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shows that teachers can change the trajectory of their students' lives. Students of capable elementary and middle school teachers not only have higher standardized test scores, they are more likely to attend college, have a lower incidence of high school pregnancy, and earn more as adults.

As the global economy quickly changes, countries that can stay ahead in areas such as engineering, chemistry, and technology will be the most competitive. Yet, the hard sciences are among the most challenging subjects for even the best instructors to teach. Worse, Education Trust studies have shown that troubling numbers of math and science teachers never studied the subjects they are teaching.

An increased emphasis on good teachers who can provide high quality math and science education should be a top priority for America's educational community and our political leaders. This is not just for the sake of raising standardized test scores, but because we understand the direct correlation between mastering essential subject matter and the success of our students and the country.

"leading center for mathematics and mathematics education on the Internet" and without any reservations I would agree that its coverage of math education is excellent. It contains a seemingly endless number of resources for teachers, students, and mathematicians in support of its mission to "enrich and support teaching and learning."

This guide is designed primarily for the mathematics educator, whether in the role of teacher or as the student in a college education program. The majority of resources included here focus on primary and secondary education, but many may easily apply to college level. Librarians will also find the databases, reference tools, and the biographic sites helpful. Because the number of Internet sites covering mathematics education is so vast, a guide to the most essential ones is useful.

Sites with lesson plans are numerous, but the links listed below are good starting points because they lead to specific lessons.

The Center for Teaching History with Technology believes that educators need to be shown that technology can help teachers teach and students learn and also be provided with models and examples of exemplary technology use.With that goal in mind,we offer a multitude of free online resources presented in the form of a broad tutorial -- full of guides, tips, strategies, video tutorials, examples, and annotated links -- to help history and social studies teachers integrate technology effectively in their classes.

A teacher/instructor/professor obviously plays numerous roles in a traditional classroom: role model, encourager, supporter, guide, synthesizer.

This model works well when we can centralize both the content (curriculum) and the teacher

Technological networks have transformed prominent businesses sectors: music, television, financial, manufacturing. Social networks, driven by technological networks, have similarly transformed communication, news, and personal interactions. Education sits at the social/technological nexus of change

ADHD is in epidemic proportions in our children. While this may sound like a panic statement it is not intended to incite panic. It doesn’t even have to be a crisis, except that children with ADHD test the educational system at every turn. And the educational system is failing these children. Our answer to this seems to be to blame the students, medicate them, and insist that they continue in the system that is not equipped to handle them.

Technology is helping teachers to expand beyond linear, text-based learning and to engage students who learn best in other ways. Its role in schools has evolved from a contained “computer class” into a versatile learning tool that could change how we demonstrate concepts, assign projects and assess progress.

The Center for Teaching History with Technology, a resource created to help K-12 history and social studies teachers incorporate technology effectively into their courses. Find resources for history and social studies lesson plans, activities, projects, games, and quizzes that use technology. Explore inquiry-based lessons, activities, and projects. Learn about web technologies such as blogs, podcasts, wikis, social networks, Google Docs, ebooks, online maps, virtual field trips, screencasts, online posters, and more. Explore innnovative ways of integrating these tools into the curriculum, watch instructional video tutorials, and learn how others are using technology in the classroom!

This new math-to-speech technology will provide students who are blind or have other visual impairments, the tools they need to learn, practice, and take math and science tests on a more equal footing with their classroom peers.

replay voiced segments in mathematically meaningful ‘chunks.’ Our goal is to provide students and teachers with a better system for voicing mathematical notation that includes some truly useful functionality.”

Over time, I realized that I had become a technology mediator of sorts, someone with a pedagogical background, who helped guide faculty and students as they faced decisions regarding technology use in the classroom.

Last year I left the art classroom, devoting myself to helping other teachers and students mindfully navigate the use of digital technology in classrooms throughout the school.  I remain less a techie than an educator who keeps the students – not the technology – at the center of all we do at The Philadelphia School.

We are always looking for the magic bullet, something that will solve all our problems. And, today this magic bullet for education is technology. It will solve all our problems! It will increase academic skills, reduce dropout rates, eliminate the racial divide in academic performance, and increase SAT scores. And it will make the lives of teachers easier. Well, it may not accomplish all of these goals, but educational technology does have a place in early childhood. Right? It depends on an early childhood program’s overall program goals and objectives, and the program’s goals and objectives for each student. And it depends on how computers are incorporated into the early childhood curriculum (Haugland, 2000).