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About The Praxis Series® Tests The Pra

xis Series® tests measure teacher candidates’ knowledge and skills. The tests are used for licensing and certification processes and include:

Praxis® Core Academic Skills for Educators (Core) Tests These tests measure academic skills in Reading, Writing and Mathematics. They were designed to provide comprehensive assessments that measure the skills and content knowledge of candidates entering teacher preparation programs. See Praxis Core information for test takers. Praxis II® Subject Assessments These tests measure subject-specific content knowledge, as well as general and subject-specific teaching skills, that K–12 educators need for beginning teaching. See Praxis II information for test takers.

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

The teacher's primary role is to help students understand particular subject matter. Everything else is secondary. Therefore, the focus of any computer-related professional development should not be on the technology itself, but on how computers can improve performance in these core areas of the teacher's "job."

This limited use may have multiple causes: Teachers may be overwhelmed by demands of testing; they may not see the value of instructional technologies in their particular content area; they may work in environments where principals do not understand or encourage technology use; and the types of software most helpful in instruction are not always the types of applications students know how—or want—to use.

job-related, focused on the core competencies of the classroom, not technology just enough, emphasizing increased comfort, not proficiency, with computers and management of limited technology resources just in time, meaning teacher are provided with skills as and when needed just in case teachers need to plan for contingencies accompanied by a "just try it" attitude, wherein instructors apply both pressure and support to compel teachers to use what they've learned.

earning for K-12 students cite the value of digital games to teach and reinforce skills that prepare students for college and career

Invisible assessments such as games provide teachers, students, and parents with immediate feedback about progress, enabling them to make timely adjustments to teaching and learning approaches. They also enable educators to build models of student learning and proficiency by capturing many observations of a student over time, without the pressure of performance on a single test.

Just as when playing a game, players get feedback and scores as a regular, expected part of play, so with all digital learning activity, we can be providing information about proficiency and suggestions for other activity.

Videoconfere

Using Clickers (Personal Response Systems) to Facilitate Active Learning in the Classroom Clickers allow instructors to assess students’ understanding of the subject matter, receive immediate feedback and reinforcement for what is being learned, get shy and under-prepared students to participate, poll students’ opinions and preferences instantly, observe student misconceptions, and encourage peer instruction.

As tablets have become more prevalent, a new debate has formed over whether K-12 school districts should switch from print textbooks to digital textbooks on tablets.

Proponents of tablets say that they are supported by most teachers and students, are much lighter than print textbooks, and improve standardized test scores. They say tablets can hold hundreds of textbooks, save the environment by lowering the amount of printing, increase student interactivity and creativity, and that digital textbooks are cheaper than print textbooks.

As tablets have become more prevalent, a new debate has formed over whether K-12 school districts should switch from print textbooks to digital textbooks on tablets and e-readers.

The Six Ts of Effective Elementary Literacy Instruction

We studied teachers found to be particularly effective in developing reading and writing proficiency. Over the course of the study, however, it became clear that the teachers we were studying developed academic proficiencies well beyond higher reading and writing achievement test scores (though the evidence we gathered did demonstrate that these teachers did produce significantly better standardized test performances as a matter of course).

When technology integration in the classroom is seamless and thoughtful, students not only become more engaged, they begin to take more control over their own lear

students not only become more engaged, they begin to take more control over their own learning, too.

While students may be surrounded by technology at home, it is dangerous to assume that they know how to use it for learning

students who take geometry in high school have about an 80 percent chance of attending college regardless of race, religion and family income

Taking math is important if you're considering attending a college, university or technical schoo

You not only need to take math so you can have it on your transcript, you also need math skills for standardized tests such as the SATs and ACT

setting up a feed dedicated exclusively to due dates, tests or quizzes

track hash tags for another interesting lesson

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Teacher's iPad Experiment Shows Possibilities for Classroom Technology

The sample size may have been small, but the finding was promising because of how Harmon went about integrating the iPads. "Students wrote their journal entries on the class Moodle, accessed on the iPads" Harmon wrote in his report. They also used the devices to collaborate "on the retelling of works of drama with apps," and to take tests. Students were also more eager to write on the devices and composed longer essays than when writing in a notebook.

The teachers also reported that the devices made their lessons more engaging and helped them connect with students.