Virtual classroom technology boosts training

2005 ◽  
Author(s):  
Christie Lynn Martin ◽  
Kristin E. Harbour ◽  
Drew Polly

In this chapter, the authors explore the experiences of K-12 teachers as they navigated an abrupt transition from a traditional face-to-face mathematics classroom to virtual learning. The authors used a survey to ask teachers to explain what effective mathematics instruction meant for their classroom. Their responses most closely aligned with four of the National Council of Teachers of Mathematics (NCTM) effective practices. The survey continued to prompt teachers to share their concerns for the transition, the most effective virtual tools they implemented, support they received, how their virtual classrooms would influence their return to face, and where they needed more support. The authors offer recommendations for supporting teachers as the virtual classroom currently remains in place for many and for transitioning back to the traditional face-to-face classroom. Technology use and digital competence continues to expand in K-12 education.


2019 ◽  
Vol 9 (4) ◽  
pp. 10-20
Author(s):  
Khadija Alhumaid

Abstract Our experience with technology is a bitter-sweet one. We relish its presence in our lives, but we dread the effect it may have on our manners, attitudes and social interactions. We open the gates of our schools to all types of technological tools, yet we fear it may badly impact our students’ performance. This article investigates the ways through which classroom technology such as iPad, Internet connection, laptops and social media, impacts negatively on education. Relevant research has proven that technology could change education negatively through four paths: deteriorating students’ competences of reading and writing, dehumanizing educational environments, distorting social interactions between teachers and students and isolating individuals when using technology.


2009 ◽  
Vol 4 (3) ◽  
pp. 17-22
Author(s):  
Ananthasayanam R. ◽  
◽  
Thanga Rajathi Sethurajan ◽  
B. Tamilselvi ◽  
◽  
...  
Keyword(s):  

2017 ◽  
Author(s):  
Nicholas Gmeiner

This project aims to provide students with disabilities the same in class learning experience through virtual reality technology, 360-degree video capture, and the use of Arduino units. These technologies will be combined to facilitate communication between teachers in physical classrooms with students in virtual classrooms. The goal is to provide a person who is affected by a disability (which makes it hard to be in a traditional classroom) the same benefits of a safe and interactive learning environment.


Edupedia ◽  
2020 ◽  
Vol 5 (1) ◽  
pp. 45-53
Author(s):  
Ilzam Dhaifi

The world has been surprised by the emergence of a COVID 19 pandemic, was born in China, and widespread to various countries in the world. In Indonesia, the government issued several policies to break the COVID 19 pandemic chain, which also triggered some pro-cons in the midst of society. One of the policies government takes is the closure of learning access directly at school and moving the learning process from physical class to a virtual classroom or known as online learning. In the economic sector also affects the parents’ financial ability to provide sufficient funds to support the implementation of distance learning applied by the government. The implications of the distance education policy are of course the quality of learning, including the subjects of Islamic religious education, which is essentially aimed at planting knowledge, skills, and religious consciousness to form the character of the students. Online education must certainly be precise, in order to provide equal education services to all students, prepare teachers to master the technology, and seek the core learning of Islamic religious education can still be done well.


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