Group items tagged

Technology should be used for a purpose—not for the sake of being flashy and not as a distraction from other forms of pedagogy

Be sure that the technology that you intend to use is accessible to your students

do consider whether or not your students have access to technology that you want them to use

Best Practices: Elementary Tech Teachers DPS Elementary Technology Teachers Best Practices Getting Started Developing Highly Effective Technology Lab Instruction Teacher frequently implements the components of effective technology instruction including: A mini-lesson based on the DPS Information Literacy and Technology Proficiencies. Independent work time Teacher regularly implements the components of effective technology instruction including: A planned mini-lesson based on the DPS Information Literacy and Technology Proficiencies. Independent work time based on a classroom project developed in collaboration with the students� classroom teachers. Closure at the end of each work session that includes defining next steps and work the students need to continue and bring to the lab during their next session. Teacher routinely implements the components of effective information literacy and technology instruction including Mini-lessons that are focused and appropriate and which support student understanding of elements and strategies for specific ILT proficiencies.  The lessons are developed in collaboration with the students� classroom teachers and are project based and contain clear expectations and information necessary to improve the students� work. Independent work time which provides opportunities for students to work with clear intentions and purposes and to try the strategies and skills presented in the mini-lessons.  Students work individually or in small groups, as dictated by the needs of the project at hand. When students are working independently, the teacher confers with students or meets with small groups, focusing on the intended learning from the mini-lesson.  Closure at the end of the session includes reflective discussion on the part of the students re: what they have learned , in addition to defining next steps and the work the students need to continue and bring to the lab during their next session.

The ITEST program through research and model-building activities seeks to build understandings of best practice factors, contexts and processes contributing to K-12 students' motivation and participation in the science, technology, engineering, and mathematics (STEM) core domains along with other STEM cognate domains (e.g., information and communications technology (ICT), computing, computer sciences, data analytics, among others) that inform education programs and workforce domains. The ITEST program funds foundational and applied research projects addressing the development, implementation, and dissemination of innovative strategies, tools, and models for engaging students to be aware of STEM and cognate careers, and to pursue formal school-based and informal out-of-school educational experiences to prepare for such careers.  ITEST supports projects that: (1) increase students' awareness of STEM and cognate careers; (2) motivate students to pursue the appropriate education pathways for STEM and cognate careers; and/or (3) provide students with technology-rich experiences that develop disciplinary-based knowledge and practices, and non-cognitive skills (e.g., critical thinking and communication skills) needed for entering STEM workforce sectors. ITEST projects may adopt an interdisciplinary focus on one or more STEM domains or focus on sub discipline(s) within a domain. ITEST projects must involve students, and may also include teachers. ITEST is especially interested in broadening participation of student groups from traditionally underrepresented in STEM and cognate intensive education and workforce domains. Strongly encouraged are projects that actively engage business and industry to better ensure K-12 experiences are likely to foster the skill-sets of emerging STEM and cognate careers.  ITEST supports two project types: Strategies and SPrEaD (Successful Project Expansion and Dissemination) projects. Strategies projects address the creation and implementation of innovative technology-related interventions that support ITEST's objectives. SPrEaD projects support the wider and broader dissemination and examination of innovative interventions to generate evidence and understanding regarding contextual factors that operate to enhance, moderate, or constrain the desired results. All ITEST projects include activities designed to inform judgments regarding the feasibility of implementing strategies in typical delivery settings such as classrooms and out-of-school settings.

This archive compiles many of the features we have done on the subject of using technology in the classroom. Many of these articles have been updated many times or even rewritten as technology changes. That said, due to the ever-changing nature of technology, there will be articles on this list that are a little past their prime period of usefullness.

their ideas become posts to classroom blogs

These sites encourage students to have fun playing games while strengthening math, reading, writing, and critical-thinking skills.

target elementary and middle school students

free interactive materials and games that help kids practice reading and build their phonemic awareness.

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AT for kids with LD is defined as any device, piece of equipment or system that helps bypass, work around or compensate for an individual's specific learning deficits. Over the past decade, a number of studies have demonstrated the efficacy of AT for individuals with LD. 1 AT doesn't cure or eliminate learning difficulties, but it can help your child reach her potential because it allows her to capitalize on her strengths and bypass areas of difficulty. For example, a student who struggles with reading but who has good listening skills might benefit from listening to audio books. In general, AT compensates for a student's skills deficits or area(s) of disability. However, utilizing AT does not mean that a child can't also receive remedial instruction aimed at alleviating deficits (such as software designed to improve poor phonic skills). A student could use remedial reading software as well as listen to audio books. In fact, research has shown that AT can improve certain skill deficits (e.g., reading and spelling).2,3 AT can increase a child's self-reliance and sense of independence. Kids who struggle in school are often overly dependent on parents, siblings, friends and teachers for help with assignments. By using AT, kids can experience success with working independently

Make communication easy so that communicating is motivating. At this stage of development it is most important to make communication easy for your child so that s/he experiences success when communicating. Once your child is successful at communicating, s/he is more likely to understand and develop more sophisticated ways of communicating. Pick a type of communication for your child that is meaningful. If your child needs a lot of concrete visual information to communicate then use objects to help him/her communicate. If your child is able to understand pictures but has trouble using words, then use pictures. Your child will not be able to communicate successfully unless the form of communication that you teach, is a form that s/he can understand. Your child's communication development is likely to be uneven. Your child might start communicating using physical movements such as taking your hand to show you what s/he wants. Then s/he might start to use objects, then pictures, and then words. At any point in this progression, however, your child might use more than one method. Your child might use words some of the time and pictures at others. If your child is using several different levels of communication you should respond to all of them instead of "holding out" for the highest level. You should model the type of communication you want your child to use but still respect his or her initial response so that communication continues to be successful and motivating. The most important form of communication to teach is the form that your child will use spontaneously. If your child will show you a picture but will only do so when you say, "show me cookie," then your child is not communicating spontaneously. If this is the case, use an easier way to communicate and give your child lots of practice using that method. Teaching your child vocabulary words can be helpful. However, if your child doesn't use his vocabulary spontaneously, then the time will not have been useful. You will always need to spend as much if not more time teaching spontaneous communication than vocabulary. It takes more creativity to create an environment in which your child will communicate spontaneously. Your are, however, the best person to do this because you know your child well and are with him/her in many situations so you have many opportunities to encourage communication.

creates animated, curricular content that engages students, supports educators, and bolsters achievement.

educational games portal for the classroom.

ndividual, team, and whole-class learning

— that cover a wide range of subjects for every grade level and learning style.

We’ve even created a collection of apps just for teachers to help you organize more efficiently and teach more effectively.

Whatever you’re teaching, apps help you do what you do best — inspire students to think in new ways.