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Given the newly refined ability to distinguish between teachers and their effectiveness, and the imperative brought on by the Common Core standards (CCSS) to deliver instruction at a more sophisticated level, it is no longer reasonable or tenable to keep treating teachers the same

Given the newly refined ability to distinguish between teachers and their effectiveness, and the imperative brought on by the Common Core standards (CCSS) to deliver instruction at a more sophisticated level, it is no longer reasonable or tenable to keep treating teachers the same

Can the use of laptops in the classroom cure the fourth grade slump?

Research on best practices of technology use in gifted education by Sita Periathiruvadi and Anne N. Rinn

Great article on customizing distance learning and online education in post-secondary (colleges/universities)... I also specifically like this article because it gives some depth to my argument on legitimizing degrees earned through online programs at reputable schools.

For those interested in how to maintain quality and best practices when designing e-Learning activities

Preparing Current and Future Teachers to Teach with Technology: An Examination of School-University Collaborations by Dr. Richard Hartshorne, Kara Dawson, and Richard Ferdig

Our very own Dr. Hartshorne addresses the gap technology integration training gap between universities and school districts. He makes some great suggestions to ensure that schools and universities are on collaborating when setting classroom technology standards.

Interesting article about digital story project to improve reading.

Supporting the accessibility and accommodations for students with disabilities in online learning environments

Australian Journal of Teacher Education, 2011-Jul

Effective mathematics teaching is required to improve mathematics education. The experience that the teachers provide shape the students' understanding and their ability to use mathematics in their daily lives. This research study was carried out by a few UCF faculty members, as well as some from other colleges and universities. It focused on pre-service elementary school teachers and their ability to contextualize and decontextualize fraction subtraction problems by both writing problems and choosing problems that support given expressions.

In the article, it states that, "teachers of social studies content are less likely than teachers of other content areas to utilize technology in their classroom." This research study (carried out by a UCF faculty member) focuses on how a technology coordinators' beliefs towards technology, instruction, and students impacted how technology was used during a technology-enriched project with a group of fourth grade students. It was found that the coordinator's beliefs did in fact directly impact how technology was used.