Download Overcoming Barriers To The Utilization Of Technology In The Classroom full books in PDF, epub, and Kindle. Read online Overcoming Barriers To The Utilization Of Technology In The Classroom ebook anywhere anytime directly on your device. Fast Download speed and no annoying ads. We cannot guarantee that every ebooks is available!
Book Synopsis Overcoming Barriers to the Utilization of Technology in the Classroom by : United States. Congress. House. Committee on Science. Subcommittee on Technology
Download or read book Overcoming Barriers to the Utilization of Technology in the Classroom written by United States. Congress. House. Committee on Science. Subcommittee on Technology and published by . This book was released on 2000 with total page 112 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Hearing held by the House of Representatives. Witnesses include: Dr. George O. Strawn, Executive Officer, Computer and Information Science and Engineering Directorate, National Science Foundation; Alan Spoon, President, The Washington Post, on behalf of the CEO Forum; Dr. Elizabeth Glowa, Director for Instructional Technology Support Team, Office of Global Access Technology, Montgomery County (MD) Public Schools; and Dr. James J. Fallon, Jr., Superintendent of Schools, East Hartford School District.
Book Synopsis Overcoming Barriers to the Utilization of Technology in the Classroom by : Constance A. Morella
Download or read book Overcoming Barriers to the Utilization of Technology in the Classroom written by Constance A. Morella and published by DIANE Publishing. This book was released on 2001-04 with total page 107 pages. Available in PDF, EPUB and Kindle. Book excerpt: Hearing held by the House of Representatives. Witnesses include: Dr. George O. Strawn, Executive Officer, Computer and Information Science and Engineering Directorate, National Science Foundation; Alan Spoon, President, The Washington Post, on behalf of the CEO Forum; Dr. Elizabeth Glowa, Director for Instructional Technology Support Team, Office of Global Access Technology, Montgomery County (MD) Public Schools; and Dr. James J. Fallon, Jr., Superintendent of Schools, East Hartford School District.
Book Synopsis Overcoming Barriers to the Utilization of Technology in the Classroom by : United States. Congress. House. Committee on Science. Subcommittee on Technology
Download or read book Overcoming Barriers to the Utilization of Technology in the Classroom written by United States. Congress. House. Committee on Science. Subcommittee on Technology and published by . This book was released on 2000 with total page 108 pages. Available in PDF, EPUB and Kindle. Book excerpt:
As the technological revolution has altered the global landscape and marketplace, American schools have been likewise challenged with preparing students to meet the demands of their 21st century future. Though technology has integrated most areas of public life, it still has not widely penetrated public classroom walls. For three decades, educational researchers have been puzzled by low levels of teacher technology use in spite of ever-increasing professional development, resource allocation, and access. The purpose of this study was to identify the most significant barriers that deter high school teachers from using technology for classroom instruction. The goal was to provide insight into the challenges teachers face in order to offer strategies to school leaders to lessen those barriers. The researcher focused on three orders of barriers: (1) first-order barriers--equipment, resources, and support; (2) second-order barriers--knowledge/skills and beliefs/attitudes; and, (3) third-order barriers-- school structure/organization and culture/climate. An anonymous online survey was distributed to teachers (n=285) at 30 Northern California public high schools researching the following questions: (1) What do public high school teachers identify as the most significant barriers to effectively integrating technology into their classroom instruction? and (2) Is there a difference between what digital native (born in 1980 or later) and digital immigrant (born in 1979 and earlier) teachers report as first-order, second-order, and third-order barriers to technology integration? The study found that teachers identified the first-order barriers of quantity and quality of technology, training, and support as the greatest obstacles to their integration in the classroom. When disaggregated by the independent variable of age, however, the first- and third-order barriers supported the null hypothesis, while there were statistically significant differences in the second-order of barriers between the two generations. This investigation resulted in updated information on the technologies teachers have access to and how they use them with students, increased insight into the barriers to technology integration, and recommendations to school leaders to create better conditions for teacher technology use in the classroom.
Book Synopsis Teachers & Technology by : Kim Wallace
Download or read book Teachers & Technology written by Kim Wallace and published by . This book was released on 2012 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: As the technological revolution has altered the global landscape and marketplace, American schools have been likewise challenged with preparing students to meet the demands of their 21st century future. Though technology has integrated most areas of public life, it still has not widely penetrated public classroom walls. For three decades, educational researchers have been puzzled by low levels of teacher technology use in spite of ever-increasing professional development, resource allocation, and access. The purpose of this study was to identify the most significant barriers that deter high school teachers from using technology for classroom instruction. The goal was to provide insight into the challenges teachers face in order to offer strategies to school leaders to lessen those barriers. The researcher focused on three orders of barriers: (1) first-order barriers--equipment, resources, and support; (2) second-order barriers--knowledge/skills and beliefs/attitudes; and, (3) third-order barriers-- school structure/organization and culture/climate. An anonymous online survey was distributed to teachers (n=285) at 30 Northern California public high schools researching the following questions: (1) What do public high school teachers identify as the most significant barriers to effectively integrating technology into their classroom instruction? and (2) Is there a difference between what digital native (born in 1980 or later) and digital immigrant (born in 1979 and earlier) teachers report as first-order, second-order, and third-order barriers to technology integration? The study found that teachers identified the first-order barriers of quantity and quality of technology, training, and support as the greatest obstacles to their integration in the classroom. When disaggregated by the independent variable of age, however, the first- and third-order barriers supported the null hypothesis, while there were statistically significant differences in the second-order of barriers between the two generations. This investigation resulted in updated information on the technologies teachers have access to and how they use them with students, increased insight into the barriers to technology integration, and recommendations to school leaders to create better conditions for teacher technology use in the classroom.
Based on a specific 20-question checklist and "how-to" recommendations, this text is designed to help educators choose and implement appropriate technology for their schools. This easy-to-follow checklist, together with implementation guidelines, help educators recognize and address problems in their schools' technology programs. Human factors, financial investment, commitment of resources, and instructional strategy are all addressed to make sure technology planning is effective. The Technology Facade Checklist provides a means to examine a school's instructional technology program and develop a step-by-step strategy to resolve any shortcomings. Readers will receive a Comprehensive Analysis Form that examines the three basic elements of the facade, and provides an easy-to-use strategy for improvement. A useful Technology Plan that educators can implement is practical and based on research conducted by the National Center for technology Planning. It includes an easy-to-use scope and sequence of technology skills for grades K-12 (Ch. 10). Sample lesson plans, handouts, reference guides, exercises, and vignettes throughout the book offer useful resources for educators. K-12 educators and administrators who need to integrate and develop a technology plan for their school.
Book Synopsis The Technology Facade by : Lawrence A. Tomei
Download or read book The Technology Facade written by Lawrence A. Tomei and published by Allyn & Bacon. This book was released on 2002 with total page 252 pages. Available in PDF, EPUB and Kindle. Book excerpt: Based on a specific 20-question checklist and "how-to" recommendations, this text is designed to help educators choose and implement appropriate technology for their schools. This easy-to-follow checklist, together with implementation guidelines, help educators recognize and address problems in their schools' technology programs. Human factors, financial investment, commitment of resources, and instructional strategy are all addressed to make sure technology planning is effective. The Technology Facade Checklist provides a means to examine a school's instructional technology program and develop a step-by-step strategy to resolve any shortcomings. Readers will receive a Comprehensive Analysis Form that examines the three basic elements of the facade, and provides an easy-to-use strategy for improvement. A useful Technology Plan that educators can implement is practical and based on research conducted by the National Center for technology Planning. It includes an easy-to-use scope and sequence of technology skills for grades K-12 (Ch. 10). Sample lesson plans, handouts, reference guides, exercises, and vignettes throughout the book offer useful resources for educators. K-12 educators and administrators who need to integrate and develop a technology plan for their school.
This study examined the barriers to integrating computer technology in middle school curriculum and formulated possible strategies to help educators overcome identified barriers for the benefit of students and the educational program. Three hundred and ninety-seven survey instruments were personally delivered to middle schools in the state of Ohio. The respondents were representative of teachers in Mahoning and Trumbull Counties. The data from this survey was sufficient to identify barriers and offer possible strategies. The survey data identified five factors as possible barriers to the utilization of computer technology in the classroom. These barriers are (a) technology equipment that did not function properly or did not function at all, (b) the lack of training, (c) the lack of time to successfully integrate computer technology into the classroom, (d) the students' familiarity with computer technology and/or lack of computer technology in students' homes, and (e) the cost associated with computer technology classes at a university or college. This study also identified possible strategies for future use that would encourage teachers to utilize computer technology in the classroom. These strategies are (a) provide in-services at the end of a workday, (b) have a technology support staff person available to middle school teachers on a daily basis, (c) staff meetings with computer technology experts to present new and innovative ideas to the middle school teachers, and (d) technology equipment in properly working order that would allow middle school teachers to utilize computer technology when they desired to do so.
Book Synopsis An Analysis of Barriers and Possible Solutions in Integrating Computer Technology Into Middle School Curriculum by : Lois J. Cavucci
Download or read book An Analysis of Barriers and Possible Solutions in Integrating Computer Technology Into Middle School Curriculum written by Lois J. Cavucci and published by . This book was released on 2009 with total page 330 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined the barriers to integrating computer technology in middle school curriculum and formulated possible strategies to help educators overcome identified barriers for the benefit of students and the educational program. Three hundred and ninety-seven survey instruments were personally delivered to middle schools in the state of Ohio. The respondents were representative of teachers in Mahoning and Trumbull Counties. The data from this survey was sufficient to identify barriers and offer possible strategies. The survey data identified five factors as possible barriers to the utilization of computer technology in the classroom. These barriers are (a) technology equipment that did not function properly or did not function at all, (b) the lack of training, (c) the lack of time to successfully integrate computer technology into the classroom, (d) the students' familiarity with computer technology and/or lack of computer technology in students' homes, and (e) the cost associated with computer technology classes at a university or college. This study also identified possible strategies for future use that would encourage teachers to utilize computer technology in the classroom. These strategies are (a) provide in-services at the end of a workday, (b) have a technology support staff person available to middle school teachers on a daily basis, (c) staff meetings with computer technology experts to present new and innovative ideas to the middle school teachers, and (d) technology equipment in properly working order that would allow middle school teachers to utilize computer technology when they desired to do so.
By clearly identifying the barriers that can still exist to the successful integration of ICT in schools this book aims to suggest ways in which these barriers may be overcome. Current and past policy and practice is examined and where barriers are identified, the book: provides suggested strategies for the removal of these barriers recommends how to avoid the obstacles in the first place includes action points and ideas to provide ways forward uses case studies and vignettes to focus on the positive benefits of ICT. Optimistic and forward-looking, the book also explores how ICT, when effectively used, can help children learn and achieve to the best of their abilities. It is relevant for trainee and practising teachers, ICT co-ordinators and school managers in all key stages.
Book Synopsis Unlocking Learning and Teaching with ICT by : Helena Gillespie
Download or read book Unlocking Learning and Teaching with ICT written by Helena Gillespie and published by Routledge. This book was released on 2014-07-22 with total page 147 pages. Available in PDF, EPUB and Kindle. Book excerpt: By clearly identifying the barriers that can still exist to the successful integration of ICT in schools this book aims to suggest ways in which these barriers may be overcome. Current and past policy and practice is examined and where barriers are identified, the book: provides suggested strategies for the removal of these barriers recommends how to avoid the obstacles in the first place includes action points and ideas to provide ways forward uses case studies and vignettes to focus on the positive benefits of ICT. Optimistic and forward-looking, the book also explores how ICT, when effectively used, can help children learn and achieve to the best of their abilities. It is relevant for trainee and practising teachers, ICT co-ordinators and school managers in all key stages.
The goal of this study was to understand how instructors use technology, and what challenges they face, but also to increase the participants' understanding of Active Learning Classroom (ALCs) technologies as it applies to their teaching by applying action research methodologies. This study also seeks to lay a foundation for additional research on ALCs, education technology, and the needs of instructors in terms of faculty development in technology. This study investigates a group of 13 faculty members in multiple disciplines teaching in ALCs. Thus far, research on the impact of technology-enriched learning environments like Active Learning Classrooms has typically centered around student learning (Beichner et al., 2007; Frazee, Hughes, and Frazee, 2014; Morrone, Ouimet, Siering, and Arthur, 2014). Less attention has been paid to the faculty development needed for instructors to properly take advantage of these environments The research study addresses three questions: First, how and, for what purposes, do faculty use technology in the ALC? Second, what technology adoption factors and barriers were experienced by instructors in an Active Learning Classroom? Third, using Kolb's experiential learning theory (1984, 2014), how does a semester-long faculty development intervention program impact instructors' adoption of Active Learning Classroom technologies? Results indicated that the most frequently used technologies were those that were familiar from traditional (technology-equipped) lecture spaces that faculty had used. Faculty were most comfortable with content delivery tools such as instructor laptops connected to the LCD TVs, the instructor podium, and whiteboards. Additionally, technology adoption factors and barriers to adoption were identified, including time, ease of use, equipment availability, institutional classroom support, peer support, and instructor comfort levels with technology and troubleshooting. Through action research, the newest Active Learning Classroom instructors received the most hands-on training on the classroom hardware during consultations, and the exposure to classroom technologies and troubleshooting tips via an experiential learning framework allowed them to better understand the podium interface, document camera and wall-buttons while having an opportunity to reflect on their teaching.
Book Synopsis Adopting Active Learning Classroom (ALC) Technology and Overcoming Barriers by : Bradford D. Wheeler
Download or read book Adopting Active Learning Classroom (ALC) Technology and Overcoming Barriers written by Bradford D. Wheeler and published by . This book was released on 2018 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The goal of this study was to understand how instructors use technology, and what challenges they face, but also to increase the participants' understanding of Active Learning Classroom (ALCs) technologies as it applies to their teaching by applying action research methodologies. This study also seeks to lay a foundation for additional research on ALCs, education technology, and the needs of instructors in terms of faculty development in technology. This study investigates a group of 13 faculty members in multiple disciplines teaching in ALCs. Thus far, research on the impact of technology-enriched learning environments like Active Learning Classrooms has typically centered around student learning (Beichner et al., 2007; Frazee, Hughes, and Frazee, 2014; Morrone, Ouimet, Siering, and Arthur, 2014). Less attention has been paid to the faculty development needed for instructors to properly take advantage of these environments The research study addresses three questions: First, how and, for what purposes, do faculty use technology in the ALC? Second, what technology adoption factors and barriers were experienced by instructors in an Active Learning Classroom? Third, using Kolb's experiential learning theory (1984, 2014), how does a semester-long faculty development intervention program impact instructors' adoption of Active Learning Classroom technologies? Results indicated that the most frequently used technologies were those that were familiar from traditional (technology-equipped) lecture spaces that faculty had used. Faculty were most comfortable with content delivery tools such as instructor laptops connected to the LCD TVs, the instructor podium, and whiteboards. Additionally, technology adoption factors and barriers to adoption were identified, including time, ease of use, equipment availability, institutional classroom support, peer support, and instructor comfort levels with technology and troubleshooting. Through action research, the newest Active Learning Classroom instructors received the most hands-on training on the classroom hardware during consultations, and the exposure to classroom technologies and troubleshooting tips via an experiential learning framework allowed them to better understand the podium interface, document camera and wall-buttons while having an opportunity to reflect on their teaching.
While current educational technologies have the potential to fundamentally enhance literacy education, many of these tools remain unknown to or unused by today’s practitioners due to a lack of access and support. Adaptive Educational Technologies for Literacy Instruction presents actionable information to educators, administrators, and researchers about available educational technologies that provide adaptive, personalized literacy instruction to students of all ages. These accessible, comprehensive chapters, written by leading researchers who have developed systems and strategies for classrooms, introduce effective technologies for reading comprehension and writing skills.
Book Synopsis Adaptive Educational Technologies for Literacy Instruction by : Scott A. Crossley
Download or read book Adaptive Educational Technologies for Literacy Instruction written by Scott A. Crossley and published by Routledge. This book was released on 2016-06-17 with total page 332 pages. Available in PDF, EPUB and Kindle. Book excerpt: While current educational technologies have the potential to fundamentally enhance literacy education, many of these tools remain unknown to or unused by today’s practitioners due to a lack of access and support. Adaptive Educational Technologies for Literacy Instruction presents actionable information to educators, administrators, and researchers about available educational technologies that provide adaptive, personalized literacy instruction to students of all ages. These accessible, comprehensive chapters, written by leading researchers who have developed systems and strategies for classrooms, introduce effective technologies for reading comprehension and writing skills.
First released in the Spring of 1999, How People Learn has been expanded to show how the theories and insights from the original book can translate into actions and practice, now making a real connection between classroom activities and learning behavior. This edition includes far-reaching suggestions for research that could increase the impact that classroom teaching has on actual learning. Like the original edition, this book offers exciting new research about the mind and the brain that provides answers to a number of compelling questions. When do infants begin to learn? How do experts learn and how is this different from non-experts? What can teachers and schools do-with curricula, classroom settings, and teaching methodsâ€"to help children learn most effectively? New evidence from many branches of science has significantly added to our understanding of what it means to know, from the neural processes that occur during learning to the influence of culture on what people see and absorb. How People Learn examines these findings and their implications for what we teach, how we teach it, and how we assess what our children learn. The book uses exemplary teaching to illustrate how approaches based on what we now know result in in-depth learning. This new knowledge calls into question concepts and practices firmly entrenched in our current education system. Topics include: How learning actually changes the physical structure of the brain. How existing knowledge affects what people notice and how they learn. What the thought processes of experts tell us about how to teach. The amazing learning potential of infants. The relationship of classroom learning and everyday settings of community and workplace. Learning needs and opportunities for teachers. A realistic look at the role of technology in education.
Book Synopsis How People Learn by : National Research Council
Download or read book How People Learn written by National Research Council and published by National Academies Press. This book was released on 2000-08-11 with total page 386 pages. Available in PDF, EPUB and Kindle. Book excerpt: First released in the Spring of 1999, How People Learn has been expanded to show how the theories and insights from the original book can translate into actions and practice, now making a real connection between classroom activities and learning behavior. This edition includes far-reaching suggestions for research that could increase the impact that classroom teaching has on actual learning. Like the original edition, this book offers exciting new research about the mind and the brain that provides answers to a number of compelling questions. When do infants begin to learn? How do experts learn and how is this different from non-experts? What can teachers and schools do-with curricula, classroom settings, and teaching methodsâ€"to help children learn most effectively? New evidence from many branches of science has significantly added to our understanding of what it means to know, from the neural processes that occur during learning to the influence of culture on what people see and absorb. How People Learn examines these findings and their implications for what we teach, how we teach it, and how we assess what our children learn. The book uses exemplary teaching to illustrate how approaches based on what we now know result in in-depth learning. This new knowledge calls into question concepts and practices firmly entrenched in our current education system. Topics include: How learning actually changes the physical structure of the brain. How existing knowledge affects what people notice and how they learn. What the thought processes of experts tell us about how to teach. The amazing learning potential of infants. The relationship of classroom learning and everyday settings of community and workplace. Learning needs and opportunities for teachers. A realistic look at the role of technology in education.
