Student Evaluation Policy of Gyeonggi-do Using IPA - Focused on Middle School Teachers’ Perceptions about Essay-type Assessment, Teachers’ Individualized Assessment, Affective Competence Assessment -

2017 ◽  
Vol 7 (3) ◽  
pp. 145-167
Author(s):  
Jihye Lee
Keyword(s):  
Middle School ◽  
Middle School Teachers ◽  
Student Evaluation ◽  
Competence Assessment ◽  
School Teachers ◽  
Evaluation Policy ◽  
Teachers Perceptions

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.

Perceptions of Middle School Teachers on Technology Integration

2021 ◽  
pp. 16-32
Author(s):  
Inaya Jaafar ◽  
Aubrey Statti ◽  
Kelly M. Torres
Keyword(s):  
Middle School ◽  
Middle School Teachers ◽  
Interpretative Phenomenological Analysis ◽  
Phenomenological Analysis ◽  
Structured Interviews ◽  
School Teachers ◽  
Teachers Perceptions ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Student Relationship

Using an interpretative phenomenological analysis, this research explored how technology affects the teacher-student relationship in the middle school classroom, and in addition, investigated the middle school teachers' perceptions of the teacher-student relationship when the technology was integrated. This chapter reports on data collected from 16 middle school teachers in Grades 6, 7, and 8 within one school district in northern New Jersey. The data sources included one-to-one semi-structured interviews and a focus group consisting of 10 out of the 16 middle school teachers from the various core subjects (English language arts, mathematics, social studies, and science). The data were analyzed by coding and generating themes in a qualitative approach as recommended in an interpretative phenomenological analysis.

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