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The analog, 20th century curriculum that most classrooms deliver doesn’t fit well with the realities of the exploding mobile, digital world.

revalence of technology in children's daily lives requires parents and teachers to master new literacies, including keyboarding, word processing, Internet research skills, multimedia production, and social networking. Technology is proving to be valuable in support of effective reading and writing instruction, universal access to instructional materials, assessment, professional collaboration, and home-to-school communication.

Technology is rapidly changing the ways we live our lives and interact with the world.

comprehensive framework that will help you select and use a variety of technology and interactive media tools in your classroom—including digital cameras, audio recorders, webcams, publication and presentation tools, and multi-touch mobile devices.

Developmentally appropriate and effective strategies to use technology to facilitate children's learning 28 links to video clips that provide a deeper look at how these practices are used in real classrooms 32 forms to help you plan, reflect on, and evaluate how you use technology to help children learn

ONLINE COLLABORATION PROJECTS

PRINTABLES FROM THE TEACHER'S CORNER!

OverviewA survey of teachers who instruct American middle and secondary school students finds that digital technologies have become central to their teaching and professionalization. At the same time, the internet, mobile phones, and social media have brought new challenges to teachers, and they report striking differences in access to the latest digital technologies between lower and higher income students and school districts. Asked about the impact of the internet and digital tools in their role as middle and high school educators, these teachers say the following about the overall impact on their teaching and their classroom work: 92% of these teachers say the internet has a “major impact” on their ability to access content, resources, and materials for their teaching 69% say the internet has a “major impact” on their ability to share ideas with other teachers 67% say the internet has a “major impact” on their ability to interact with parents and 57% say it has had such an impact on enabling their interaction with students The survey finds that digital tools are widely used in classrooms and assignments, and a majority of these teachers are satisfied with the support and resources they receive from their school in this area. However, it also indicates that teachers of the lowest income students face more challenges in bringing these tools to their classrooms: Mobile technology has become central to the learning process, with 73% of AP and NWP teachers saying that they and/or their students use their cell phones in the classroom or to complete assignments More than four in ten teachers report the use of e-readers (45%) and tablet computers (43%) in their classrooms or to complete assignments 62% say their school does a “good job” supporting teachers’ efforts to bring digital tools into the learning process, and 68% say their school provides formal training in this area Teachers of low income students, however, are much less likely than teachers of the highest income students to use tablet computers (37% v. 56%) or e-readers (41% v. 55%) in their classrooms and assignments Similarly, just over half (52%) of teachers of upper and upper-middle income students say their students use cell phones to look up information in class, compared with 35% of teachers of the lowest income students Just 15% of AP and NWP teachers whose students are from upper income households say their school is “behind the curve” in effectively using digital tools in the learning process; 39% who teach students from low income households describe their school as “behind the curve” 70% of teachers of the highest income students say their school does a “good job” providing the resources needed to bring digital tools into the classroom; the same is true of 50% of teachers working in low income areas Teachers of the lowest income students are more than twice as likely as teachers of the highest income students (56% v. 21%) to say that students’ lack of access to digital technologies is a “major challenge” to incorporating more digital tools into their teaching

Login Welcome, {{name}} Logout Rankings &amp; Advice Education Health Money Travel Cars Law Firms News U.S. News Home education Facebook Twitter Education Rankings &amp; Advice Home Colleges Grad Schools High Schools National Rankings State Rankings High School Notes Blog (function ($) { "use strict"; $(function () { var $metaCurrentState = $('meta[name=current_state_abbreviation]'), $headerSearch = $('#headerSearch-highSchools'), $headerState = $('select[name=bhs-school-state]', $headerSearch), $headerStates = $('option', $headerStates), currentStateAbbreviation = ''; if ($metaCurrentState.length > 0) { currentStateAbbreviation = $metaCurrentState.attr('content'); $headerStates.each(function () { var $state = $(this), text = $state.text(), value = $state.val(); if (text === currentStateAbbreviation) { $headerState.val(value); } }); } }); }(jQuery)); in AK AL AR AZ CA CO CT DC<

can't just hand out iPads just for professional development or training for the teachers

Classroom Assistive Technology Devices

Learning&nbsp;Disabilities:&nbsp;Math

Access to Math Company: Don Johnston, Inc. Tel #: 1-800-999-4660 Catalog #: P90 Price: $79.00 Function Domain: Learning Disabilities

lace computers where they are available throughout the day

I had a student with Cerebral Palsy who only has proficient access to one finger,” Virani said. “The iPad comes along and 35 minutes after opening it from the box, he wrote his name for the first time — it was the first word he ever wrote. I thought if we can do this in 35 minutes, what can we do in nine months? The possibilities are endless when we have the right tools.”

The TabCam is a wireless streaming camera that captures and delivers live video to other devices.&nbsp;Virani uses the TabCam to broadcast lessons to and from anywhere in the room.

Students can access the content when they need a refresher or miss class and to collaborate with their peers. Teachers can use it to track their curriculum and share content with the class or with other schools. It also makes it easier to customize lessons for each student, and to engage parents and other teachers in their education.

1. Get Some Training. You don't have to become a computer expert, but you need to have some basic understanding of how computers operate and what to do when they do not operate properly. You should also become familiar with a web browser such as Firefox or Internet Explorer and websites that provide tech-integration resources and tutorials. Your school or college likely has an instructional technology specialist to help you in this regard. 2. Don't Re-invent the Wheel. There are plenty of credible and experienced educational technology organizations, administrators and teachers out there who can lead you to quality materials, lesson plans and activities for use in your classroom. You don't have to spend hours using search engines to locate appropriate sites and materials. Some of the best educational Web sites for integrating technology in the classroom are: Center for History and New Media Classroom 2.0Edutopia Discovery Education: Kathy Schrock "Guide for Educators"PBS Teachers: Media InfusionThinkfinity 3. Establish a Partnership with Your Students. Many of your students will be excited about computer use, but you and they may be apprehensive about how technology will change your learning environment. Tell your students that computer use in your classroom is new and exciting for you as well, and that you are all part of an experiment whose ultimate success will largely depend on your combined efforts and cooperation. Stress how special this educational opportunity is and how much you need their input. Remember, it's about the students, not you. Your students will probably appreciate you asking for their help, and it may spur them to take ownership of the program. It also may soften some frustrations when technical problems occur. 4. Have a Plan B Ready. You are going to run into some technical difficulties in class and how you handle them will go a long way in determining how successful and enjoyable your technology experience is. You can minimize unwanted surprises by getting some training from an instructional technology specialist and by minimizing your reliance on live web connections. However, you will invariably run into technical problems during class that you are not able to solve immediately. In such instances, if you appear overly perturbed and frustrated you will send a signal to your students that they too can moan about technical problems and perhaps use them as excuses to forego completing computer-based work. Even worse, you may inadvertently cause them to question the ultimate merit of computer-based learning. Instead, try to make a smooth transition to a backup lesson plan, thereby sending a signal that technical glitches are just part of your educational adventure.