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Science teachers at the Teach the Teachers Collaborative in Ojai, CA

Science teachers at the Teach the Teachers Collaborative in Ojai, CA

Science teachers at the Teach the Teachers Collaborative in Ojai, CA

This case study centres on the notion that changing traditional student identities by turning them into 'student-teachers' can have very positive consequences on their involvement with the learning process. Technology plays a crucial role and is totally embedded in this approach. In this project, students are asked to research a grammar topic and generate tutorials using "Xerte"--an open-source authoring suite. They work collaboratively in small groups and teach their peers, delivering their own tutorials in class. Technology allows them to use a variety of techniques, texts and activities, which make the language learning process more creative and interactive. Support and supervision (both academic and technical) from tutors is available throughout the process. This method has proved highly motivating in terms of the acquisition and development of a wide range of transferable skills that go well beyond the specific learning objective--grammar revision--however central it may remain. The paper illustrates the project's background, rationale, planning, and workflow, and discusses our findings two years after implementation. It also evaluates its impact, effectiveness, and possible wider implications. While articulating a response to a local need for change, we aim at making this case study of interest to others and inspire in them a desire to innovate. [For the complete volume, "Using Digital Resources to Enhance Language Learning: Case Studies in Italian," see ED585224.]

A mixed-methods analysis of how features of technology-enhanced classrooms affected students with linguistically and culturally diverse backgrounds was undertaken at an urban secondary school with a strong ongoing commitment to student-centered uses of technology. The study used ethnographic and quantitative classroom observations to explain variation in English learner students' academic achievement and language development while taking into account the immense variability among immigrant students and their classrooms. The study was conducted because so little is known about how the needs and strengths of immigrant students are engaged through technology, particularly as it is embodied by one-to-one devices such as iPads and Chromebooks. Key findings suggest that: (1) The features of technology-enhanced classrooms that best supported language development and subject-area content mastery were aligned with student-centered learning and strengths-based teaching, explaining substantial variation in emergent bilingual students' Growth in English Proficiency and Academic Achievement; (2) unique factors from the lived experience of immigrant students affected how they interacted with technology in their classroom: These include technology use at home, academic engagement, and language use with friends, as well as being overage for their grade, experiencing family poverty, and whether they worked; and (3) While most students evaluated their experiences using the one-to-one devices in their classrooms extremely positively (80.9%), some were not convinced that they added value to their learning (19.1%).

A mixed-methods analysis of how features of technology-enhanced classrooms affected students with linguistically and culturally diverse backgrounds was undertaken at an urban secondary school with a strong ongoing commitment to student-centered uses of technology. The study used ethnographic and quantitative classroom observations to explain variation in English learner students' academic achievement and language development while taking into account the immense variability among immigrant students and their classrooms. The study was conducted because so little is known about how the needs and strengths of immigrant students are engaged through technology, particularly as it is embodied by one-to-one devices such as iPads and Chromebooks. Key findings suggest that: (1) The features of technology-enhanced classrooms that best supported language development and subject-area content mastery were aligned with student-centered learning and strengths-based teaching, explaining substantial variation in emergent bilingual students' Growth in English Proficiency and Academic Achievement; (2) unique factors from the lived experience of immigrant students affected how they interacted with technology in their classroom: These include technology use at home, academic engagement, and language use with friends, as well as being overage for their grade, experiencing family poverty, and whether they worked; and (3) While most students evaluated their experiences using the one-to-one devices in their classrooms extremely positively (80.9%), some were not convinced that they added value to their learning (19.1%).

A mixed-methods analysis of how features of technology-enhanced classrooms affected students with linguistically and culturally diverse backgrounds was undertaken at an urban secondary school with a strong ongoing commitment to student-centered uses of technology. The study used ethnographic and quantitative classroom observations to explain variation in English learner students' academic achievement and language development while taking into account the immense variability among immigrant students and their classrooms. The study was conducted because so little is known about how the needs and strengths of immigrant students are engaged through technology, particularly as it is embodied by one-to-one devices such as iPads and Chromebooks. Key findings suggest that: (1) The features of technology-enhanced classrooms that best supported language development and subject-area content mastery were aligned with student-centered learning and strengths-based teaching, explaining substantial variation in emergent bilingual students' Growth in English Proficiency and Academic Achievement; (2) unique factors from the lived experience of immigrant students affected how they interacted with technology in their classroom: These include technology use at home, academic engagement, and language use with friends, as well as being overage for their grade, experiencing family poverty, and whether they worked; and (3) While most students evaluated their experiences using the one-to-one devices in their classrooms extremely positively (80.9%), some were not convinced that they added value to their learning (19.1%).

This article explores the major technological advancements in education and the ethical issues they raise. In this research, we use the systematic literature mapping method. The study follows the research methodology outlined by Kabudi, Pappas, and Olsen, with guidance from Petersen, Vakkalanka, and Kuzniarz. The methodology applied in both studies is as follows: (i) search and selection, (ii) data extraction, (iii) classification and analysis, and (iv) evaluation of validity. The PRISMA approach, or Preferred Reporting Items for Systematic Reviews and Meta-Analyses, was used as a framework for the search and selection phase. Key findings reveal that AI can automate grading and provide personalized feedback to students, while also reducing cheating. It also helps in predictive analytics by predicting learning outcomes and identifying at-risk students. AI also evaluates non-cognitive traits like emotional states and collaborative skills. However, the study also highlights ethical issues in AI-based assessments, such as inclusivity, fairness, accountability, accuracy, explanation, auditability, security, privacy, autonomy, consent, and sustainability. The research identifies five key thematic areas: AI system design, AI-driven assessment rollout, data stewardship, assessment administration, and grading and evaluation. The study concludes that while AI presents transformative opportunities for educational assessments, it also introduces complex ethical challenges that must be carefully managed.

Fmr BC Premier Dosanjh on increasing public anger. Roy's interview with Don Cherry & Ron McLean on HNIC. QC sovereignist Nino Colavecchio on equalization. RBC research on banking/technology/jobs. Teacher/author Zwaagstra on teaching Canada's history.Learn more about your ad choices. Visit megaphone.fm/adchoices

Fmr BC Premier Dosanjh on increasing public anger. Roy's interview with Don Cherry & Ron McLean on HNIC. QC sovereignist Nino Colavecchio on equalization. RBC research on banking/technology/jobs. Teacher/author Zwaagstra on teaching Canada's history.Learn more about your ad choices. Visit megaphone.fm/adchoices

This paper describes the struggles of one professional development project as it attempted to use networking technology to promote ongoing reflection and community building among its participating teachers. It employs Riel and Levin's (1990) framework for participant structures in computer networking environments to consider the strengths and weaknesses of the online portion of the project in terms of encouraging participation. The paper reports data from two consecutive cohorts of teachers showing how difficult it can be to establish online community participation as a component of teachers' work-life. The 17 participants in the first year of the Teaching Mathematics with Technology Project (TMTP) (2000-2001) were practicing secondary mathematics teachers (grades 6-12) from 9 different schools. Participants varied widely in terms of number of years of teaching experience (ranging from 1 to 25 years), mathematics courses taught (ranging from pre-algebra to pre-calculus to AP statistics), and experience teaching with educational technologies (ranging from almost no use to everyday use). All 11 participants in Cohort 2 (2001-2002) are practicing secondary mathematics teachers (grades 8-12) from 4 different schools. These teachers are very similar to those in the first cohort in terms of years of teaching experience (2-20 years), courses taught, and experience with educational technologies. Although the TMTP is an ongoing professional development program, this study reports data from the first two years of this project, referring to the two groups of participating teachers as Cohort 1 and Cohort 2. The goals of the TMTP are twofold. First, the project aims to familiarize secondary mathematics teachers with various educational technologies and to encourage them to consider how such technologies might be used to enhance their students' understandings of mathematics. A second goal of the project is to build a community of mathematics teachers who share an interest in teaching with technology and who can support their own professional development apart from their involvement in the TMTP. A threefold professional development strategy is employed: a summer institute, monthly follow-up meetings, and an online forum for professional networking. Two appendixes include follow-up activity sheets. (Contains 10 references.) (AEF)

Education in a contemporary context increasingly requires students to engage with learning technologies. This can present a challenge to both students and teachers who at times struggle to engage with the technical processes involved in navigating these technologies. Outside of formal education settings, on-demand information facilitated through improved access to mobile technologies is widespread. This paper presents a pilot study, which investigates the use of on-demand technologies in the context of popular music education based around the recording studio. The pilot study demonstrates how the complexities of operating a wide range of equipment and software presented a significant challenge to these users. Supporting the delivery of education involving technology through the provision of on-demand information could assist these users with learning specific technical skills. This paper develops an argument for incorporating on-demand information into curriculum involving technology, while developing some initial design principles for sharing these resources.

Education in a contemporary context increasingly requires students to engage with learning technologies. This can present a challenge to both students and teachers who at times struggle to engage with the technical processes involved in navigating these technologies. Outside of formal education settings, on-demand information facilitated through improved access to mobile technologies is widespread. This paper presents a pilot study, which investigates the use of on-demand technologies in the context of popular music education based around the recording studio. The pilot study demonstrates how the complexities of operating a wide range of equipment and software presented a significant challenge to these users. Supporting the delivery of education involving technology through the provision of on-demand information could assist these users with learning specific technical skills. This paper develops an argument for incorporating on-demand information into curriculum involving technology, while developing some initial design principles for sharing these resources.

Maree Skillen provides a practical guide to using the free, Skitch app to promote mathematical exploration and understanding. Five activities are provided, with links made to the Australian Curriculum: Mathematics.

Maree Skillen provides a practical guide to using the free, Skitch app to promote mathematical exploration and understanding. Five activities are provided, with links made to the Australian Curriculum: Mathematics.

The aim of this book was to present innovative applications of technology in second language teaching and learning, as well as to explore the transformation of the different techniques to different theoretical frameworks. It has also been desired to have a representation of researchers from different parts of the world as contributors. When the reviewing process was finished, there were nine selected chapters from seven different countries: Canada, Finland, France, Ireland, Spain, Sweden, and Singapore. Thus, the chapters of this book consist of the work of eleven young researchers within the field of net-based language learning. These nine chapters all deal with topical areas of Internet-based Computer-assisted language learning (CALL). Following Notes on Contributors, Acknowledgements, and Foreword, the following papers are included in this book: (1) Introduction on Views of Emergent Researchers in L2 Teaching and Learning with Technology (Sylvie Thouësny and Linda Bradley); (2) Personal Learning Environments in Higher Education Language Courses: An Informal and Learner-Centred Approach (Ilona Laakkonen); (3) QuickAssist: Reading and Learning Vocabulary Independently with the Help of CALL and NLP Technologies (Peter Wood); (4) Self-Assessment and Tutor Assessment in Online Language Learning Materials: InGenio FCE Online Course and Tester (Ana Sevilla-Pavón, Antonio Martínez-Sáez, and José Macario de Siqueira); (5) Mobile-Assisted Language Learning: Designing for Your Students (Agnieszka Palalas); (6) A Design for Intercultural Exchange--An Analysis of Engineering Students' Interaction with English Majors in a Poetry Blog (Linda Bradley, Berner Lindström, Hans Rystedt, and Magnus Gustafsson); (7) Developing Sociolinguistic Competence through Intercultural Online Exchange (Mathy Ritchie); (8) Second Language Learning by Exchanging Cultural Contexts through the Mobile Group Blog (Yinjuan Shao); (9) Dynamically Assessing Written Language: To what Extent Do Learners of French Language Accept Mediation? (Sylvie Thouësny); and (10) Computer-Mediated Negotiated Interactions: How is Meaning Negotiated in Discussion Boards, Text Chat and Videoconferencing? (Cédric Sarré). A name index is included. (Individual papers contain references.)

The aim of this book was to present innovative applications of technology in second language teaching and learning, as well as to explore the transformation of the different techniques to different theoretical frameworks. It has also been desired to have a representation of researchers from different parts of the world as contributors. When the reviewing process was finished, there were nine selected chapters from seven different countries: Canada, Finland, France, Ireland, Spain, Sweden, and Singapore. Thus, the chapters of this book consist of the work of eleven young researchers within the field of net-based language learning. These nine chapters all deal with topical areas of Internet-based Computer-assisted language learning (CALL). Following Notes on Contributors, Acknowledgements, and Foreword, the following papers are included in this book: (1) Introduction on Views of Emergent Researchers in L2 Teaching and Learning with Technology (Sylvie Thouësny and Linda Bradley); (2) Personal Learning Environments in Higher Education Language Courses: An Informal and Learner-Centred Approach (Ilona Laakkonen); (3) QuickAssist: Reading and Learning Vocabulary Independently with the Help of CALL and NLP Technologies (Peter Wood); (4) Self-Assessment and Tutor Assessment in Online Language Learning Materials: InGenio FCE Online Course and Tester (Ana Sevilla-Pavón, Antonio Martínez-Sáez, and José Macario de Siqueira); (5) Mobile-Assisted Language Learning: Designing for Your Students (Agnieszka Palalas); (6) A Design for Intercultural Exchange--An Analysis of Engineering Students' Interaction with English Majors in a Poetry Blog (Linda Bradley, Berner Lindström, Hans Rystedt, and Magnus Gustafsson); (7) Developing Sociolinguistic Competence through Intercultural Online Exchange (Mathy Ritchie); (8) Second Language Learning by Exchanging Cultural Contexts through the Mobile Group Blog (Yinjuan Shao); (9) Dynamically Assessing Written Language: To what Extent Do Learners of French Language Accept Mediation? (Sylvie Thouësny); and (10) Computer-Mediated Negotiated Interactions: How is Meaning Negotiated in Discussion Boards, Text Chat and Videoconferencing? (Cédric Sarré). A name index is included. (Individual papers contain references.)

The aim of this book was to present innovative applications of technology in second language teaching and learning, as well as to explore the transformation of the different techniques to different theoretical frameworks. It has also been desired to have a representation of researchers from different parts of the world as contributors. When the reviewing process was finished, there were nine selected chapters from seven different countries: Canada, Finland, France, Ireland, Spain, Sweden, and Singapore. Thus, the chapters of this book consist of the work of eleven young researchers within the field of net-based language learning. These nine chapters all deal with topical areas of Internet-based Computer-assisted language learning (CALL). Following Notes on Contributors, Acknowledgements, and Foreword, the following papers are included in this book: (1) Introduction on Views of Emergent Researchers in L2 Teaching and Learning with Technology (Sylvie Thouësny and Linda Bradley); (2) Personal Learning Environments in Higher Education Language Courses: An Informal and Learner-Centred Approach (Ilona Laakkonen); (3) QuickAssist: Reading and Learning Vocabulary Independently with the Help of CALL and NLP Technologies (Peter Wood); (4) Self-Assessment and Tutor Assessment in Online Language Learning Materials: InGenio FCE Online Course and Tester (Ana Sevilla-Pavón, Antonio Martínez-Sáez, and José Macario de Siqueira); (5) Mobile-Assisted Language Learning: Designing for Your Students (Agnieszka Palalas); (6) A Design for Intercultural Exchange--An Analysis of Engineering Students' Interaction with English Majors in a Poetry Blog (Linda Bradley, Berner Lindström, Hans Rystedt, and Magnus Gustafsson); (7) Developing Sociolinguistic Competence through Intercultural Online Exchange (Mathy Ritchie); (8) Second Language Learning by Exchanging Cultural Contexts through the Mobile Group Blog (Yinjuan Shao); (9) Dynamically Assessing Written Language: To what Extent Do Learners of French Language Accept Mediation? (Sylvie Thouësny); and (10) Computer-Mediated Negotiated Interactions: How is Meaning Negotiated in Discussion Boards, Text Chat and Videoconferencing? (Cédric Sarré). A name index is included. (Individual papers contain references.)

Teaching Trigonometry with Technology

Amateur radio is a technology and activity that offers great potential when integrated into academic or vocational curricula. Programs with electrical, electronics, and electromechanical content can benefit from the use of amateur radio, and can also enhance language and communications skills. The biggest value of amateur radio may lie in its ability to enhance a student's motivation and self-esteem. In addition to its specific vocational and technical applications, amateur radio can assist in teaching basic skills and in reducing the isolation of students and teachers as it promotes interdisciplinary education and cultural awareness. Amateur radio is distinctly different from citizens band, as it is a noncommercial service. Ham operators do not need an electronics background, although technical knowledge and skills are helpful. Several examples of the educational use of amateur radio illustrate its potential for academic and vocational education. (Contains 23 references.) (SLD)

Amateur radio is a technology and activity that offers great potential when integrated into academic or vocational curricula. Programs with electrical, electronics, and electromechanical content can benefit from the use of amateur radio, and can also enhance language and communications skills. The biggest value of amateur radio may lie in its ability to enhance a student's motivation and self-esteem. In addition to its specific vocational and technical applications, amateur radio can assist in teaching basic skills and in reducing the isolation of students and teachers as it promotes interdisciplinary education and cultural awareness. Amateur radio is distinctly different from citizens band, as it is a noncommercial service. Ham operators do not need an electronics background, although technical knowledge and skills are helpful. Several examples of the educational use of amateur radio illustrate its potential for academic and vocational education. (Contains 23 references.) (SLD)

Amateur radio is a technology and activity that offers great potential when integrated into academic or vocational curricula. Programs with electrical, electronics, and electromechanical content can benefit from the use of amateur radio, and can also enhance language and communications skills. The biggest value of amateur radio may lie in its ability to enhance a student's motivation and self-esteem. In addition to its specific vocational and technical applications, amateur radio can assist in teaching basic skills and in reducing the isolation of students and teachers as it promotes interdisciplinary education and cultural awareness. Amateur radio is distinctly different from citizens band, as it is a noncommercial service. Ham operators do not need an electronics background, although technical knowledge and skills are helpful. Several examples of the educational use of amateur radio illustrate its potential for academic and vocational education. (Contains 23 references.) (SLD)

This study explores teachers' perspective and approaches when teaching at-risk learners with technology. Using an open-ended survey, data was collected from nine experienced teachers within a high school system are analyzed. The learning barriers encountered ranged from learning disabilities to self-esteem issues. The results indicate that technology-based learning environments helped some students overcome barriers. The use of technology contributes to the increased success rates for at-risk learners. Effective strategies that classroom practices may not be able to address include individualized learning and open communication. We need to be cautious, however, that the approach of integrating technology, particularly learning exclusively online, may not be applicable for every student. Particularly, teachers warn that using technology with some at-risk students immediately creates another learning barrier.

This yearbook focuses on the role of technology in school mathematics. Chapters are replete with classroom-tested ideas for using technology to teach new mathematical ideas and to teach familiar mathematical ideas better. Chapters included: (1) "Using the Graphing Calculator in the Classroom: Helping Students Solve the "Unsolvable" (Eric Milou, Edward Gambler, Todd Moyer); (2) "Graphing Changing Averages" (David Duncan, Bonnie Litwiller); (3) "Making More of an Average Lesson: Using Spreadsheets To Teach Preservice Teachers about Average" (John Baker); (4) "In the Presence of Technology, Geometry is Alive and Well--but Different" (Gina Foletta); (5) "Composing Functions Graphically on the TI-92" (Linda Iseri); (6) "Signifiers and Counterparts: Building a Framework for Analyzing Students' Use of Symbols" (Margaret Kinzel); (7) "Exploring Continued Fractions: A Technological Approach" (Tom Evitts); (8) "The Isosceles Triangle: Making Connections with the TI-92" (Karen Flanagan, Ken Kerr); and (9) "Mathematically Modeling a Traffic Intersection" (Jon Wetherbee). (ASK)

The purpose of this research is to determine the impact of augmented reality technology and geometry teaching on elementary school mathematics teacher candidates' technology acceptance and to examine participants' views on augmented reality. The sample of the research was composed of 40 elementary school mathematics teacher candidates who were freshman students in the faculty of education of a university which located in the central Anatolian region of Turkey during the fall semester of 2016-2017 academic year. Participants in the study were given a training seminar on teaching geometry via augmented reality (AR). They were provided with the opportunity to develop teaching materials for AR. At the end of this process, their opinions on the use of these materials were taken. Both qualitative and quantitative research methods were used in the research. The quantitative data of this study were collected by the Technology Acceptance and Use Scale for Information and Communication Technologies and the qualitative data were collected through semi-structured interviews. The themes and codes related to the usefulness of geometry teaching supported by augmented reality teaching emerged by means of qualitative content analysis. The t-Test, one of the parametric tests, was used to analyze the quantitative data. The data obtained from the semi-structured interview forms were classified under 9 categories and 35 themes. As a result of data analyses, it was found that the teacher candidates' attitudes towards the effectiveness geometry instruction supported by the augmented reality technology were positive but as regards' teacher candidates' intentions to use augmented reality technology, it was observed that some of them had reservations because of technological limitations, such as recognition of signs and freezing of the augmented reality environments. Keywords: augmented reality (AR), geometry teaching, mathematics teacher candidate, technology acceptance and use

EDTC-5103-Teaching-with-Technology dumped with WikiTeam tools.

EDTC-5103-Teaching-with-Technology dumped with WikiTeam tools.

EDTC-5103-Teaching-with-Technology dumped with WikiTeam tools.

Mathematics teacher educators face a challenge of preparing teachers to use technology that is rapidly changing and easily available. Teachers have access to thousands of digital tools to use with students and need guidance about how to critically choose and use tools to support students' mathematics learning. Research provides guidance to teachers about what features to look for in a technology tool and suggestions are offered about how mathematics teacher educators and researchers can support teachers in using technology to teach mathematics. [For complete proceedings, see ED581294.]

"Sketches of Innovators in Education" is a collection of articles in which Indiana State University faculty and staff members discuss their experiences developing courses and teaching with educational technologies. This edition features a special section written by graduate student employees of the University's Faculty Computing Resource Center. Articles are presented in alphabetical order, by the author's department. From the College of Arts and Sciences is one article: "Once a Tinker, Always a Tinker" (Lewis Sego). Articles from the Division of Lifelong Learning include: "Storyboarding: A Class Act in On-line Course Design" (Faye Bradshaw); "After Discovering Fire: Easing Into Using Technology" (Todd Harper); "The Faculty Computing Resource Center: Students Delivering Faculty Support Services" (Christine Salmon); and "The FCRC: Who We Are and What We Do" (graduate student employees). Three articles are included from the School of Education: "Virtual U: Simulating College and University Management" (Joanne Burrows and Joshua Powers); "The New School: A Fable" (David A. Gilman); and "Tips and Stress Reducers for Students and Faculty in Web-Based Distance Education" (Amanda C. Solesky). One article comes from the School of Health and Human Performance, "On-line Instruction is Here to Stay: Indiana State University Should be a Leader in the Public Sector" (Thomas Sawyer), and one from the School of Nursing: "The Evolution of Distance Education at Indiana State University" (Ann Marriner Tomey). Articles from the School of Technology are: "Technology Use in the Classroom: Advice from Experience" (R. Kurt Barnhart); and "Strategies for Surviving the Challenges of Teaching an On-line Course" (Davidson M. Mupinga). (AEF)

In this article, the author explores the value of using simple robotics such as BeeBots and ProBots to enhance the teaching and learning of mathematics in the primary classroom. Before making the decision to use such technologies, it is important that they be evaluated in terms of their affordances and constraints. In other words, teachers need to understand how each individual technology could enhance the learning and teaching of specific mathematics content, and, just as importantly, when the use of a specific technology could hinder, limit or distract the learning and teaching of particular mathematics content. This article presents a table listing the affordances and constraints of BeeBots and ProBots. (Contains 2 figures.)

"A USC Center for Scholarly Technology and Technology Enhanced Learning project uses the virtual world of Second Life to immerse students inside the story they are covering - what would happen if campus could not be accessed to due a natural disaster? Could continuity of teaching be guaranteed? What are the advantages of digital tools for teaching, what works, what doesn't. Draxtor Despres spent time with a class of international journalism students to find out." -- http://www.youtube.com/watch?v=41XH4VUP1N4

"A USC Center for Scholarly Technology and Technology Enhanced Learning project uses the virtual world of Second Life to immerse students inside the story they are covering - what would happen if campus could not be accessed to due a natural disaster? Could continuity of teaching be guaranteed? What are the advantages of digital tools for teaching, what works, what doesn't. Draxtor Despres spent time with a class of international journalism students to find out." -- http://www.youtube.com/watch?v=41XH4VUP1N4

The purpose of this study was to examine the extent to which Florida's 28 public community colleges are implementing and using distance delivery of instruction. Research questions addressed the mission, the delivery organization, the content areas and modes of delivery, the faculty, and the support services involved in the delivery of distance courses. Although 70% of the country's 2-year and 4-year colleges are offering online courses, the method of delivery is receiving mixed reviews. National accrediting bodies consider the method of delivery to be less than adequate. Florida's community colleges enroll nearly one million students and graduate nearly 50,000 associate degree and certificate completers annually. The author argues for distance education as a way to address increasing demand with little funding to back that demand, and as a way to increase access for those who live too far from an institution of higher learning. For Spring 2001, 22 of the 28 Florida community colleges offered a total of 1,133 Web-based classes, representing less than 10% of total course offerings statewide. The Florida Community College Distance Learning Consortium is responsible for coordinating the establishment of a technology-enhanced community college delivery system. Reports on some of the projects in development. (Contains 21 references.) (NB)

Teaching with Technology dumped with WikiTeam tools.

This paper was written to expose the meaning, benefits, and answer why the use of assistive technology for children with learning disabilities. The paper discussed the various types of assistive technology devices that were designed and used to solve written language, reading, listening, memory and mathematic problems of children with learning disabilities. It pointed out the need for selecting the right technology tools for the children with learning disabilities, to enable achievement of the target goals, and highlighted instructional guides for the classroom teachers, that would make children with learning disabilities benefit maximally from the use of assistive technology tools, whether in the classroom or at home, in order that the technology would make the teaching-learning process enjoyable and productive. The possible challenges faced by developing nations in using assistive technology were mentioned. It concluded that there was potential for assistive technology to improve the lives and to eliminate learning difficulties for children with learning disabilities.

This study questions the extent to which a course in Mathematical Problem Solving with Technology was developing TPACK in mathematics preservice teachers. In order to measure the development of TPACK, both quantitative and qualitative data were collected. Preliminary findings are promising. Preservice teachers developed a vision of technology use in the classroom that better aligned with the vision outlined in the NCTM Technology Principle. Students reported they had sufficient opportunities to work with different technologies throughout the course. Moreover, students reported they could choose technologies that enhance the mathematics for a lesson. [For the complete proceedings, see ED584829.]

The 2016 Central States Conference on the Teaching of Foreign Languages (CSC), a joint conference with the Ohio Foreign Language Association, focused on fostering language and culture connections within and outside the language classroom and across the curriculum at all levels. A variety of approaches aimed at improving skills in language, literacy, and critical thinking were highlighted in order to engage students and prepare them for global citizenship in the 21st century. This 2016 report entitled "Fostering Connections, Empowering Communities, Celebrating the World," contains 12 articles that focus on fostering connections between and among language students and teachers, language, culture and content, the language classroom and the world and between K-12 and higher education. Through the integration of meaningful curricula, engaging learning tasks, media and technology, authentic materials, and cultural products in the language classroom, teachers can connect their language classrooms with the authentic lives of their learners. All of these articles underscore the important role of connecting learners with the target language and culture through a variety of means aimed at improving language skills, knowledge and attitudes of language learners in order to prepare them for global citizenship in the 21st century.

The purpose of this study is to analyze the findings of studies on digital storytelling in the field of classroom education in Turkey using the systematic review method and determine the type of distribution that exists. The study analyzed 36 scientific publications made until the end of 2021. ERIC, Web of Science, Ulakbim, Google Scholar and National Thesis Center databases of the Council of Higher Education were used in the selection of the studies. Each of the theses and articles were analysed by content analysis and the results obtained from the research were examined in terms of digital storytelling tools. In the interpretation of the data obtained, tables were used and only frequencies were included numerically in the tables. As a result of the analysis, it was observed that the outputs of all categories in the studies using desktop applications were mostly obtained from Photostory. When we look at the results of the studies in which web-supported tools were used, it was determined that the cognitive outputs were mostly obtained from the studies in which Powtoon and Tondoo tools were included in the implementation process. Similarly, the data revealed in terms of social and teaching aspects were obtained from studies dealing with Powtoon as a digital storytelling tool. Goanimate software was generally used in studies involving technological and affective findings. It was determined that the results evaluated under the psychomotor title were generally obtained from studies in which Goanimate and Storyjumper were used. Based on these results, in order to reach web 4.0 technology, virtual libraries that contain digital stories can be created in schools in Turkey. In rural areas that are unable to access the Internet, mobile libraries can be prepared.

The impact of technology on teaching is explored. Technology alone cannot affect the ways in which teachers and students interact, but it can affect teacher roles in several ways. Teachers may feel that computers will replace them, or they may regard technology as just another tool. Some teachers believe that technology can transform curriculum, the teacher's role, and even school structure. In fact, technology can support traditional or learner-centered instructional philosophies, but teacher use of technology is generally influenced by their knowledge of the technology, access to instruction and support, and incentives that favor teacher use or disuse in the classroom. Teachers who do adopt a technology-based approach normally progress from being a presenter of knowledge to being a coordinator of learning resources, being freed to work individually with students. Technology can be a medium of instruction or it can be a tool in support of the goal of teaching for understanding. Teacher-centered teachers tend to use traditional instructional methods and to regard learning technologies as basic skill reinforcers, motivators, or special treats. Learner-centered teachers usually choose individualized or collaborative approaches to engage students. Learner-centered teachers may be high technology users, or they may be reluctant to use technology because of personal fears and inhibitors. For successful technology use, teachers must be flexible in the roles they play. (SLD)

Hiiro and I first met in Vancouver, where we both taught at the same studio. Since then, he has been teaching consistently for many years and has a unique & personal background with technology, growing up as a digital native. Hiiro first began practicing yoga on the Wii, and shares his insights at the intersection of yoga (both practice & teaching) and technology.ABOUT HIIRO PRINCEHiiro is an experienced and interdisciplinary yoga/pilates teacher and former spin teacher in Vancouver BC. He holds 1200hrs of combined movement and healing arts with 8 years of studio teaching, teacher training assisting and mentoring to date. He currently teaches part time with the city of Burnaby, co-hosts his new podcast Getting Jewcy with Rachel and Hiiro, works in technical performance retail sales and enjoys binging on reality tv and matcha lemonades from Starbucks. He is authentic, unconventional and candid to a default and always ecstatic to join in on the conversation especially relating to his passions and hobbies.PODCAST HIGHLIGHTSHiiro's background in yogaHow we use technology today both personally, and as yoga teachersTech addictionWhat it's like to work full time as a teacherFinding your voice & being authentic as a teacherYoga beyond asanaFIND HIIRO PRINCEWebsiteInstagramFIND CORACora's WebsiteCora's NewsletterFor links & resources mentioned in this episode go to www.corageroux.com/episode56Support the show (https://www.corageroux.com/theteachersclub)

Hiiro and I first met in Vancouver, where we both taught at the same studio. Since then, he has been teaching consistently for many years and has a unique & personal background with technology, growing up as a digital native. Hiiro first began practicing yoga on the Wii, and shares his insights at the intersection of yoga (both practice & teaching) and technology.ABOUT HIIRO PRINCEHiiro is an experienced and interdisciplinary yoga/pilates teacher and former spin teacher in Vancouver BC. He holds 1200hrs of combined movement and healing arts with 8 years of studio teaching, teacher training assisting and mentoring to date. He currently teaches part time with the city of Burnaby, co-hosts his new podcast Getting Jewcy with Rachel and Hiiro, works in technical performance retail sales and enjoys binging on reality tv and matcha lemonades from Starbucks. He is authentic, unconventional and candid to a default and always ecstatic to join in on the conversation especially relating to his passions and hobbies.PODCAST HIGHLIGHTSHiiro's background in yogaHow we use technology today both personally, and as yoga teachersTech addictionWhat it's like to work full time as a teacherFinding your voice & being authentic as a teacherYoga beyond asanaFIND HIIRO PRINCEWebsiteInstagramFIND CORACora's WebsiteCora's NewsletterFor links & resources mentioned in this episode go to www.corageroux.com/episode56Support the show (https://www.corageroux.com/theteachersclub)

Hiiro and I first met in Vancouver, where we both taught at the same studio. Since then, he has been teaching consistently for many years and has a unique & personal background with technology, growing up as a digital native. Hiiro first began practicing yoga on the Wii, and shares his insights at the intersection of yoga (both practice & teaching) and technology.ABOUT HIIRO PRINCEHiiro is an experienced and interdisciplinary yoga/pilates teacher and former spin teacher in Vancouver BC. He holds 1200hrs of combined movement and healing arts with 8 years of studio teaching, teacher training assisting and mentoring to date. He currently teaches part time with the city of Burnaby, co-hosts his new podcast Getting Jewcy with Rachel and Hiiro, works in technical performance retail sales and enjoys binging on reality tv and matcha lemonades from Starbucks. He is authentic, unconventional and candid to a default and always ecstatic to join in on the conversation especially relating to his passions and hobbies.PODCAST HIGHLIGHTSHiiro's background in yogaHow we use technology today both personally, and as yoga teachersTech addictionWhat it's like to work full time as a teacherFinding your voice & being authentic as a teacherYoga beyond asanaFIND HIIRO PRINCEWebsiteInstagramFIND CORACora's WebsiteCora's NewsletterFor links & resources mentioned in this episode go to www.corageroux.com/episode56Support the show (https://www.corageroux.com/theteachersclub)

Hiiro and I first met in Vancouver, where we both taught at the same studio. Since then, he has been teaching consistently for many years and has a unique & personal background with technology, growing up as a digital native. Hiiro first began practicing yoga on the Wii, and shares his insights at the intersection of yoga (both practice & teaching) and technology.ABOUT HIIRO PRINCEHiiro is an experienced and interdisciplinary yoga/pilates teacher and former spin teacher in Vancouver BC. He holds 1200hrs of combined movement and healing arts with 8 years of studio teaching, teacher training assisting and mentoring to date. He currently teaches part time with the city of Burnaby, co-hosts his new podcast Getting Jewcy with Rachel and Hiiro, works in technical performance retail sales and enjoys binging on reality tv and matcha lemonades from Starbucks. He is authentic, unconventional and candid to a default and always ecstatic to join in on the conversation especially relating to his passions and hobbies.PODCAST HIGHLIGHTSHiiro's background in yogaHow we use technology today both personally, and as yoga teachersTech addictionWhat it's like to work full time as a teacherFinding your voice & being authentic as a teacherYoga beyond asanaFIND HIIRO PRINCEWebsiteInstagramFIND CORACora's WebsiteCora's NewsletterFor links & resources mentioned in this episode go to www.corageroux.com/episode56Support the show (https://www.corageroux.com/theteachersclub)

How I learned the frustrations of struggling learners when I almost threw my laptop out the window.

This paper focuses teachers' images of their own computer-integrated teaching: the way the teaching process is structured by teachers' relationships with computer technology and how this relationship defines their work and their thoughts, voices, and experiences. It also examines how teachers themselves comprehend and convey their roles and thus search for a new paradigm of opportunities that encompass these roles. Image is proposed in this study as a construct to understand teachers' particularistic knowledge in the context of teaching with computer technology. This study incorporates the utilization of teachers' metaphors as a tool to investigate teachers' images of computer-assisted instruction. Data were collected in three steps. Teachers were instructed to write down personally constructed metaphors in the form of explicit metaphorical statements. This was followed by their creation of narratives of selected metaphorical statements. The last step involved the teachers' derivation of metaphors for the statements. Findings indicate that these underlying images are significant and should be embraced by technology trainers and teacher educators to help better prepare teachers for using technology in instruction. Contains 35 references. (AEF)

Many of today's teachers are receiving training to perfect their technology skills. One place to begin technology integration during preservice education is at the instructional design level, focusing on student performance assessments and alignment of school curricula with state standards. The Teachers' Internet Use Guide emphasizes alignment of standards and lessons. The Texas Essential Knowledge and Skills standards, with which the Use Guide is aligned, focus on authentic student performance. Technology also offers promise for student projects. Students can use technology to complete authentic projects. However, if they use the Internet to get information, teachers must be concerned about originality and plagiarism. An alternative involves combining student products and performances, to be assessed as a portfolio item. With feedback from teachers, students progressively revise and refine their own products. This teaches them to create and edit professional material. When they complete the product, they can communicate their findings to others using presentation software. This method is important because students learn with peers in a global context rather than in isolation, producing original products and performances that are valuable to themselves and others and that lend themselves to authentic assessment. (SM)

Two reporters walk toward the editor to share their article on Panamanian culture. Looking it over, the editor asks for a more detailed description and several pictures. Meanwhile, three other writers huddle around a computer, making decisions on the additional content they need for their article on Panamanian customs. Both articles will be included in a new Panamanian-American magazine illustrating similarities and differences between the two societies. As the deadline approaches, teams collaborate with each other, investigate, write, and read information from various Web sites. It is a busy day in the newsroom--at least, it feels like a newsroom: the reporters and editors are actually sixth graders at Sun Ridge Middle School in El Paso, Texas.

Pedestrian skills are important for children with intellectual disabilities to continue their daily lives independently. The aim of this study is to determine the effectiveness of virtual reality in the acquisition and maintenance of pedestrian skills for children with intellectual disabilities. In addition, the effect of virtual reality on participants generalizing their pedestrian skills to real environments has also been examined. In the study, social validity data were collected from the participants and their mothers regarding the results of the study. Three intellectual disabled children between the ages of 11 and 15 participated in the study. In the study, a multiple probe design with inter-participant probe trial, which is one of the single-subject research models, was used. It is seen that all participants learned pedestrian skills and continued the skills they learned one, three and five weeks after the completion of the instruction. In addition, all participants were able to generalize their skills to the real environment (pedestrian crossing and illuminated pedestrian crossing). When the social validity data collected from the participants and their mothers were examined, it was revealed that teaching with virtual reality applications is interesting and fun, in addition, it can be used for different educational purposes. [This study was presented as an oral presentation at VI International Applied Social Sciences (2022).]