Dynabooks: Supporting Teachers to Engage All Learners in Key Literacies

2012 ◽  
pp. 31-46 ◽  
Author(s):  
Jeremy Roschelle ◽  
Susan Courey ◽  
Charles Patton ◽  
Elizabeth Murray
Keyword(s):  
Supporting Teachers

Supporting teachers in their use of ICT in teaching mathematics: What kind of support is necessary and when is it required?

2018 ◽  
Vol 6 (7) ◽  
pp. 1-8
Author(s):  
Benard Litali Ashiono
Keyword(s):  
Public Schools ◽  
Primary Schools ◽  
Quantitative Data ◽  
Mixed Methods Research ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Teaching Mathematics ◽  
Second Phase ◽  
Grade One ◽  
Supporting Teachers

This article reports on a study that was carried out to establish determinants of ICT integration in mathematics teaching and learning. This paper focuses on the kind of support teachers require to effectively use ICT in teaching mathematics. An exploratory sequential mixed methods research design was employed to conduct this study in which quantitative data was initially collected in the first phase. Qualitative data was then collected in the second phase to explain the quantitative data collected in the initial phase. The study targeted all the teachers teaching in lower grades in both private and public schools. A sample size of 40 lower primary schools were purposively selected based on the availability of ICT tools for instructional purposes in those schools. Three teachers teaching in grade one, two and three were then selected using simple random sampling technique especially in cases where more than three teachers existed. Teacher Questionnaire, Teacher Interview Protocol and Observation Protocol were used to collect data. Data was analyzed qualitatively using descriptive phenomenological analysis in which data transcriptions were divided into themes and sub-themes related to phenomena under study. The findings of the study revealed that there was a significant relationship between supporting teachers’ use of ICT in the classroom and their actual use of ICT in teaching mathematics. The study findings however revealed that teachers teaching lower grades in Mombasa, Kenya were not adequately supported in their use of ICT in teaching mathematics. It was recommended that teachers must be granted adequate support in their use of ICT in teaching mathematics.

Curriculum Mapping as a Strategy for Supporting Teachers in the Articulation of Learning Goals

2017 ◽  
Vol 28 (4) ◽  
pp. 347-366
Author(s):  
Michael Giamellaro ◽  
Ming-Chih Lan ◽  
Maria Araceli Ruiz-Primo ◽  
Min Li ◽  
Tammy Tasker
Keyword(s):  
Learning Goals ◽  
Curriculum Mapping ◽  
Supporting Teachers

Facing the Challenges of Distance Learning: Voices from the Classroom

Relay Journal ◽  
2020 ◽  
pp. 185-200
Author(s):  
Christian Ludwig ◽  
Maria Giovanna Tassinari ◽  
Sarah Mercer ◽  
Micòl Beseghi ◽  
Michelle Tamala ◽  
...  
Keyword(s):  
Distance Learning ◽  
Interest Group ◽  
Special Interest ◽  
Learner Autonomy ◽  
Special Interest Group ◽  
Open Discussion ◽  
Supporting Teachers

This article reports on the first webinar in the IATEFL Learner Autonomy Special Interest Group’ series of online events dedicated to supporting teachers in this unprecedented and unexpected pandemic situation. Learner Autonomy in the Time of Corona: Supporting Learners and Teachers in Turbulent Days featured a series of talks and open discussion panels, allowing participants to actively share their thoughts and ideas. In the following, the outcomes of the webinar will be discussed.

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