Group items tagged

"Brown, B. B. (1966). Bringing Philosophy into the Study of Teacher Effectiveness. Journal Of Teacher Education, 17(1), 35-40. "

Study examining a failed (authors' conclusion) teacher assessment program in Ontario, circa 2000.

EDU681102 - Module 2, Week 2. Mark Ness, article #3.

Edited link - https://diigo.com/08285j

A study into how iPads were perceived by teachers and implemented in a school. This link might be better. Not sure. http://www.worldcat.org.library.esc.edu/title/an-analysis-of-teachers-processes-of-technology-appropriation-in-classroom/oclc/5882295313&referer=brief_results

Interesting article and so relevant to what I, and so many others, face in the classroom every day. I feel that the initial implementation of iPad distribution (or any technology) should not be rushed just to get it out there. Teachers need to be properly educated and be comfortable using that technology. In addition, any technology should contain all necessary software or applications ready to use before distribution. One other issue that often goes over looked is the wifi in the building. If the wifi in the building is not strong or cannot support a high number of users simultaneously, how can it be used effectively in the classroom?

ABSTRACT: The teaching of digital literacies is regarded as an important facet of literacy teaching in the 21st century. With many literacy tests continuing to indicate that students' levels of achievement tend to be differentiated along socioeconomic lines, it seems timely to consider the connections between home and school and how these play out in relation to digital literacies. This is particularly important in light of the considerable evidence that has demonstrated how important home-school connections are in ensuring improved traditional literacy outcomes for students from low socioeconomic backgrounds. With these points in mind, this article reports on an investigation into the usage of digital technologies in two middle-years classrooms in low socioeconomic suburbs in a regional Australian city. Using a range of ethnographic techniques, the study explored two teachers' approaches to teaching students how to use digital technologies in one school term. Through snapshots of digital practices in the two classrooms, three issues are considered: teachers' pedagogical approaches; students' access to digital technologies at home and at school; and the teachers' recognition of students' prior knowledge of digital technologies. The article concludes by reflecting on the need for teachers to draw on the digital literacies that students are using in their out-of-school lives, to make bridges to school learning and thus address the challenge of preparing students to be literate in the 21st Century.

As an instructional tool, teachers have the option of showing previously created digital stories to their students to introduce content and capture students' attention when presenting new ideas. Teachers who are able to create self-made digital stories find that they can be particularly helpful not only in engaging students in the content, but also in facilitating discussion about topics presented in a story and helping make abstract or conceptual content more understandable. A multimedia-rich digital story can serve as an anticipatory set or hook to capture the attention of students and increase their interest in exploring new ideas.

This article examines whether teachers properly utilize technology in their classrooms, despite their level of technological competency, and how to better prepare teachers to use technology in the classroom. First, this study found that teachers are often not properly taught how to teach with technology and, as a result, often do not properly implement technology into their classrooms. It was then found that teachers who went through "hands-on activities in a collaborative, non-threatening environment", such as schooling or professional development training, on how to better understand and utilize technology within the classroom became more comfortable with technology and almost unanimously moved towards using it within their classrooms.

This article provides a relatively compact, organized overview of the reasons and audiences for assessing teacher performance, followed by a review of various specific methods as actually practiced (mostly in the United States) and evaluating (meta-assessing?) these assessment methods. Despite being described as a "literature review," this reader found it to be more of an overview in general-few specific works of research are discussed. However, this reader will find its references section to be very useful as this project is continued.

Review of teacher appraisal practices.

Overview of teacher assessment by 3 Dutch scholars

Useful overview of teacher assessment as practiced in the UK circa 2009.

This brought up some good points about the effects of teacher and student perception in technology integration in the k-12 setting and some interesting statistics to consider such as "Even though schools have embraced the digital revolution, reading and mathematics test scores are at about the same level that they were 40 years ago...it is evident that the positive impact of technology does not happen automatically. Its impact is determined by how teachers use the technology in their classroom instruction, not just the acquisition of technology."

A look at teacher prep and professional development suggestions and opportunities to help teachers navigate the prevalence of mobile devices and uses in education.

This study explores K-12 teachers' perceptions of the benefits and barriers to technology integration by either teachers or students in K-12 instruction. The sample was composed of 68 students enrolled in online classes in the graduate studies in education department of a small private liberal arts institution in the southeast.

Where is the line drawn between the regulators and the defenders over censorship and free speech on the Internet? The potential dangers to which it may expose teachers and their students, not only in terms of the material on the Internet which may be used for legitimate curriculum purposes but the legal and political conicts in which they are likely to be caught up.

A critique about the lack of privacy training for teachers regarding student data

Some useful tips not just for teenagers, but for any users of social media looking to protect their privacy and online. I particularly liked the tip on modeling proper social media use for teens. The district I am in has blocked all social media sites (even Pinterest!) and so the students use VPNs to get around the blocks instead of allowing teachers and others to realistically demonstrate how to navigate social media sites in a healthy way it becomes something that is forbidden to be on.

Although it's based out of Taiwan, this study used performance standards created by the International Society for Technology in Education and looks at six subscales for technology integration in the classroom with one of them being an ethical piece. The established scale examines the existing concerns for technology, pedagogy and professional development at once with a new addition of ethical and safety issues, which demand growing attention in teachers of future generation.

Sherry J. Jones Professor Department of Business Glenville State College Glenville, WV 26351 USA sherry.jones@glenville.edu Vena M. Long Professor Emerita of Mathematics Education Department of Theory and Practice in Teacher Education The University of Tennessee at Knoxville Knoxville, TN 37998 USA vlong@utk.edu Introduction The phenomenal growth of technology is having a significant impact on the ways teachers teach and students learn mathematics.

We do have one teacher that does due to getting into trouble one of their first years of teaching. This person was going to perform a musical that was copyrighted and was turned into an organization, which shut down the production. We all need to make sure we don't think it will fall under the Teach Act and always give credit where credit is due. To clarify, under the TEACH Act, if you are using someone else's materials during a recorded lecture, you can use a size limit that will allow students to see the lecture if you are streaming it, but not download it and share it with others downstream

Data is drawn from an inductive research project, which examined school Internet risk discourses, institutional attempts to control 'net' use and student responses to such practices, in eight educational establishments in the north of England. over three years. In examining internet regulation policy, Oswell (1998) notes that distinctions are drawn between the 'child-in-danger' and the dangerous child.While exaggerated risk discourses might result in over-blocking, with students being pushed away from using school cyberspace, the Internet simultaneously offers seductive pulls, encouraging teachers and students to be adventurous in their pursuit of knowledge online.