iPad Implementation Approaches in K-12 School Environments

2016 ◽  
pp. 1228-1240
Author(s):  
Heejung An ◽  
Sandra Alon ◽  
David Fuentes
Keyword(s):  
Public Schools ◽  
New Jersey ◽  
Teaching And Learning ◽  
Learning Tools ◽  
School Environments ◽  
Exploratory Case Study ◽  
Teachers And Students ◽  
K 12

This exploratory case study reports on the ways in which iPads are currently being used in New Jersey public schools, with a focus on the effectiveness of three different implementation approaches: 1) “ubiquitous approach,” 2) “classroom approach,” and 3) “sign-out approach.” This study also examines how K-12 teachers and students perceived of iPads as teaching and learning tools. Findings indicate that the teachers and students viewed iPads as valuable tools for teaching and learning, yet there were also several perceived challenges. The results of this study have implications for practitioners involved in the implementation of iPad initiatives.

iPad Implementation Approaches in K-12 School Environments

2015 ◽  
pp. 22-33 ◽  
Author(s):  
Heejung An ◽  
Sandra Alon ◽  
David Fuentes
Keyword(s):  
Public Schools ◽  
New Jersey ◽  
Teaching And Learning ◽  
Learning Tools ◽  
School Environments ◽  
Exploratory Case Study ◽  
Teachers And Students ◽  
K 12

This exploratory case study reports on the ways in which iPads are currently being used in New Jersey public schools, with a focus on the effectiveness of three different implementation approaches: 1) “ubiquitous approach,” 2) “classroom approach,” and 3) “sign-out approach.” This study also examines how K-12 teachers and students perceived of iPads as teaching and learning tools. Findings indicate that the teachers and students viewed iPads as valuable tools for teaching and learning, yet there were also several perceived challenges. The results of this study have implications for practitioners involved in the implementation of iPad initiatives.

scholarly journals E-learning and m-learning as tools for enhancing teaching and learning in higher education: a case study of Russia

2021 ◽  
Vol 110 ◽  
pp. 03007
Author(s):  
Oksana Marunevich ◽  
Valentina Kolmakova ◽  
Irina Odaruyk ◽  
Denis Shalkov
Keyword(s):  
Online Education ◽  
Teaching And Learning ◽  
Learning Technologies ◽  
Learning Activities ◽  
Learning Tools ◽  
Teachers And Students ◽  
E Learning ◽  
Russian Universities ◽  
Vital Factor

In the world of online education, teachers are constantly looking for ways to interact with students both synchronously and asynchronously. The next decade is likely to witness a considerable rise in the development of more advanced e-learning and m-learning tools since they have become a vital factor for education due to the global shutdown of learning activities forced by the COVID-19 pandemic. This paper is a preliminary attempt to analyze the use of e-learning and m-learning technologies by Russian universities. E-learning and m-learning mean sharing knowledge and skills by using web- or mobile-based technology, respectively. The most commonly employed learning tools are social networks, LMS, and video conferencing which due to their accessibility, immediacy, interactivity, and context-awareness benefit both teachers and students in a number of ways.

scholarly journals Technology-mediated teaching and learning process: A conceptual study of educators’ response amidst the Covid-19 pandemic

2021 ◽  
Author(s):  
Kingsley Okoye ◽  
Jorge Alfonso Rodriguez-Tort ◽  
Jose Escamilla ◽  
Samira Hosseini
Keyword(s):  
Teaching And Learning ◽  
Linear Trend ◽  
Univariate Analysis ◽  
Learning Experiences ◽  
Well Being ◽  
Learning Tools ◽  
Main Challenge ◽  
Teachers And Students ◽  
Efficient Learning ◽  
Teaching Learning

AbstractThe COVID-19 pandemic has disrupted many areas of the human and organizational ventures worldwide. This includes new innovative technologies and strategies being developed by educators to foster the rapid learning-recovery and reinstatement of the stakeholders (e.g., teachers and students). Indeed, the main challenge for educators has been on what appropriate steps should be taken to prevent learning loss for the students; ranging from how to provide efficient learning tools/curriculum that ensures continuity of learning, to provision of methods that incorporate coping mechanisms and acceleration of education in general. For several higher educational institutions (HEIs), technology-mediated education has become an integral part of the modern teaching/learning instruction amidst the Covid-19 pandemic, when digital technologies have consequently become an inevitable and indispensable part of learning. To this effect, this study defines a hybrid educational model (HyFlex + Tec) used to enable virtual and in-person education in the HEIs. Practically, the study utilized data usage report from Massive Open Online Courses (MOOCs) and Emotions and Experience Survey questionnaire in a higher education setting for its experiments. To this end, we applied an Exponential Linear trend model and Forecasting method to determine overall progress and statistics for the learners during the Covid-19 pandemic, and subsequently performed a Text Mining and Univariate Analysis of Variance (ANOVA) to determine effects and significant differences that the teaching–learning experiences for the teachers and students have on their energy (learning motivation) levels. From the results, we note that the hybrid learning model supports continuity of education/learning for teachers and students during the Covid-19 pandemic. The study also discusses its innovative importance for future monitoring (tracking) of learning experiences and emotional well-being for the stakeholders in leu (aftermath) of the Covid-19 pandemic.

Assessment and Management of Mercury-Catalyzed Polyurethane Gym Floors: 10 Lessons from 10 New Jersey School Districts

2021 ◽  
Vol 8 (4) ◽  
Author(s):  
Richard Lynch ◽  
Elissa Favata ◽  
Michael Gochfeld ◽  
Richard Lynch
Keyword(s):  
New Jersey ◽  
School Districts ◽  
Mercury Vapor ◽  
Mercury Exposure ◽  
Air Monitoring ◽  
Teachers And Students ◽  
Floor Coverings ◽  
K 12 ◽  
Effective Assessment ◽  
Assessment Strategies

Objective: Mercury catalyzed polyurethane (MCPU) floors installed in K-12 gymnasiums may release mercury vapor presenting possible mercury exposure to teachers and students. Varied approaches to sampling, air monitoring, ventilation, evacuation of gyms and/or removal of the floor coverings have occurred. As many gyms are being converted to classrooms during the COVID-19 pandemic, effective assessment and management of these floors is essential. Methods: Mercury assessment strategies for 10 New Jersey schools with MCPU floors were reviewed to assist school districts with decisions for management in-place or removal. Results: Bulk mercury levels do not predict airborne mercury levels. Mercury generation rates ranged between 0.02 to 0.17 μg/ft2/ hour. Hazards encountered during removal are substantial. Conclusions: Decisions to manage or remove mercury catalyzed rubber-like gym floor should be based upon a rigorous multi-factor assessment. Mercury exposures often can be managed via HVAC, added ventilation, temperature, and maintenance controls. A statewide registry of MCPU floors should be considered. Removal of MCPU floors should be professionally monitored to protect teachers, staff, and students.

scholarly journals The Myth of Independence as Better: Transforming Curriculum Through Disability Studies and Decoloniality

2020 ◽  
Vol 9 (5) ◽  
pp. 96-121
Author(s):  
Maria Karmiris
Keyword(s):  
Public Schools ◽  
Public School ◽  
Disability Studies ◽  
Teaching And Learning ◽  
School Teacher ◽  
Postcolonial Studies ◽  
Independent Learning ◽  
School Practices ◽  
The Gaze ◽  
Teachers And Students

By situating this article within disability studies, decolonial studies and postcolonial studies, my purpose is to explore orientations towards independence within public school practices and show how this serves to reinforce hierarchies of exclusion. As feminist, queer and postcolonial scholar Ahmed (2006, p. 3) contends, “Orientations shape not only how we inhabit, but how we apprehend this world of shared inhabitance as well as ‘who’ or ‘what’ we direct our energy toward” (Ahmed, 2006, p. 3). I wonder how the policies and practices that I am oriented towards as a public school teacher limit the possibilities of encountering teaching and learning as a mode of reckoning and apprehending “this world of shared inhabitance?” I also wonder how remaining oriented towards independence as the goal of learning simultaneously sustains an adherence to colonial western logics under the current neoliberal ethos. Through Ahmed’s provocation I explore how the gaze of both teachers and students in public schools remains oriented towards independent learning in a manner that sustains conditions of exclusion, marginalization and oppression.

scholarly journals Mother Tongue Use in Beginner EFL Grammar Classes in Saudi Arabia: A Case Study

2021 ◽  
Vol 12 (4) ◽  
pp. 349-365
Author(s):  
Khulud Ali Tubayqi ◽  
Mazeegha Ahmed Al Tale’
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Mother Tongue ◽  
Arabic Language ◽  
Microsoft Excel ◽  
Thematic Content Analysis ◽  
Positive Attitudes ◽  
Teachers And Students ◽  
Actual Interaction

Using the mother tongue (MT) in English as a foreign or second language (EFL/ESL) classrooms is indispensable, especially in beginner classes. This paper aims to add to the present literature on this issue by highlighting the attitudes of both students and teachers towards MT use in English as a foreign language (EFL) classroom, the justifications for its use, and some of the actual interaction practices in grammar classes. It investigates the attitudes of 110 Saudi EFL female beginners and their two teachers toward using the Arabic language in EFL grammar classes at Jazan University. It also investigates the students’ reasons for using or avoiding their MT. Moreover, it presents some of the functions that MT serves in EFL grammar classes. To collect the data, the researchers used two questionnaires and classroom observations. For data analysis, they used Microsoft Excel and thematic content analysis. The results indicated that, although both students and teachers generally have positive attitudes toward using the MT in EFL classes, they are also aware of the adverse effects of its overuse. The results also revealed that the teachers and students use MT in EFL classes to serve different classroom functions that ease the teaching and learning processes. Based on these findings, the study provided recommendations for teachers, curriculum designers, and future researchers.

Ideas on the Future of Intelligent Web-Based E-Learning

2018 ◽  
pp. 2274-2287
Author(s):  
Utku Kose
Keyword(s):  
Artificial Intelligence ◽  
Teaching And Learning ◽  
Current Status ◽  
Learning Approaches ◽  
Learning Tools ◽  
Web Based ◽  
The Future ◽  
Teachers And Students ◽  
Important Approach ◽  
E Learning

With the outstanding improvements in technology, the number of e-learning applications has increased greatly. This increment is associated with awareness levels of educational institutions on the related improvements and the power of communication and computer technologies to ensure effective and efficient teaching and learning experiences for teachers and students. Consequently, there is a technological flow that changes the standards of e-learning processes and provides better ways to obtain desired educational objectives. When we consider today's widely used technological factors, Web-based e-learning approaches have a special role in directing the educational standards. Improvements among m-learning applications and the popularity of the Artificial Intelligence usage for educational works have given great momentum to this orientation. In this sense, this chapter provides some ideas on the future of intelligent Web-based e-learning applications by thinking on the current status of the literature. As it is known, current trends in developing Artificial Intelligence-supported e-learning tools continue to shape the future of e-learning. Therefore, it is an important approach to focus on the future. The author thinks that the chapter will be a brief but effective enough reference for similar works, which focus on the future of Artificial Intelligence-supported distance education and e-learning.

Transforming the K-12 Classroom with ICT

2008 ◽  
pp. 2084-2103
Author(s):  
Colin Baskin
Keyword(s):  
Information And Communication Technology ◽  
Communication Technology ◽  
Teaching And Learning ◽  
School Administrators ◽  
Learning Technologies ◽  
Online Classrooms ◽  
Technology Classroom ◽  
Information And Communication ◽  
K 12

This chapter begins with four very public examples of how K-12 education providers across Australia are attempting to assimilate new teaching and learning technologies into existing teaching and learning structures. The transition as predicted is not altogether smooth, and questions are raised as to where and how the discourses of literacy, education, and technology converge in the information and communication technology classroom. The discussion presents a layered case study that brings together the practical discourse of the teacher, the new discourses of literacy, teaching and learning confronting our students, and the challenge these provide to the management discourse of school administrators. In doing so, it points conclusively to the fact that new configurations of learning are at work in our online classrooms.

Using Learning Objects in K-12 Education

2007 ◽  
pp. 245-260
Author(s):  
Karen L. Rasmussen
Keyword(s):  
Learning Environments ◽  
Teaching And Learning ◽  
Learning Objects ◽  
Learning Object ◽  
Science Standards ◽  
Instructional Resources ◽  
Support Tool ◽  
Teachers And Students ◽  
Object Technology ◽  
K 12

Reusable Learning Object technology offers K-12 teachers and students the opportunity to access resources that can be used and reused in classroom teaching and learning environments. A support tool for teachers, QuickScience™, was developed to help teachers and students improve performance in science standards; resources in QuickScience™ are built upon RLO technologies. Six types of RLOs, including five types of instructional resources aligned to Bloom’s taxonomy, are used by teachers to help students improve their performance in science. QuickScience™ offers teachers a model for improving performance, including steps of diagnose, plan, teach, and assess.

The Parental Perspective over the Use of iPads in Primary and Middle Years of Schooling

2020 ◽  
pp. 773-786
Author(s):  
Abdullah Ismail ◽  
Anthony Cashin
Keyword(s):  
United Arab Emirates ◽  
Mixed Methods Research ◽  
Teaching And Learning ◽  
Local Context ◽  
Positive Role ◽  
Policy Makers ◽  
Educational Paradigm ◽  
K 12 ◽  
Published Research

Apple's iPad and other forms of tablet are reportedly gaining increasing popularity within the academic premises. Most of the published research on this topic has highly admired the positive role and impact of iPads on teaching and learning practices, as if an exogenous technological induction in any local context would essentially revolutionize and transform the whole educational paradigm; however, some recent publications also highlight the parental and policy-makers' concerns over the undesired consequences of technological obsession in educational development. The current study aims at bringing a balanced view on this crucially important topic. The study employs mixed methods research and it uses Ajman Academy, a renowned K-12 institution in the United Arab Emirates, as a case study. This research concludes that due to the relative immaturity of these young children, they cannot be left alone to make their own technological choices. Hence, adopting an over-ambitious approach in terms of technological adoption, without properly understanding the nuances and complexities of a local context; may possibly put these children in a vulnerable situation, and thus likely exposed to many unintended and undesired consequences.

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