed to the time and investment in teaching staff by the district through ongoing professional development activities. In addition, teachers were observed implementing technology in their classrooms, in some cases at a higher level of implementation on the SAMR scale, as observed through walkthrough observations. Finally, the district in this study saw tremendous gains by first time test takers on state the mandated standardized test since the inception of the 1:1 initiative which might be attributed to the above mentioned professional development activities focused on technology, technology content creation, and instructional technology delivery.

Technological Pedagogical Content Knowledge

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Publisher : Stanford University
ISBN 13 :
Total Pages : 218 pages
Book Rating : 4.F/5 ( download)

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Book Synopsis Technological Pedagogical Content Knowledge by : Karin Sigrid Forssell

Download or read book Technological Pedagogical Content Knowledge written by Karin Sigrid Forssell and published by Stanford University. This book was released on 2011 with total page 218 pages. Available in PDF, EPUB and Kindle. Book excerpt: Improving learning experiences for all students is the ultimate goal of research in technology use in education. With more availability and better usability of technology in schools, the potential for teachers to use digital tools in schools is greater than ever. However a key factor determining whether new technologies are adopted is the extent to which teachers know how to use them to support students' learning. The special knowledge of how technologies can support students' learning of subject area content is known as technological pedagogical content knowledge (TPACK). This study explored the relationship of accomplished teachers' TPACK confidence to their use of technology with students and to their teaching and learning contexts. In an online survey, 307 National Board Certified teachers provided information about the frequency and breadth of their computer use with students; their use of computers in their personal lives; the school, classroom, and personal resources available to them for learning; and the people in their learning networks supporting their learning to use new technologies for teaching. Although the representativeness of the sample was limited and the measures self-reported, they provided rich opportunities to discover relationships and suggest avenues for supporting teacher learning of new technologies. Analyses showed that these accomplished teachers' confidence in their knowledge of how to use new technologies for teaching was different from their confidence in using technologies more generally. Further, TPACK confidence related to student use of computers in the classroom. No associations were found between TPACK confidence and age, gender, grade levels, subject areas, or student populations. However, confidence in teaching with technology did relate to measures of the teachers' learning resources. More varied learning resources and more productive social learning networks were associated with higher TPACK confidence. Three key types of support provided by learning partners -- learning together, posing challenges, and connecting the teacher to others to learn from -- were significantly more common among high-TPACK teachers. Findings in this study point to ways we might further understand, and subsequently increase, teacher confidence in using new technologies to support student learning. Several questions are raised for future research: Do learning resources lead to confidence in knowledge, or does confidence lead to awareness of existing resources? To what extent can TPACK be measured without first assessing the teacher's PCK? And how might we develop survey measures that reliably capture the complexity of technological pedagogical content knowledge? Understanding TPACK and the conditions under which it develops is an important field of research, as we strive to help teachers learn to use new technologies effectively to support powerful student learning.

The Current State of Technology Competencies of Teachers in Newfoundland and Labrador Schools

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Publisher :
ISBN 13 :
Total Pages : 412 pages
Book Rating : 4.:/5 (456 download)

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Book Synopsis The Current State of Technology Competencies of Teachers in Newfoundland and Labrador Schools by : Bruce N. G. King

Download or read book The Current State of Technology Competencies of Teachers in Newfoundland and Labrador Schools written by Bruce N. G. King and published by . This book was released on 1999 with total page 412 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Teacher Perceptions of Technological Knowledge and Pedagogy in Mathematics Instruction in a Northeast State

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ISBN 13 :
Total Pages : 412 pages
Book Rating : 4.:/5 (116 download)

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Book Synopsis Teacher Perceptions of Technological Knowledge and Pedagogy in Mathematics Instruction in a Northeast State by : Sabrina Antonelli

Download or read book Teacher Perceptions of Technological Knowledge and Pedagogy in Mathematics Instruction in a Northeast State written by Sabrina Antonelli and published by . This book was released on 2019 with total page 412 pages. Available in PDF, EPUB and Kindle. Book excerpt: Educators are now charged with instructing students who are growing up in a digital environment (Hsin, Li & Tsai, 2014). Students need access to 21st century learning environments that incorporates technology use, especially in mathematics (Darling-Hammond, Wilhoit & Pittenger, 2014). Unfortunately studies show that technology integration is happening least in mathematics compared to other subject areas (Howard, Chan, & Caputi, 2015a; Howard, Chan, Mozejko & Caputi, 2015b; Howard, Chan, and Caputi, 2014). Moeller and Reitzes (2011) found that according to a National Center for Education Statistics study, only 23% of K-12 teachers feel prepared to integrate technology into instruction. The purpose of this sequential explanatory mixed methods study was to investigate and explore teacher perceptions regarding technology knowledge, content knowledge, pedagogy, and preparedness to implement technology integration in mathematics instruction in elementary teachers in an urban ring district in a northeast state. This study addressed the following research questions: 1. How do elementary teachers rate their perceived knowledge of teaching and technology in mathematics on the following components of the Technological Pedagogical and Content Knowledge (TPACK) framework: technological knowledge (TK), content knowledge (CK), pedagogical knowledge (PK), pedagogical content knowledge (PCK), technological content knowledge (TCK), technological pedagogical knowledge (TPK), technological pedagogical content knowledge (TPACK), and models of TPACK related to preparedness? 2. Is there a significant difference in how elementary teachers rate their perceived knowledge of teaching and technology in mathematics on the components of the Technological Pedagogical and Content Knowledge (TPACK) framework by the following demographics: gender, age and years of teaching experience? 3. How do elementary teachers describe their perceived technology knowledge, content knowledge, pedagogical knowledge, and preparedness to implement technology integration as they relate to mathematics instruction? The major themes that emerged from this study included limited teacher mathematics knowledge because mathematics instruction and expectations for understanding are different today than in the past; and teachers did not feel like they were supported or prepared well to integrate technology into mathematics instruction. Administration and teacher educators may benefit from knowing teachers feel a need to be supported in mathematics conceptual knowledge, problem solving and technology integration.

Resources in Education

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Publisher :
ISBN 13 :
Total Pages : 348 pages
Book Rating : 4.:/5 (3 download)

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Book Synopsis Resources in Education by :

Download or read book Resources in Education written by and published by . This book was released on 1995-04 with total page 348 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Teacher Perceptions, Beliefs, and Attitudes about Technology and the Implementation of Classroom Technology Integration Practices

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ISBN 13 :
Total Pages : 197 pages
Book Rating : 4.:/5 (992 download)

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Book Synopsis Teacher Perceptions, Beliefs, and Attitudes about Technology and the Implementation of Classroom Technology Integration Practices by : Carol Annabel Askin

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.

Understanding the Relationship Between K-12 Teachers' Perceptions of Their Levels of Teaching Innovation and Their Experiences with Technology-Driven Professional Development

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ISBN 13 :
Total Pages : 316 pages
Book Rating : 4.:/5 (1 download)

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Book Synopsis Understanding the Relationship Between K-12 Teachers' Perceptions of Their Levels of Teaching Innovation and Their Experiences with Technology-Driven Professional Development by : Vincent Day

Download or read book Understanding the Relationship Between K-12 Teachers' Perceptions of Their Levels of Teaching Innovation and Their Experiences with Technology-Driven Professional Development written by Vincent Day and published by . This book was released on 2017 with total page 316 pages. Available in PDF, EPUB and Kindle. Book excerpt: Students today are expected to develop real-world thinking and digital literacy skills to succeed in a globally connected and technology-infused world. Accordingly, teachers are tasked with implementing innovative levels of teaching to meet the needs of today's digital learners. As technology becomes increasingly ubiquitous and accessible in K-12 schools, learning will continue to take place in digital spaces. However, current research suggests that teachers lack the technological proficiencies required to develop the engaging and innovative classroom experiences that students crave. Despite significant investments in professional development in K-12 schools, many teachers are failing to effectively transfer learning from these experiences into innovative levels of teaching. A rapid influx of technology into K-12 schools presents significant potential for educators to leverage digital resources to pursue professional development opportunities that are relevant to their practice--in any place, at any time. However, it is unclear how teachers' use of innovative, technology-driven pedagogy in their classrooms relates to their perceptions and experiences with technology-driven professional development. The purpose of this study was to examine K-12 teachers' perceptions and experiences with technology-driven professional development and how they relate to their level of innovative teaching. To shed light on the research problem, this mixed-methods study sought to answer the following research questions: 1. What are K-12 teachers' LoTi based on the Levels of Teaching Innovation Digital Age Survey for Teachers? 2. How do K-12 teachers with varying LoTi describe their experiences with technology-driven professional development? Why do teachers choose to participate in professional development? How do teachers feel about technology-driven professional development? Who participates in technology-driven professional development? How is teachers' participation in technology-driven professional development related to their LoTi? This study utilized both the LoTi Digital Age Survey for Teachers to gather quantitative data on teachers' levels of innovative teaching and a qualitative component consisting of semi-structured interviews. Analysis of the quantitative component resulted in a descriptive analysis in the form of categorical variables pertaining to teachers' levels of teaching innovation to explain outcome variance. The qualitative component sought to develop an understanding of K-12 teachers' perceptions and lived experiences with technology, professional development, and levels of teaching innovation. The themes and subthemes that emerged from this study are grouped into two primary categories: (1) Teaching and Learning with Technology, and (2) Professional Development. Furthermore, answers to the study's research questions are interwoven into a discussion based on reached conclusions. Finally, based on the study's results and conclusions, along with current research in K-12 education, recommendations are made for improving professional development practices toward elevated levels of innovative teaching.

Analyses of Teachers' Perceptions and Attitudes of a Teacher Laptop Initiative

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ISBN 13 :
Total Pages : 124 pages
Book Rating : 4.:/5 (539 download)

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Book Synopsis Analyses of Teachers' Perceptions and Attitudes of a Teacher Laptop Initiative by : Catherine Gurley Raulston

Download or read book Analyses of Teachers' Perceptions and Attitudes of a Teacher Laptop Initiative written by Catherine Gurley Raulston and published by . This book was released on 2009 with total page 124 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study analyzed the attitudes and perceptions of teachers following the implementation of a teacher laptop initiative. The attitudes and perceptions were documented through a mixed-methods research design that collected both quantitative and qualitative data. Quantitative data were gathered using pretest and posttest surveys. Qualitative data were gathered through focus group interviews and were used to further inform the quantitative data. The quantitative data suggested that a teacher laptop initiative can affect attitudes and perceptions of teachers. Participants in this study increased their overall perception of their computer use and began to adopt technology in the classroom by using it more often. Results suggested that teachers became more comfortable with computers when given a laptop. The quantitative data did not show significance between a teacher laptop initiative and teacher interest toward computers and teacher view of computer significance. This research also suggested that a teacher laptop initiative, coupled with professional development, can better prepare students for the 21st century. An implication of this study was if teachers are given resources and proper training on how to implement technology in the classroom, attitudes and classroom practices can be changed. Participants believed if educators begin to integrate technology in the classroom and model skills for students, technology could help prepare students for the 21st century.

Integrating Technology into the Curriculum

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Publisher : Teacher Created Materials
ISBN 13 : 1425890148
Total Pages : 225 pages
Book Rating : 4.4/5 (258 download)

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Book Synopsis Integrating Technology into the Curriculum by : Shelly Frei

Download or read book Integrating Technology into the Curriculum written by Shelly Frei and published by Teacher Created Materials. This book was released on 2006-12-04 with total page 225 pages. Available in PDF, EPUB and Kindle. Book excerpt: Step into the digital age of learning by teaching and applying technology effectively in your classroom. This up-to-date, research-based book provides teachers with classroom-tested ideas and resources to enhance instruction and help make the integration of technology a seamless process. Topics include how to differentiate with technology in a lesson, technology standards, software programs, information literacy, project-based learning and assessment, classroom management, computer troubleshooting, and more. This resource supports core concepts of STEM instruction and supports the interdisciplinary themes from the Partnership for 21st Century Skills. 224pp.

Technology Connections for School Improvement

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ISBN 13 :
Total Pages : 34 pages
Book Rating : 4.3/5 (91 download)

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Book Synopsis Technology Connections for School Improvement by : Mary L. McNabb

Download or read book Technology Connections for School Improvement written by Mary L. McNabb and published by . This book was released on 1999 with total page 34 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Examining Integral Factors Influencing Teaching with Technology

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ISBN 13 :
Total Pages : 388 pages
Book Rating : 4.:/5 (546 download)

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Book Synopsis Examining Integral Factors Influencing Teaching with Technology by : Susan Joan Gilson

Download or read book Examining Integral Factors Influencing Teaching with Technology written by Susan Joan Gilson and published by . This book was released on 2003 with total page 388 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Teacher Self-perceptions of Skills and Beliefs Using Technology in Classroom Practice

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Publisher :
ISBN 13 :
Total Pages : 83 pages
Book Rating : 4.:/5 (118 download)

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Book Synopsis Teacher Self-perceptions of Skills and Beliefs Using Technology in Classroom Practice by : Geri R. Gillespy

Download or read book Teacher Self-perceptions of Skills and Beliefs Using Technology in Classroom Practice written by Geri R. Gillespy and published by . This book was released on 2020 with total page 83 pages. Available in PDF, EPUB and Kindle. Book excerpt: "New technology and innovations over the last decade have created a global economy that incorporates people communicating and making connections all over the world, twenty-four hours a day. With this continuous drive in society, there is added pressure to integrate more technology in the classroom and into the hands of students. Although there is a great push to add technology in education, studies demonstrate that teachers are reluctant to modify and change their current practice. Educational leaders, politicians, and district administration are spending valuable resources on devices to drive daily instruction in schools where teachers tend to have more of a traditional attitude and seem more reluctant when it comes to integrating technology in the classroom. Billions of dollars are being spent on technology that appears underutilized and/or used ineffectively because of a lack of teacher confidence in skills or knowledge, or personal view of importance in education. Using a quantitative approach, this study used a self-reported questionnaire to examine current teachers' perceptions of knowledge and skills, as well as rating of value using technology for communication and collaboration, compared to their reported practice."--Boise State University ScholarWorks.

Máj před čtyřiceti lety

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ISBN 13 :
Total Pages : pages
Book Rating : 4.:/5 (853 download)

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Book Synopsis Máj před čtyřiceti lety by :

Download or read book Máj před čtyřiceti lety written by and published by . This book was released on 1931 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:

Evaluating Technology in Teacher Education

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Publisher : IAP
ISBN 13 : 1617350850
Total Pages : 289 pages
Book Rating : 4.6/5 (173 download)

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Book Synopsis Evaluating Technology in Teacher Education by : Walt Heinecke

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.

Introduction to Probability

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ISBN 13 :
Total Pages : pages
Book Rating : 4.:/5 (31 download)

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Book Synopsis Introduction to Probability by :

Download or read book Introduction to Probability written by and published by . This book was released on 1966 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: