Middle school teachers' philosophies of teaching, learning, and student belonging

2008 ◽  
Author(s):  
Sharon L. Nichols
Keyword(s):  
Middle School ◽  
Middle School Teachers ◽  
School Teachers ◽  
Teaching Learning ◽  
Student Belonging

iPads in the Classroom

2017 ◽  
Vol 13 (4) ◽  
pp. 74-86 ◽  
Author(s):  
Janet M. Ferguson ◽  
James N. Oigara
Keyword(s):  
Middle School ◽  
New York ◽  
Middle School Teachers ◽  
Teaching And Learning ◽  
Online Survey ◽  
New Technologies ◽  
Positive Impact ◽  
School Teachers ◽  
Teachers Perceptions ◽  
Teaching Learning

In education, new technologies are used to improve the process of teaching and learning. This study examined middle school teachers' perceptions regarding the use of iPads for instruction. The participants, 53 middle school teachers in Western New York, responded to an online survey, asking them questions about how they felt about the 1:1 iPad initiative at their school. Data analysis included open and axial coding for identification of themes and patterns, as well as quantitative statistical analysis. The results showed mixed findings, as some teachers believed that iPads had a positive impact on the teaching-learning process by improving student engagement and communication, while some responded with concerns that iPads caused student distraction and allowed off-task behaviors in the classroom. The findings also suggest that teachers need targeted professional development on pedagogical and practical use of this technology to be able to successfully integrate it into their practice.

scholarly journals Twenty-First Century Middle Schooling in New York: Teachers Share Experiences and Perspectives on Remote Teaching and Learning Early in the Global Pandemic

2021 ◽  
Vol 13 (2) ◽  
Author(s):  
Sandra Stacki ◽  
Zerin Bay ◽  
Andrew FlynnDavis ◽  
Jessica Hermann
Keyword(s):  
Middle School ◽  
New York ◽  
Middle School Teachers ◽  
Education System ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Middle Level ◽  
School Teachers ◽  
Social And Emotional ◽  
Teaching Learning

In early 2020, the Covid-19 virus hit many places, including New York City, with such a force that nobody could have foreseen the events following its spread. The education system was pushed to transition itself to meet with 21st century technology. This study explores this disruption in the education system and how middle school teachers in several New York counties responded. What are middle school teachers’ perspectives and practices during the rapid switch to remote teaching? Professor and graduate students in a Curriculum, Instruction, and Assessment class on middle level schooling designed the interview protocol focused on five related areas of the remote learning endeavor: 1) Preparation, 2) Teaching, Learning, and Participation, 3) Social and Emotional effects on Students, 4) Monitoring and Assessment, 5) Looking forward. The findings demonstrate a primarily reactive response and limited preparation. Teachers express a mixed review of successes and struggles with online teaching and the challenges of engagement, participation, and meeting the social emotional needs of restless students who sometimes do not have the parent support or the technological devices that could further assist their success with online learning. Each teacher had their own unique experiences and challenges teaching students through a computer screen.

What's Going On…

1980 ◽  
Vol 28 (1) ◽  
pp. 33
Author(s):  
Harriet Haynes
Keyword(s):  
Middle School ◽  
Effective Teaching ◽  
Middle School Teachers ◽  
National Science Foundation ◽  
Learning Tools ◽  
Information Contact ◽  
School Teachers ◽  
Know How ◽  
National Science ◽  
Teaching Learning

Microcomputer workshop for middle school teachers. A National Science Foundation (NSF) program at Eastern Montana College will assist middle school teachers who want training in how to use microcomputers as effective teaching/learning tools. Many schools that have purchased microcomputers do not have teachers who know how to use them. Teachers who participate in the NSF workshop are expected to conduct workshops and train their colleagues. In this way the program multiplies its effectiveness. For more information contact William A. Stannard, Mathematics Department, Eastern Montana College, Billings, MT 59101

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