Running Head: EFFECTIVE USE OF TECHNOLOGY IN EDUCATION 1
|
|
- Stephanie Wells
- 8 years ago
- Views:
Transcription
1 Running Head: EFFECTIVE USE OF TECHNOLOGY IN EDUCATION 1 Effective Use of Technology in Education Inez Escandón The University of Texas at San Antonio
2 EFFECTIVE USE OF TECHNOLOGY IN EDUCATION 2 Effective Use of Technology in Education As the United States continues to shift into a 21st century society that relies heavily on technology, it seems only logical for our education system to change along with it and begin integrating technology into our classrooms. Huge success has been seen at the collegiate level with the integration of distance learning classes but doubts still remain on the effectiveness of educational technology in the primary and secondary level. Although Lowell Monke s (2010) article The Human Touch disputes the effectiveness of educational technology, extensive research has proven that educational technology is effective in the primary and secondary level with proper integration and supportive staff development. In Monke s (2010) article, he argued that technology did not improve nor enhance the student s learning and in more ways was actually a detriment rather than an advantage. He believes that children need to have a large amount of concrete experiences in order to make abstract ones more meaningful. However, with the increased use of technology, Monke (2010) believes that children will become increasingly less exposed to these essential concrete experiences essentially leaving their minds overloaded with heaps of useless abstract data. I do not believe that is the case. Unlike Skinner s Behaviorism in which every child comes into a classroom with a blank slate, I have a more constructivist belief that most children already come with a large amount of knowledge that is full of concrete experiences that they were exposed to well before they even attended school. Piaget s Constructivism states that during infancy children acquire schemata, which are systems of knowledge that represent pre-conceived ideas or
3 EFFECTIVE USE OF TECHNOLOGY IN EDUCATION 3 thoughts. These concrete experiences, comparatively the child s schema, cannot be taken away with technology. Similarly, the goal of educational technology is not to prevent new concrete experiences from forming by replacing all kinesthetic and traditional learning with abstract learning. As Monke (2010) mentioned in his article, one of the two goals of educational technology is, to give them access to tools and information that will enhance their learning in core subjects (p. 318). For example, if a teacher uses an interactive whiteboard as a tool to engage students and enhance a math lesson for kindergarteners, it does not mean that this will replace the use of math manipulatives. On the contrary, children can use the math manipulatives while the teacher presents a math lesson on the interactive whiteboard if so desired. If technology is used properly which is as a tool to enhance, concrete experiences should still be created regardless of integration of technology. Monke (2010) also argues that the increased use of technology has caused school s values to shift drastically. He believed that values that once held importance, such as character, creativity, and truth, have been replaced with others such as assessments, standards, and productivity (Monke, 2010). I do agree to an extent that these values have shifted but it does not mean the previous values have been completely rejected and forgotten. According to an article by Richard E. Peterson (2001) that discusses technology and creativity, creativity and technology are closely linked. He explained that technology can offer novel and creative ways to solve a problem which is a great skill to have as a future professional in a 21 st century workplace. This article provides evidence that the value of creativity still exists with technology it is just
4 EFFECTIVE USE OF TECHNOLOGY IN EDUCATION 4 modified for the 21 st century (Peterson, 2001). A modification for character and truth in the 21 st century can be seen as moral and ethical behavior on the computer while using the Internet. Students must learn to use social websites and tools responsibly and download information ethically. This shows that teachers can still teach these values while integrating technology in the classroom. Although I don t believe that technology doesn t allow values such as character, creativity, and truth, to be taught, I do feel that others such as assessments, standards, and productivity have taken priority. However, I disagree that technology is the main cause for the school s values to shift. Although technology does support these new values, high-stakes testing and factors like the No Child Left Behind Act of 2001 (NCLB), have much to blame for the value shift in our school system. Schools are held largely accountable for what its students produce. With this much accountability, values shift to those that will produce the best product in regards to the situation. Because of the way most high-stakes tests are designed, I can see why teachers would rather place emphasis on values like assessments, standards, and productivity as opposed to values like character, creativity, and truth. All the pressure from these high-stakes tests has caused some of the teacher s values to change too. According to a survey conducted by the Detroit Free Press (Pratt-Dawsey & Tanner-White 2011), thirty percent of Michigan educators reported pressure of cheating in Schools that did not meet federal standards had forty-six percent of teachers report that they felt pressure of cheating and fifty percent of teachers report that they felt pressure of changing answers (Pratt-Dawsey & Tanner-White 2011). Although the teacher may have other incentives to emphasize these values, in the end it is also in the best interest of the children because they will be
5 EFFECTIVE USE OF TECHNOLOGY IN EDUCATION 5 more likely to pass the exams, which will make them more likely to achieve academic success. So even though technology lends itself well to many values, factors such as high-stakes testing and NCLB stifle values in both students and teachers. Monke (2010) states that, computer-based learning needs to grow out of years of concrete experience and a fundamental appreciation for the world apart from the machine, (p. 323) and I completely agree. I believe effective educational technology requires a balance and if done correctly can heighten engagement and improve test scores. Before we begin to talk about how we can use the technology, we need to look at who we re teaching to, the 21 st century learner. These children learn differently than most of teachers did because of the large amount of exposure to technology in their daily lives. The American Association of School Librarians (AASL, 2007) has created different standards for the 21 st century learner. The common beliefs listed emphasize reading, inquiry, ethical behavior, technology skills, and equitable access. If students are at the standard, they meet the second goal of technology, which is, to provide children with the computer skills necessary to flourish in a high-tech world (p. 318). Another point that the AASL (2007) mentions is the importance of ethical behavior to be taught in the use of information. Monke (2010) mentioned that computers threaten ethical behavior and our schools need to address this. If teachers follow the standards of the 21 st century learner, then this problem will diminish as well. Knowing what to teach to the 21 st century learner can avoid many of the downfalls of technology. Another idea we must be aware of is that technology is not magic and it requires effort on the teacher s behalf to make it effective. Test scores are not going to increase just by having an interactive whiteboard as a wall ornament nor is it going to increase if
6 EFFECTIVE USE OF TECHNOLOGY IN EDUCATION 6 you cannot use it effectively. A research testing the effectiveness of SMART Boards conducted by the Defense Language Institute s Patrick Lin (2009) produced data to support this idea. By comparing end of year test scores with four classes that had instruction with SMART Boards to two control classes that did not have instruction with SMART Boards from the previous year, Lin (2009) observed that one SMART Board class did significantly better on all areas than the control groups, two SMART Board classes did about the same as the control groups, and one SMART Board class did significantly worse on all areas than the control groups. Although many factors may affect student scores, the teacher and student surveys helped make a clear distinction why some classes did better and why some did worse. Students who reported using the technology more and teachers who felt more comfortable using it effectively produced better scores than the students who very rarely used the technology and teachers who did not feel comfortable using it. Lin (2009) concluded that the SMART Board was an effective teaching device when used effectively and consistently. According to the U.S. Congress, Office of Technology Assessment (1995), the teacher training is the one of the greatest roadblocks to integrating technology into a school s curriculum (Brand, 1997, p. 1). The article Training Teachers for Using Technology (Brand, 1997) suggests a way to structure more effective technology staff development programs at school. One of the key components to integrate into the programs is Time. To fully understand and acquire the knowledge and skill to effectively be able to use a technology takes a substantial amount of time and practice. Another is to take into account varying needs during the workshop. Those presenting the workshop should take into account the different learning styles, levels, and interests of the target
7 EFFECTIVE USE OF TECHNOLOGY IN EDUCATION 7 audience and prepare accordingly. It is also very important to be flexible when it comes to scheduling staff development. Not every one who leaves the staff development is going to leave a proficient user. It is important to create flexible opportunities for teachers to continue to build on their skills even after the staff development is over. Provisional support through an instructional technology specialist (ITS) or technology resource teacher can also be very effective in providing teachers with support after the program. The ITS or technology resource teacher can help the teacher with basic questions about the technology, give ideas on how to integrate it into the classroom, and help with aligning it with the districts curriculum. Collaborative development would also be beneficial to have after the original staff development to share ideas with fellow teachers and share each individual s area of expertise. Although there are more, the last key factor I ll mention is teacher recognition. If teachers were given incentives by the district or administration, it would encourage more teachers to step out of their comfort zone and try the new technology. Some incentives listed are giving teachers additional access to technology and earning more computers for the classroom (Brand, 1997). Although, this process may be more time consuming, it is definitely a more effective way of training teachers to use technology. If teachers are trained better on the technology they can teach more effectively with it and help improve student s test scores. In the beginning of Monke (2010) article, he quotes Larry Cuban from Oversold & Underused and says, There have been no advances (measured by higher academic achievement of urban, suburban, or rural students) over the past decade that can be confidently attributed to broader access to computers The link between test-score improvements and computer availability and use is even more contested (p. 318). I
8 EFFECTIVE USE OF TECHNOLOGY IN EDUCATION 8 completely disagree with this statement as I have found plenty of research studies that have proven just that. In The Impact of Educational Technology on Student Achievement: What the Most Current Research Has to Say (Schacter, 1999), Schacter reviews five large scales studies on the effectiveness of educational technology in primary and secondary education. The first study analyzed was Kulik s Meta-Analysis Study, which integrated individualized computer-assisted software. Through the research technique meta-analysis, Kulik studied the findings of more than five hundred independent studies and concluded that students scored significantly higher, learned quicker, and liked their classes more. However, Kulik did mention that not all students improved in every domain. The second study analyzed was Sivin-Kachala s Review of the Research. Sivin-Kachala reviewed two hundred and nineteen research studies that assessed educational technology across all subject areas and grades. His findings showed that positive effects and increased achievement were seen in students across all domains and students attitudes towards learning changed. However, Sivin-Kachala mentions that the student population, the educator s role, and the amount of student access to the given technology influence technology effectiveness. The third study analyzed the effectiveness of Apple Classrooms of Tomorrow (ACOT) interactive technologies in five different schools. In this study, positive attitudes and engagement were heightened like the other two studies, however test scores stayed the same. The fourth study, Dale Mann analyzed West Virginia s Basic Skills/Computer Education (BS/CE) Statewide Initiative that was implemented into eighteen elementary schools in the state. The technology included an Integreated Learning System technology that focused on mathematics and literacy skills such as vocabulary, spelling, and reading. Mann concluded that students scored higher on
9 EFFECTIVE USE OF TECHNOLOGY IN EDUCATION 9 the Stanford 9, positive attitudes increased within the students, and teachers really seemed to enjoy the BS/CE over time. Harold Wenglinsky analyzed simulation and higher order thinking software s impact on mathematics on thirteen thousand fourth and eighth graders in the last study. Wenglinsky found that eighth grade students who used the two technologies were fifteen weeks above grade level while the fourth grade students who used them were three to five weeks ahead. He also concluded that professional development for teachers showed gains in scores as well. Both fourth and eighth grade students performed worse on drill and practice technologies than the control group. Although these five studies had a few negative findings, Schacter (1999) concluded that educational technology is effective in increasing test scores and producing a positive learning environment. In order to use educational technology to its full potential, it is essential to consider all the important factors. Teachers must remember that there must be a balance between concrete and abstract experiences. Educational technology should be used as an enhancement as opposed to a replacement. It is important to be aware of the values that are being taught and to make an effort to integrate a wide variety through the technology. Teachers must acknowledge the learning styles and standards of the 21 st century learner and should teach accordingly. Schools and districts should provide more effective educational technology staff development programs that provide ample support and encourage teachers to integrate the technology in the classroom. Although it can be a lot of hard work to effectively integrate technology in the classroom, Schacter s (1999) research shows that it can produce many positive outcomes.
10 EFFECTIVE USE OF TECHNOLOGY IN EDUCATION 10 References AASL. (2007). Standards for the 21st Century Learner. American Library Association, 1, 1-8. Brand, G. A. (1997). What Research Says: Training Teachers for Using Technology. Journal of Staff Development, 19(1), 1-9. Retrieved July 28, 2011, from the Google Scholar database. Lin, P. (2009). Is SMART Board Smart Enough to Raise Students Proficiency Level?. DigitalStream Proceedings, 0(0). Retrieved July 31, 2011, from Monke, L. (2010). The Human Touch. Taking sides: clashing views on educational issues (16. ed., pp ). Boston: McGraw-Hill Higher Education. Peterson, R. E. (2001). Establishing the Creative Environment in Technology Education: Creativity Doesn't Just Happen by Chance; the Prepared Environment Nourished It. The Technology Teacher, 61, 1. Pratt-Dawsey, C., & Tanner-White, K. (2011, July 27). Survey: Nearly 30% of Michigan teachers report pressure to cheat. Detroit Free Press. Retrieved July 28, 2011, from Michigan-teachers-report-pressure-cheat Schacter, J. (1999). The Impact of Educational Technology on Student Achievement: What the Most Current Research Has to Say. Milken Exchange, 1, Retrieved July 28, 2011, from the Google Scholar database.
The Impact of Education Technology on Student Achievement
The Impact of Education Technology on Student Achievement What the Most Current Research Has to Say by John Schacter The author would like to thank Tom Boysen, Cheryl Fagnano, and Michael Reese for their
More informationIntegrating Technology into the Classroom Trevor Moore Western Oregon University ED 633
Integrating Technology into the Classroom Trevor Moore Western Oregon University ED 633 Introduction Integrating the use of technology into everyday lessons can be very beneficial for student achievement.
More informationIn society today, technology, education, and economic growth go hand in hand.
181 APPENDIX A Federal Programs to Increase Children s Access to Educational Technology Linda G. Roberts In society today, technology, education, and economic growth go hand in hand. Technological literacy
More informationCopyright 2013 CTB/McGraw-Hill LLC. 1
TerraNova, Third Edition Science and Social Studies Joan Buzick DRC/CTB Assessment Consultant Organizing for Assessment Success Today s Webinar Objectives Why test Science and Social Studies with TerraNova3
More informationTransitional Kindergarten Parent Engagement Toolkit
Transitional Kindergarten Parent Engagement Toolkit A Parent Outreach and Communications Resource for School Districts and Local Education Agencies Implementing Transitional Kindergarten The Kindergarten
More informationProject-Based Learning for all students entering Kindergarten to Grade 12. Used by Missouri school districts since 2000! New STEM. Courses for 2016!
Used by Missouri school districts since 2000! Created for Missouri Students Project-Based Learning for all students entering Kindergarten to Grade 12 New STEM Courses for 2016! Reduce Summer Learning Loss
More informationMaster of Science in Early Childhood Education Singapore, 2004 2005
Master of Science in Early Childhood Education Singapore, 2004 2005 Sponsored by Wheelock College s Center for International Education, Leadership, and Innovation and RTRC Asia in Singapore Background
More informationStudent Perceptions On Computer Coding Ashfield Public School Term 3, 2015. The Initiative. The survey
Student Perceptions On Computer Coding Ashfield Public School Term 3, 2015 The Initiative 21 st Century education is about innovation. It is about a being open to new ideas and new educational trends that
More informationHomeschooling: Helping Children Achieve Academic and Personal Success
Homeschooling: Helping Children Achieve Academic and Personal Success Calvert School 2010 Table of Contents Homeschooling Overview p. 3 Homeschooling and Academic Accomplishments p. 4 Homeschooling and
More informationIntel Teach Essentials Course Instructional Practices and Classroom Use of Technology Survey Report. September 2006. Wendy Martin, Simon Shulman
Intel Teach Essentials Course Instructional Practices and Classroom Use of Technology Survey Report September 2006 Wendy Martin, Simon Shulman Education Development Center/Center for Children and Technology
More informationCALIFORNIA S TEACHING PERFORMANCE EXPECTATIONS (TPE)
CALIFORNIA S TEACHING PERFORMANCE EXPECTATIONS (TPE) The Teaching Performance Expectations describe the set of knowledge, skills, and abilities that California expects of each candidate for a Multiple
More informationProficient 2 (80-89%)
Electronic Evidence # Literacy Infused Curriculum Project: Special Education Project Rubric Evidence Descriptors and Tool Highlighted yellow text below describes how the evidence specifically addresses
More informationSchool District of Janesville
School District of Janesville Background The American Recovery and Reinvestment Act of 2009 (ARRA) included a $650 million allocation in ESEA Title II, Part D, commonly referred to as the Enhancing Education
More informationEnsure Everyone Travels the Path of High Expectations
PRINCIPALS LEAD THE WAY FOR PK-3: Early Investment Strong Alignment Better Results A P R I L 2 0 0 6 Ensure Everyone Travels the Path of High Expectations Baldwin Academy La Puente, California Bonnie Wilson,
More informationNC TEACHER EVALUATION PROCESS SAMPLE EVIDENCES AND ARTIFACTS
STANDARD I: ELEMENT A: Teachers demonstrate leadership Teachers lead in their classroom Developing Has assessment data available and refers to it to understand the skills and abilities of students Accesses
More informationOak Ridge Keys to Success. Panel Input on College and Career Readiness for Oak Ridge students
Panel Input on College and Career Readiness for Oak Ridge students Why? The future of Oak Ridge Education in the 21 st Century Alignment between parents, students, school, businesses, and the community
More informationMO DEPT ELEMENTARY AND SECONDARY EDUCATION SCHOOL YEAR: 2009-2010 DISTRICT: 061-150 ATLANTA C-3 BUILDING: 4020 ATLANTA ELEM.
Run Date: 04-21-2010 Run Time: 11:09:35 Submitted Not Submitted Date: MO DEPT ELEMENTARY AND SECONDARY EDUCATION EPEGS Schoolwide Program Plan SCHOOL YEAR: 2009-2010 DISTRICT: 061-150 ATLANTA C-3 BUILDING:
More informationScience teacher education in Japan: Implications for developing countries
Science teacher education in Japan: Implications for developing Hiroaki Ozawa (Naruto University of Education, Japan) 1. Introduction It is said that the 21 st century is an era of a knowledge-based society
More informationThe Positive Effects of Technology on Teaching and Student Learning
The Positive Effects of Technology on Teaching and Student Learning Kevin C. Costley, Ph.D. Associate Professor of Curriculum & Instruction Arkansas Tech University kcostley@atu.edu Date of Publication:
More informationOur Young Learners: giving them the best possible start
NSW DEPARTMENT OF EDUCATION & TRAINING Our Young Learners: giving them the best possible start An Education Strategy for the Early Years from Kindergarten to Year 4, 2006-2009 Introduction We are committed
More informationAction Research Project Design Document
Santa Clara University Department of Education EDUC 369: Action Research Winter 2009 Action Research Project Design Document Information Packet By Joe Chee Action research is an approach to scholarly inquiry
More informationEDD- 7914 Curriculum Teaching and Technology by Joyce Matthews Marcus Matthews France Alcena
EDD- 7914 Curriculum Teaching and Technology by Joyce Matthews Marcus Matthews France Alcena Assignment 1: Online Technology for Student Engagement: Kahoot Instructor: Dr. Shirley Walrod Nova Southeastern
More informationFINAL REPORT 2005 08 RESEARCH GRADE 7 TO 12 PROGRAMS. Frontier College would like to thank the Ontario Ministry of Education for their support.
FINAL REPORT 2005 08 RESEARCH GRADE 7 TO 12 PROGRAMS Frontier College would like to thank the Ontario Ministry of Education for their support. 1 Introduction For the past three years, Frontier College
More informationK-12 Information and Digital Literacy
K-12 Information Digital Literacy K-12 Information Digital Literacy It is the goal of the educators of the Burlington Public Schools to foster a dynamic learning environment that promotes engagement, relevant
More informationADEPT Performance Standards. for. Classroom-Based Teachers
ADEPT Performance Standards for Classroom-Based Teachers Revised ADEPT Performance Standards for Classroom-Based Teachers Introduction Central to the ADEPT system is a set of expectations for what teaching
More informationPosition Statement on English Language Arts Education Connecticut State Board of Education December 3, 2008
Position Statement on English Language Arts Education Connecticut State Board of Education December 3, 2008 The Connecticut State Board of Education believes a high-quality, comprehensive prekindergarten-12
More informationChallenges High School Teachers Face Casey Langer Tesfaye & Susan White
www.aip.org/statistics One Physics Ellipse College Park, MD 20740 301.209.3070 stats@aip.org April 2012 Challenges High School Teachers Face Casey Langer Tesfaye & Susan White R E P O R T S O N H I G H
More informationUsing Eggen & Kauchak, Educational Psychology: Windows on Classrooms for the New York State Teacher Certification Examinations
Using Eggen & Kauchak, Educational Psychology: Windows on Classrooms for the New York State Teacher Certification Examinations Introduction The New York State Education Department requires that prospective
More informationTeacher Evaluation. Missouri s Educator Evaluation System
Teacher Evaluation Missouri s Educator Evaluation System Teacher Evaluation Protocol Introduction Missouri s Educator Evaluation System was created and refined by hundreds of educators across the state.
More informationMatrix Showing Match between NCATE Curriculum Guidelines for Early Childhood Education and CEOE Competencies. CEOE Subarea Competency III III
Certification Examinations for Oklahoma Educators (CEOE) Framework Development Correlation Table The Framework Development Correlation Table provides information about possible alignment of some of the
More informationThe ISTE National Educational Technology Standards (NETS S) and Performance Indicators for Students 1. Creativity and Innovation
The ISTE National Educational Technology Standards (NETS S) and Performance Indicators for Students 1. Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop
More informationBUILDING CURRICULUM ACCOMMODATION PLAN
BUILDING CURRICULUM ACCOMMODATION PLAN 2014-2015 ERIC STARK, PRINCIPAL KATE PERETZ, ASSISTANT PRINCIPAL Alone we can do so little; together we can do so much. Helen Keller FRANKLIN PUBLIC SCHOOLS VISION
More informationCOMPUTER APPLICATIONS TECHNOLOGY TEACHER GUIDE
COMPUTER APPLICATIONS TECHNOLOGY TEACHER GUIDE Welcome to the Mindset Computer Applications Technology teaching and learning resources! In partnership with Coza Cares Foundation, Mindset Learn, a division
More informationRecommended Course Sequence MAJOR LEADING TO PK-4. First Semester. Second Semester. Third Semester. Fourth Semester. 124 Credits
ELEMENTARY AND EARLY CHILDHOOD EDUCATION MAJOR LEADING TO PK-4 Recommended Course Sequence 124 Credits Elementary and Early Childhood Education majors will also complete a Reading Education minor within
More informationPRE AND POST TEST TO SEE THE DIFFERENCE BETWEEN YEARS OF ANIMATED LITERACY AND KNOWLEDGE OF LETTERS STEPHANIE, BUCK. Submitted to
Animated Literacy 1 RUNNING HEAD: Years of Animated Literacy Letters PRE AND POST TEST TO SEE THE DIFFERENCE BETWEEN YEARS OF ANIMATED LITERACY AND KNOWLEDGE OF LETTERS By STEPHANIE, BUCK Submitted to
More informationElementary MEd I. The Relationship of the Program with the Unit s Conceptual Framework
Elementary MEd I. The Relationship of the Program with the Unit s Conceptual Framework Shaping Tomorrow: Ideas to Action The Early Elementary Education program for prospective elementary education candidates
More informationJericho Elementary School Action Plan 2013 to 2015
Jericho Elementary School Action Plan 2013 to 2015 Summary of Previous Action Plan: The 2010 2012 action plan was completed in December 2012. This plan focused on reading, mathematics, school climate and
More information2 Mathematics Curriculum
New York State Common Core 2 Mathematics Curriculum GRADE GRADE 2 MODULE 3 Topic E: Model Numbers Within 1000 with Place Value Disks 2.NBT.A Focus Standard: 2.NBT.A Understand place value. Instructional
More informationHow To Get A Wgu Degree
Master of Science, Curriculum and Instruction The Master of Science degree in Curriculum and Instruction is a competency-based program and represents a path for K-12 educators and corporate trainers wishing
More information29. What are your greatest strengths as a teacher, and how did Purdue's Teacher Education Program contribute to the development of these strengths?
29. What are your greatest strengths as a teacher, and how did Purdue's Teacher Education Program contribute to the development of these strengths? 1. My greatest strengths as a teacher are being able
More informationTeachers, Teaching, and Technology Survey ID: Thank you for agreeing to participate in this study. Please be assured that all information gathered will be handled with utmost confidentiality, and respondents
More informationMorris College Teacher Education Curriculum Changes Elementary Education
EDU 200 Introduction to Education (3) Introduction to Education provides an introduction to the nature of education and its place in our society. An overview of the historical background of systems of
More informationResearch Implications for Preparing Teachers to Use Technology
Research Implications for Preparing Teachers to Use Technology This is the third in a series of articles addressing critical and frequently asked questions about the effective use of technology as an instructional
More informationProgress and Promise A report on the Boston Pilot Schools Executive Summary January 2006
Progress and Promise A report on the Boston Pilot Schools Executive Summary January 2006 Center for Collaborative Education Boston, Massachusetts New research conducted by Boston s Center for Collaborative
More informationMaster of Science in Early Childhood Education Singapore, 2005 2006
Master of Science in Early Childhood Education Singapore, 2005 2006 Offered by RTRC Asia in Collaboration with Wheelock College s Center for International Education, Leadership, and Innovation Background
More informationfor LM students have apparently been based on the assumption that, like U.S. born English speaking children, LM children enter U.S.
1 The Effects of Counseling on Academic Achievement among Language Minority (LM) Middle School Students Timothy Fitzgerald Garnet-Patterson Middle School District of Columbia Public Schools Submitted June
More informationUsing the New Perkins Legislation to Advance High School Reform
Using the New Perkins Legislation to Advance High School Reform The Federal Carl D. Perkins Career and Technical Education Improvement Act of 2006 The 109th Congress passed new career/technical legislation,
More informationTechnology s Impact on Human Resource Development across the Life Span: Pedagogy Starts with Andragogy
709 Technology s Impact on Human Resource Development across the Life Span: Pedagogy Starts with Andragogy Pamela Clinton Hopkins, Charles E. Cowell, Debra Jorden, Rochell McWhorter, Rita L. Dobbs, and
More informationSample Teacher Interview Questions
Center for Academic Advising & Career Planning The Sage Colleges 1 Relationships with Students Sample Teacher Interview Questions What kind of students do you like to work with? What type of students could
More informationA study of the effectiveness of National Geographic Science
E x e c u t i v e S u m m a r y Improving science content and inquiry standards mastery of fourth-grade students: A study of the effectiveness of National Geographic Science Chicago Public Schools 2010
More informationHello, this TICAL presentation is designed to help administrators and teachers learn more about the. Slide 1
Slide 1 Slide 2 NCLB Highly Qualified Teacher Essentials Presented by: Gabe Soumakian TICAL Cadre Member Director of Human Resources Santa Monica-Malibu Malibu USD NCLB Key Performance Goal for HQT All
More informationMATTC Course Descriptions
MATTC Course Descriptions Multiple Subject Courses: 250. Ethics, Diversity, Reflection: Introduction to K-12 Teaching This course focuses on credential candidates professional development and their integration
More informationThe Effects Interactive Whiteboards Have on Student Motivation. Research Synthesis. Mandy McEntyre EDIT 6900
Interactive Whiteboards 1 The Effects Interactive Whiteboards Have on Student Motivation Research Synthesis Mandy McEntyre EDIT 6900 Interactive Whiteboards 2 Topic: After many weeks of completing preliminary
More informationGUIDELINES FOR THE IEP TEAM DATA COLLECTION &
GUIDELINES FOR THE IEP TEAM DATA COLLECTION & Progress Monitoring Decisions about the effectiveness of an intervention must be based on data, not guesswork. Frequent, repeated measures of progress toward
More informationTechnology in Education: Reform Through the Implementation of Teaching and Learning Standards
Technology in Education: Reform Through the Implementation of Teaching and Learning Standards Donald G. Knezek Challenges to Technology-Literate Classrooms As American society becomes increasingly driven
More informationProgram Overview. Introduction. Program Components and Philosophy. Program Philosophy
Program Overview Introduction This guide explains how to use Vocabulary Their Way : Words and Strategies for Academic Success to help students in middle grades meet the rigors of the Common Core State
More informationChariho Regional School District. Technology Education Curriculum. Grades K-8
Chariho Regional School District Technology Education Curriculum Grades K-8 March 13, 2012 Chariho Regional School District Technology Education Curriculum Grades K - 8 Table of Contents Page Section One
More informationCTL Online Workshop Program Referral Resource Sheet
ACADEMIC POLICIES THAT CAN AFFECT YOU AS A UMUC FACULTY MEMBER Familiarizes faculty with UMUC Academic Policies and their effect on faculty responsibilities and expectations for students Intended for all
More informationNEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS
NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS TEST DESIGN AND FRAMEWORK September 2014 Authorized for Distribution by the New York State Education Department This test design and framework document
More informationWHITE PAPER Turnitin: A Web-Based Solution for Collaborative Writing in the 21 st Century
WHITE PAPER Turnitin: A Web-Based Solution for Collaborative Writing in the 21 st Century How Educators Can Help Students Develop Both Content Knowledge and 21 st Century Skills Prevent Plagiarism. Engage
More informationOn-line Tutoring and Students: Measuring the Efficacy of Tutoring and How it Affects Completion Rates of Algebra Students.
Online Tutoring 1 On-line Tutoring and Students: Measuring the Efficacy of Tutoring and How it Affects Completion Rates of Algebra Students Cynthia Lee Snell Inquiry Brief Online Tutoring 2 Abstract The
More informationImprove programs and funding for Special Education
Improve programs and funding for Special Education The promise of a free, quality public education for all students including students with disabilities is a core principle for PSEA. PSEA supports the
More informationLa Joya ISD Office of Bilingual/ESL Education
La Joya ISD Office of Bilingual/ESL Education Secondary-Content-Based ESL Program for Middle Schools 1 Frameworks for Successful English Language learning at La Joya ISD The Bilingual/ESL programs outline
More informationEvaluation of Chicago Public Schools Virtual Pre-K Ready For Math Program That Integrates PBS KIDS Lab Digital Math Content
Evaluation of Chicago Public Schools Virtual Pre-K Ready For Math Program That Integrates PBS KIDS Lab Digital Math Content A Report to the CPB-PBS Ready To Learn Initiative Betsy McCarthy, PhD Donna Winston,
More informationLiteracy is found in all content areas. Therefore, we think it is important to address literacy through the lens of an English Language Learner.
Literacy is found in all content areas. Therefore, we think it is important to address literacy through the lens of an English Language Learner. 1 Today we are going to be talking about how literacy is
More informationTeacher Questionnaire
PCAP Main Administration (2010) Teacher Questionnaire Council of Ministers of Education, Canada Funds for the Pan Canadian Assessment Program are provided by participating jurisdictions through the Council
More informationEXECUTIVE SUMMARY. Wayne E. Wright Assistant Professor University of Texas, San Antonio. Daniel Choi Doctoral Student Arizona State University
Voices from the Classroom: A Statewide Survey of Experienced Third-Grade English Language Learner Teachers on the Impact of Language and High-Stakes Testing Policies in Arizona EXECUTIVE SUMMARY Wayne
More informationPrinciples to Actions
Principles to Actions Executive Summary In 1989 the National Council of Teachers of Mathematics (NCTM) launched the standards-based education movement in North America with the release of Curriculum and
More informationEducational Practices REFERENCE GUIDE. Aligned to the AdvancED Standards for Quality Schools
Educational Practices REFERENCE GUIDE Aligned to the AdvancED Standards for Quality Schools Table of Contents Introduction... 3 Purpose and Direction... 4 Governance and Leadership... 5 Duties of the Governing
More informationUNH Graduate Education Department. Quarterly Assessment Report
First Quarter Assessment Report UNH Graduate Education Department Quarterly Assessment Report First Quarter i First Quarter Assessment Report Table of Contents Introduction... Section - Purpose of the
More information100-Day Plan. A Report for the Boston School Committee By Dr. Tommy Chang, Superintendent of Schools. July 15
July 15 2015 100-Day Plan A Report for the Boston School Committee By Dr. Tommy Chang, Superintendent of Schools Boston Public Schools, 2300 Washington Street, Boston, MA 02119 About this plan Over the
More informationReading in a Foreign Language April 2009, Volume 21, No. 1 ISSN 1539-0578 pp. 88 92
Reading in a Foreign Language April 2009, Volume 21, No. 1 ISSN 1539-0578 pp. 88 92 Reviewed work: Teaching Reading to English Language Learners: A Reflective Guide. (2009). Thomas S. C. Farrell. Thousand
More informationHEARTWOOD. Program Description
HEARTWOOD Heartwood, an Ethics Curriculum for Children, is a read- aloud literature- based curriculum, aims to teach elementary school students seven universal attributes of good character. Lessons and
More informationCore Course Review Documentation. Foundational Component Area: Language, Philosophy, and Culture
Core Course Review Documentation Foundational Component Area: Language, Philosophy, and Culture Component Area Option? Yes Yes Cultural and Global Understanding No Undergraduate Inquiry and Creativity
More informationHow To Improve Your School
DETROIT PUBLIC SCHOOLS August 19, 2013 Carver Elementary-Middle School 18701 Paul Street Detroit, Michigan 48228-3868 Annual Education Report (AER) Cover Letter (2012-2013) Dear Parents and Community Members:
More informationHigh Stakes Testing and Instruction. What the research says
High Stakes Testing and Instruction What the research says Patte Barth, Center for Public Education NSBA Annual Conference, April 9, 2006 Questions for this session How How are high-stakes tests affecting
More information1. Candidates understand the theoretical and evidence-based foundations of reading and writing processes and instruction as follows:
Effective June 15, 2016 505-3-.96 READING ENDORSEMENT PROGRAM (1) Purpose. This rule states field-specific content standards for approving endorsement programs that prepare individuals to teach reading
More informationAssessment That Drives Instruction
Improving Instruction Through Assessment Assessment That Drives Instruction Pokey Stanford Stacy Reeves TEACHING Exceptional Children, Vol. 37, No. 4, pp. 18-22. Copyright 2005 CEC. Two challenging aspects
More informationAND LEARNING 21st Century Teaching and Learning
21ST CENTURY TEACHING AND LEARNING 21st Century Teaching and Learning Dr. Grace Surdovel, Director of Master's Programs/Faculty of Practice The Master of Science in Education with a major in 21st Century
More informationSection 2: Program Summary Economics (CA): Secondary Major and Minor
Section 2: Program Summary Economics (CA): Secondary Major and Minor The University Detroit Mercy (UDM), a Catholic institution whose mission flows from the educational traditions of the Sisters of Mercy
More informationHow To Write A Curriculum Framework For The Paterson Public School District
DEPARTMENT OF CURRICULUM & INSTRUCTION FRAMEWORK PROLOGUE Paterson s Department of Curriculum and Instruction was recreated in 2005-2006 to align the preschool through grade 12 program and to standardize
More informationNW COLORADO BOCES ALTERNATIVE LICENSURE PROGRAM
NW COLORADO BOCES ALTERNATIVE LICENSURE PROGRAM 1 *For specific online course requirements, please refer to the attached course handout entitled Comprehensive Online Teacher Induction Program and Alternative
More informationASU College of Education Course Syllabus ED 4972, ED 4973, ED 4974, ED 4975 or EDG 5660 Clinical Teaching
ASU College of Education Course Syllabus ED 4972, ED 4973, ED 4974, ED 4975 or EDG 5660 Clinical Teaching Course: ED 4972, ED 4973, ED 4974, ED 4975 or EDG 5660 Credit: 9 Semester Credit Hours (Undergraduate),
More informationInformational Brief: Impact of School Libraries on Student Achievement New York Comprehensive Center. October 2011
Informational Brief: Impact of School Libraries on Student Achievement New York Comprehensive Center October 2011 Table of Contents EXECUTIVE SUMMARY... 3 INTRODUCTION... 5 TEACHER/SCHOOL LEADER PREPARATION
More informationMaine Support Network
Maine Support Network Contact Us Who we are Retaining Quality Teachers Personalized Choosing MSN Levels of Support Differentiating If we are committed to making sure that no child is left behind, school
More informationFaculty of Social and Behavioral Sciences
Faculty of Social and Behavioral Sciences Chair: Basma Faour, Ed.D. Mission The Faculty of Social and Behavioral Sciences (SBS) provides culturally and contextually relevant educational curricula that
More information2012-2013. Annual Report on Curriculum Instruction and Student. Achievement
2012-2013 Annual Report on Curriculum Instruction and Student Achievement 2012-2013 A MESSAGE FROM SUPERINTENDENT PACE Our 2012-2013 Annual Report on Curriculum, Instruction and Student Achievement is
More informationEvaluating the Impact of Engineering is Elementary Year 2 of Implementation in Minneapolis and Hopkins Public Schools
Evaluating the Impact of Engineering is Elementary Year 2 of Implementation in Minneapolis and Hopkins Public Schools Executive Summary Cathy P. Lachapelle, Jonathan D. Hertel, Preeya Phadnis and Christine
More informationRecommendations to the adult education providers on mathematical skills promotion
Recommendations to the adult education providers on mathematical skills promotion The need to improve citizens' mathematical skills is determined by several factors. To explore the nature of the problem
More informationThe MetLife Survey of
The MetLife Survey of Challenges for School Leadership Challenges for School Leadership A Survey of Teachers and Principals Conducted for: MetLife, Inc. Survey Field Dates: Teachers: October 5 November
More informationSchool Technology Needs Assessement
www.fi.ncsu.edu/1to1/ School Technology Needs Assessement The School Technology Needs Assessment (STNA, say Stenna ) is intended to help school-level decision makers administrators, technology facilitators,
More informationBEST PRACTICE IN ENGLISH LANGUAGE ARTS *
www.cdpheritage.org/educator/blackboard/documents/bestpr.doc BEST PRACTICE IN ENGLISH LANGUAGE ARTS * RECOMMENDATIONS ON TEACHING READING Reading aloud to students Time for independent reading Exclusive
More informationThe Integration of Technology In Teacher Education
The Integration of Technology In Teacher Education Introduction It is a general expectation that new teachers entering today s classrooms routinely are expected to use, and apply technological tools in
More informationPATHWAYS TO READING INSTRUCTION INCREASING MAP SCORES HEIL, STEPHANIE. Submitted to. The Educational Leadership Faculty
Pathways Instruction 1 Running Head: Pathways Instruction PATHWAYS TO READING INSTRUCTION INCREASING MAP SCORES By HEIL, STEPHANIE Submitted to The Educational Leadership Faculty Northwest Missouri State
More informationExit Evaluation M.Ed. Educational Leadership. Please circle the answer that best matches your impression as you near the end of your program of study:
Exit Evaluation M.Ed. Educational Leadership NO NAME PLEASE! DEMOGRAPHIC INFORMATION: Year of Program Completion: On Campus Program: Cohort Program (Off-Campus) (check which applies) Number Years in Present
More informationEXECUTIVE SUMMARY. Nancy C. Rhodes and Ingrid Pufahl. Amount of Language Instruction
Nancy C. Rhodes and Ingrid Pufahl EXECUTIVE SUMMARY In 2008, in collaboration with Westat, a statistical survey research organization, and with funding from the U.S. Department of Education s International
More informationThe ONLY time Ripple Effects software is not effective, is when it isn t used. The single thing that most affects long term student use is having an
The ONLY time Ripple Effects software is not effective, is when it isn t used. The single thing that most affects long term student use is having an implementation plan that is matched to your real world
More informationTeachers Attitudes Toward Email Promotions. A New Opportunity: Summer Marketing Programs
Teachers Attitudes Toward Email Promotions A New Opportunity: Summer Marketing Programs Teachers Attitudes Toward Email Promotions A New Opportunity: Summer Marketing Programs In the first two weeks of
More informationA Study of Family Engagement in Redwood City Community Schools
February 2013 A Study of Family Engagement in Redwood City Community Schools Lisa Westrich and Karen Strobel Since 2007, the Redwood City School District (RCSD) and Redwood City 2020 (RWC 2020) have partnered
More informationHow To Teach A Class
Scientists Teaching Science Barbara Houtz January 13, 2014 Instructional Design The systematic design of materials, activities, and interactive environments for learning. Broadly informed by educational
More information