Read Books Online and Download eBooks, EPub, PDF, Mobi, Kindle, Text Full Free.
The Perceptions Of Public School Administrators Toward Technology Effectiveness And Adequacy In Curriculum And Instruction In The Golden Triangle Public Schools Of Mississippi
Download The Perceptions Of Public School Administrators Toward Technology Effectiveness And Adequacy In Curriculum And Instruction In The Golden Triangle Public Schools Of Mississippi full books in PDF, epub, and Kindle. Read online The Perceptions Of Public School Administrators Toward Technology Effectiveness And Adequacy In Curriculum And Instruction In The Golden Triangle Public Schools Of Mississippi ebook anywhere anytime directly on your device. Fast Download speed and no annoying ads. We cannot guarantee that every ebooks is available!
Book Synopsis THE PERCEPTIONS OF PUBLIC SCHOOL ADMINISTRATORS TOWARD TECHNOLOGY EFFECTIVENESS AND ADEQUACY IN CURRICULUM AND INSTRUCTION IN THE GOLDEN TRIANGLE PUBLIC SCHOOLS OF MISSISSIPPI. by :
Download or read book THE PERCEPTIONS OF PUBLIC SCHOOL ADMINISTRATORS TOWARD TECHNOLOGY EFFECTIVENESS AND ADEQUACY IN CURRICULUM AND INSTRUCTION IN THE GOLDEN TRIANGLE PUBLIC SCHOOLS OF MISSISSIPPI. written by and published by . This book was released on 2008 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis THE PERCEPTIONS OF PUBLIC SCHOOL ADMINISTRATORS TOWARD TECHNOLOGY EFFECTIVENESS AND ADEQUACY IN CURRICULUM AND INSTRUCTION IN THE GOLDEN TRIANGLE PUBLIC SCHOOLS OF MISSISSIPPI. by :
Download or read book THE PERCEPTIONS OF PUBLIC SCHOOL ADMINISTRATORS TOWARD TECHNOLOGY EFFECTIVENESS AND ADEQUACY IN CURRICULUM AND INSTRUCTION IN THE GOLDEN TRIANGLE PUBLIC SCHOOLS OF MISSISSIPPI. written by and published by . This book was released on 2009 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Teacher Perceptions of Curriculum-driven Technology After Working with Instructional Technology Coaches in Middle Schools in One Southeastern School District by : Julie Meunier Pepperman
Download or read book Teacher Perceptions of Curriculum-driven Technology After Working with Instructional Technology Coaches in Middle Schools in One Southeastern School District written by Julie Meunier Pepperman and published by . This book was released on 2021 with total page 128 pages. Available in PDF, EPUB and Kindle. Book excerpt: The use of curriculum-driven technology in K-12 public schools was mandated by federal law. School and district leaders were required to provide curriculum-driven technology professional development and support to teachers.The use of the curriculum-driven technology coach was an option some schools chose to meet the curriculum-driven technology professional development requirements and needs of their teachers. The purpose of this research was to explore one school district’s middle school teachers’ perceptions of the importance of curriculum-driven technology and their perceived self-efficacy in using curriculum-driven technology in instructional practice after collaborating with a curriculum-driven technology coach. This qualitative study was conducted with participating teachers from three middle schools within one school district located in the southeastern United States. The participants’ responses indicated a relationship between working with a curriculum-driven technology coach and their self-perceptions of their ability to use curriculum-driven technology. The participants indicated working with a curriculum-driven technology coach positively impacted their perceptions of the importance of curriculum-driven technology and their ability to integrate curriculum-driven technology to their classrooms.
Book Synopsis Attitudes and Perceptions of Mississippi Career and Technology School Administrators Toward Technology Integration and Their Knowledge and Use of the National Educational Technology Standards for School Administators (NETS-A) by : Janice Holman Sears
Download or read book Attitudes and Perceptions of Mississippi Career and Technology School Administrators Toward Technology Integration and Their Knowledge and Use of the National Educational Technology Standards for School Administators (NETS-A) written by Janice Holman Sears and published by . This book was released on 2006 with total page 254 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Attitudes and Perceptions of Mississippi Career and Technology School Administrators Toward Technology Integration and Their Knowledge and Use of the National Educational Technology Standards for School Administrators (NETS-A) by : Janice Holman Sears
Download or read book Attitudes and Perceptions of Mississippi Career and Technology School Administrators Toward Technology Integration and Their Knowledge and Use of the National Educational Technology Standards for School Administrators (NETS-A) written by Janice Holman Sears and published by . This book was released on 2006 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine Mississippi's Career and Technology School Administrators' attitudes and perceptions toward technology integration and to determine their knowledge and use of the NETS·A. The study contributed to the literature on technology integration and the NETS·A in the secondary classroom. The research design for this study was descriptive and correlational. A pilot study was conducted prior to the commencement of the research study in which no problems were identified. Out of a population of 144 Mississippi Career and Technology School Administrators, 102 participated in the study. A survey instrument consisting of three parts was used in this study. Part I of the instrument was designed to collect demographic data and to determine administrators' training and experience with technology. Part II was the "Survey of Administrative Attitudes and Perceptions toward Technology Integration", and Part III was the "Administrator Technology Self-Assessment Tool". The research questions posed in the study were developed to examine Mississippi Career and Technology School Administrators' attitudes and perceptions toward technology integration and to determine their knowledge and use of the NETS·A. The study was further designed to determine whether relationships existed between the variable attitude and perceptions and the variables knowledge and use, demographic characteristics, and experience and training with technology integration. Pearson r, Spearman rs, and Point-biserial rpb were used to analyze the data of the returned surveys. After the data were collected and analyzed, the researcher determined that there was a statistically significant correlation between Mississippi Career and Technology School Administrators' attitudes and perceptions of technology integration and the variable knowledge and use of the NETS·A and the variable experience and training with technology integration. There was no statistically significant correlation between Mississippi's Career and Technology School Administrators' attitudes and perceptions of technology integration and the variables age, sex, and years experience as an administrator. Conclusions and recommendations based on the findings in this study indicated that Mississippi Career and Technology School Administrators should be required to increase their experience and training with technology integration. School administrators should also broaden their knowledge and increase their use of the NETS·A.
Book Synopsis Attitudes and Perceptions of Mississippi Career and Technology School Administrators Toward Technology Integration and Their Knowledge and Use of the National Educational Technology Standards for School Administrators (NETS "). by :
Download or read book Attitudes and Perceptions of Mississippi Career and Technology School Administrators Toward Technology Integration and Their Knowledge and Use of the National Educational Technology Standards for School Administrators (NETS "). written by and published by . This book was released on 2006 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine Mississippi?s Career and Technology School Administrators? attitudes and perceptions toward technology integration and to determine their knowledge and use of the NETS ". The study contributed to the literature on technology integration and the NETS " in the secondary classroom. The research design for this study was descriptive and correlational. A pilot study was conducted prior to the commencement of the research study in which no problems were identified. Out of a population of 144 Mississippi Career and Technology School Administrators, 102 participated in the study. A survey instrument consisting of three parts was used in this study. Part I of the instrument was designed to collect demographic data and to determine administrators? training and experience with technology. Part II was the "Survey of Administrative Attitudes and Perceptions toward Technology Integration", and Part III was the "Administrator Technology Self-Assessment Tool". The research questions posed in the study were developed to examine Mississippi Career and Technology School Administrators? attitudes and perceptions toward technology integration and to determine their knowledge and use of the NETS ". The study was further designed to determine whether relationships existed between the variable attitude and perceptions and the variables knowledge and use, demographic characteristics, and experience and training with technology integration. Pearson r, Spearman rs, and Point-biserial rpb were used to analyze the data of the returned surveys. After the data were collected and analyzed, the researcher determined that there was a statistically significant correlation between Mississippi Career and Technology School Administrators? attitudes and perceptions of technology integration and the variable knowledge and use of the NETS " and the variable experience and training with technology integration. There was no statistically significant correlation betwee.
Book Synopsis Making Technology Standards Work for You by : Susan Brooks-Young
Download or read book Making Technology Standards Work for You written by Susan Brooks-Young and published by ISTE (Interntl Soc Tech Educ. This book was released on 2002 with total page 198 pages. Available in PDF, EPUB and Kindle. Book excerpt: A step-by-step approach to help administrators develop and implement a vision for using educational technology more effectively.
Book Synopsis Effective Technology Implementation in Schools by :
Download or read book Effective Technology Implementation in Schools written by and published by . This book was released on 2015 with total page 283 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined the connection between perceptions of teacher self-efficacy, professional development, and leadership practices and attitudes as it relates to successful implementation of technology for student learning in K-12 schools. As external pressures exhort schools to transform the learning environment and to include more meaningful applications of technology in the learning experiences for all students, issues which create barriers to a successful implementation of new practices must be examined. This study examined the responses of teachers, school and district administrators, and technology support personnel in a stratified random sample from 37 school districts in the state of Oregon to analyze the combined effects of teacher self-efficacy perceptions, leadership practices, and professional development as they relate to the implementation of classroom educational technology. The study revealed perceptual differences between staff roles of what teachers know about technology and how they use technology. School contexts, such as percentages of disadvantaged or non-White students, and teacher factors, such as age and gender, affected participant perception of technology implementations and of professional development opportunities. The researcher proposes a new framework for understanding school contexts and for planning successful technology implementations based upon a review of literature and original research.
Book Synopsis Smarter Clicking by : Christopher Wells
Download or read book Smarter Clicking written by Christopher Wells and published by Corwin Press. This book was released on 2010-03-16 with total page 153 pages. Available in PDF, EPUB and Kindle. Book excerpt: Designed to support appropriate use of technology for teaching and learning, this reader-friendly resource helps school leaders create, implement, and maintain effective instructional technology policies.
Author :Stacy B. Ehrlich Publisher :Consortium on Chicago School Research ISBN 13 :9780985681951 Total Pages :48 pages Book Rating :4.6/5 (819 download)
Book Synopsis The Use of Technology in the Chicago Public Schools 2011 by : Stacy B. Ehrlich
Download or read book The Use of Technology in the Chicago Public Schools 2011 written by Stacy B. Ehrlich and published by Consortium on Chicago School Research. This book was released on 2013-02-01 with total page 48 pages. Available in PDF, EPUB and Kindle. Book excerpt: Technology use is ubiquitous in America's colleges and most workplaces, and it is fast becoming accepted as fact that all students--elementary and high school--must be exposed to technology. Whether schools are doing this is an open question. A 2002 report by the University of Chicago Consortium on Chicago School Research (ccsr) revealed large differences in how well schools in Chicago were structured to support student and teacher use of technology. Since then, technology use has become an integral part of people's work and private lives. This report attempts to update previous ccsr research on technology use in Chicago Public Schools (cps) by focusing on the most basic skills and experiences students need in order to become technologically literate--E.G., The extent to which students are using technology for school and whether factors such as school culture and expectations of technology use by their teachers and principals contribute to this. Appended are: (1) Survey Items; (2) Methods; and (3) Tables from hlm and Regression Analyses. (Contains 16 figures, 14 tables, and 43 endnotes.).
Author :United States. Congress. Joint Economic Committee. Subcommittee on Technology and National Security Publisher :Washington : Superintentent of Documents, Congressional Sales Office ISBN 13 : Total Pages :320 pages Book Rating :4.:/5 (319 download)
Book Synopsis Educational Technology in the Classroom by : United States. Congress. Joint Economic Committee. Subcommittee on Technology and National Security
Download or read book Educational Technology in the Classroom written by United States. Congress. Joint Economic Committee. Subcommittee on Technology and National Security and published by Washington : Superintentent of Documents, Congressional Sales Office. This book was released on 1992 with total page 320 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this hearing was to provide insight into the role of the Federal Government in supporting the development and implementation of the educational technology structure that is needed by elementary and secondary schools. It is argued that what is needed is a broad-based policy agreement about the role that educational technology can play in enhancing student achievement and curriculum development, changing the face of instruction in the classroom, and addressing the challenges of education in the 90s. A brief opening statement by Jeff Bingaman, Chairman of the Subcommittee on Technology and National Security, is followed by statements and, in some cases, submissions for the record, by the following witnesses: (1) Shelly Weinstein, President EDSAT Institute; (2) Jack D. Foster, Cabinet Secretary for Education and the Humanities, Kentucky (statement and report, "Analysis of a Proposal for an Education Satellite"); (3) Donald Ledwig, Corporation for Public Broadcasting (statement and report, "1991 Study of School Uses of Television Video"); (4) Henry J. Cauthen, America's Public Television Stations and South Carolina Educational Television Network; (5) Dennis D. Gooler, North Central Regional Educational Laboratory; (6) Daniel Schultz, Michigan Department of Education (statement and article, "An Inquiry-Centered Classroom of the Future"); (7) Cecilia Lenk, Massachusetts Corporation for Educational Telecommunications (statement and report "Reach for the Stars"); (8) Sally M. Johnstone, Western Cooperative for Educational Telecommunications (statement and article, "Research on Telecommunicated Learning: Past, Present and Future"); (9) Gregory J. Liptak, Mind Extension University; and (10) Gary N. Vance, Satellite Educational Resources Consortium (SERC) on Technology in the Classroom. An opening statement by Strom Thurmond, member of the Subcommittee on Education, Arts, and Humanities, is also included. (DB)
Book Synopsis Instructional Technology Access and Classroom Integration by : Dale F. Reimann
Download or read book Instructional Technology Access and Classroom Integration written by Dale F. Reimann and published by . This book was released on 2007 with total page 101 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to gain insight into the integration of technology in nine southeastern Pennsylvania school districts. Examination of administrators' and teachers' perceptions relative to how technology was being integrated into their classrooms was the focus of study. Two hundred fourteen teachers, 18 building administrators, and 11 central office administrators completed an online survey consisting of both survey questions and open-ended questions. Questions covered the topics of access to instructional technology, identification of technology utilized in the classroom, the classroom application of those technologies and the degree of support available to teachers. Findings indicated that while all three sample groups view instructional technology as an important component of educating students effectively and value high levels of technology access, there are no indicators that technology has been systemically or systematically institutionalized.
Book Synopsis Technology Access, Integration, and Student Achievement by : Randi N.- Peel
Download or read book Technology Access, Integration, and Student Achievement written by Randi N.- Peel and published by . This book was released on with total page 155 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teaching and learning practices influence college and career readiness (CCR) as measured by newly implemented Common Core State Standards (CCSS) through next-generation assessments. This mixed-methods study examined different levels of technology access and integration on current CCR measurements in two rural North Mississippi school districts. The approach incorporated a causal-comparative design and an exploration of attitudes and perceptions about technology's impact on college and career readiness. The study found statistical significance in differences of ACT ® mean scores for the composite, English, reading and science assessments between the two school districts. The district with a one to one laptop learning environment demonstrated higher scores over the district with a limited or shared technology access and integration. Although there were significant differences found, small effect sizes and confidence levels suggest a need to further investigate to substantiate practical significance (Morgan et al., 2013). There was no statistical significance in ACT ® mean math scores between the two districts. Qualitative exploration confirmed the quantitative findings expounding on perceptions and attitudes toward technology access and integration, technology implications on college and career readiness, and implications on standardized testing. This study provided pertinent and relevant information in regards to technology's impact on teaching and learning in preparing today's students with the knowledge and skills to be successful beyond high school in an ever-changing technology driven society.
Book Synopsis Classroom Teachers' Perceptions of the Impact of the High-technology School Instructional Model on Curriculum and Instructional Practices by : Patrick J. Garcia
Download or read book Classroom Teachers' Perceptions of the Impact of the High-technology School Instructional Model on Curriculum and Instructional Practices written by Patrick J. Garcia and published by . This book was released on 1997 with total page 192 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Technology Integration in Georgia Public Elementary Schools by : Timothy H. Sawyer
Download or read book Technology Integration in Georgia Public Elementary Schools written by Timothy H. Sawyer and published by . This book was released on 2011 with total page 89 pages. Available in PDF, EPUB and Kindle. Book excerpt: Author's abstract: The purpose of this qualitative study was to identify actions and practices that effective technology leaders use to support and sustain technology integration in elementary school classrooms. Three Georgia public elementary school principals who had been identified as top building level technology leaders and three each of their teachers were interviewed using researcher developed interview questions that addressed the International Society for Technology in Education (ISTE) seven factors for successful technology implementation. The interviews provided insights into the principals' and teachers' perspectives regarding the principals' roles in effectively implementing classroom technology in their schools. Interview data were analyzed inductively through pattern identification and coding. Three themes emerged from analysis of the principals' interviews: obtaining hardware, software, and training; communicating expectations for technology use; and, defining what was considered effective use of technology. The three themes that were gleaned from teachers' interviews were: the principals' encouragement, enthusiasm, and support for technology use; willingness and ability of the principal to provide needed educational technology hardware, software, and training; and, how the principals sought to ensure the desired amount and type of technology integration in their teachers' classrooms. One theme-provision of equipment and training-was shared between the two groups, and seemed to be the foundation on which the rest of the leadership actions were built. The other themes showed that the two groups' perspectives of the principals' roles were similar and supportive of each other, as the teachers' emphases were essentially the way they perceived the principals' performance of their fundamental effective leadership behaviors. All of this led to successful technology integration.
Download or read book Ctrl-alt-change written by and published by . This book was released on 2004 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: A review of literature regarding technology in education revealed that there are at least four key areas that influence educators use of technology in the classroom. These are change forces and responses, educational beliefs, perceptions of self-efficacy, and the current conditions in todays educational institutions. The main objective of this research was to investigate the perceptions of individual educators regarding the incorporation of technology in elementary and secondary schools, with a focus on the following research questions: 1) To what degree has the educators instructional strategies been informed by technological change? 2) To what degree has self-efficacy played in the educators use of or lack of use of technology in the classroom? 3) What has been the educators perception of the best practice of incorporating technology in the classroom? A semi-structured interview method was used, as well as the incorporation of a visual perception spectrum. Data were collected from ten educators using semi-structured interviews, a visual perception spectrum device, and researcher observations. The interviews helped gain an understanding of the educators perceptions of the changes that they have faced due to technology, their feelings of self-efficacy towards teaching using technology, and their perceptions of the best use of technology in the classroom. Data were collected from ten educators in an urban school division. Five educators taught high school and five taught elementary school. The sample included administrators, primary teachers, middle years teachers, learning assistance teachers, and subject-specific high school teachers with a range in years experience and technology training. It was found that these educators had strong feelings regarding the difference they have made in their students lives, with or without the use of technology in education, and had an understanding of the forces around them that have promoted or inhibited the use of technology in.
Book Synopsis The Use of Technology in K-12 Schools by : Shiang-Yu Lin
Download or read book The Use of Technology in K-12 Schools written by Shiang-Yu Lin and published by . This book was released on 2016 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The target population for this study was U.S. public elementary and secondary teachers who were identified to participate in the 2009 fast-response survey titled "Teachers' Use of Educational Technology in U.S. Public Schools" (FRSS95, 2009b). The FRSS nationwide teacher survey sampled 3,159 public school teachers from 1563 public schools (NCES, 2010). The sample consisted of 1784 public elementary teachers, 1286 public secondary teachers, and 89 teachers in public combined schools. Due to a large difference existing in the distribution of main teaching assignment between the participants in elementary schools and those in secondary schools, the elementary sample and the secondary sample were extracted from the total sample to explore the research questions regarding teachers’ and students’ educational technology use, teachers' perceptions of technology leadership, and the relationship between technology leadership and educational technology use in K-12 schools. In the FRSS95 dataset, technology use was characterized by teachers' general technology use for classroom preparation, instruction, and administrative tasks (general use), teachers’ administrative technology use for communicating with parents or students (Admin_comm), teachers’ administrative technology use for viewing or managing student data (Admin_data), and students' technology use during instructional time (student use). Teachers' perceptions of technology leadership were characterized by full-time technology personnel within districts (tech personnel), the quality of professional development for educational technology (PD quality) and equitable access to digital tools and resources (range of access).
