Introducing iPads into Primary Mathematics Classrooms

2016 ◽  
pp. 689-709
Author(s):  
Catherine Attard
Keyword(s):  
Professional Development ◽  
Small Group ◽  
Teaching And Learning ◽  
New Technologies ◽  
New Technology ◽  
Teaching Experience ◽  
Mathematical Content ◽  
Mathematics Classrooms ◽  
Primary Classrooms ◽  
Fast Pace

The fast pace of technology has meant that new technologies are often being introduced into classrooms without knowledge of how they can be used to enhance teaching and learning in mathematics. This chapter explores how a small group of teachers used a new technology, the iPad, to teach mathematics within the first six months of their implementation and without the support of professional development. Findings from two separate studies are presented to support the argument that care should be taken when introducing any new technology to teach mathematics in primary classrooms and appropriate professional development that addresses the combination of mathematical content, pedagogy and technology is critical for all teachers, regardless of teaching experience.

Introducing iPads into Primary Mathematics Classrooms

2015 ◽  
pp. 193-213 ◽  
Author(s):  
Catherine Attard
Keyword(s):  
Professional Development ◽  
Small Group ◽  
Teaching And Learning ◽  
New Technologies ◽  
New Technology ◽  
Teaching Experience ◽  
Mathematical Content ◽  
Mathematics Classrooms ◽  
Primary Classrooms ◽  
Fast Pace

The fast pace of technology has meant that new technologies are often being introduced into classrooms without knowledge of how they can be used to enhance teaching and learning in mathematics. This chapter explores how a small group of teachers used a new technology, the iPad, to teach mathematics within the first six months of their implementation and without the support of professional development. Findings from two separate studies are presented to support the argument that care should be taken when introducing any new technology to teach mathematics in primary classrooms and appropriate professional development that addresses the combination of mathematical content, pedagogy and technology is critical for all teachers, regardless of teaching experience.

Introducing iPads into Primary Mathematics Classrooms

2016 ◽  
pp. 612-631
Author(s):  
Catherine Attard
Keyword(s):  
Professional Development ◽  
Small Group ◽  
Teaching And Learning ◽  
New Technologies ◽  
New Technology ◽  
Teaching Experience ◽  
Mathematical Content ◽  
Mathematics Classrooms ◽  
Primary Classrooms ◽  
Fast Pace

The fast pace of technology has meant that new technologies are often being introduced into classrooms without knowledge of how they can be used to enhance teaching and learning in mathematics. This chapter explores how a small group of teachers used a new technology, the iPad, to teach mathematics within the first six months of their implementation and without the support of professional development. Findings from two separate studies are presented to support the argument that care should be taken when introducing any new technology to teach mathematics in primary classrooms and appropriate professional development that addresses the combination of mathematical content, pedagogy and technology is critical for all teachers, regardless of teaching experience.

Introducing iPads into Primary Mathematics Classrooms

2016 ◽  
pp. 660-680
Author(s):  
Catherine Attard
Keyword(s):  
Professional Development ◽  
Small Group ◽  
Teaching And Learning ◽  
New Technologies ◽  
New Technology ◽  
Teaching Experience ◽  
Mathematical Content ◽  
Mathematics Classrooms ◽  
Primary Classrooms ◽  
Fast Pace

The fast pace of technology has meant that new technologies are often being introduced into classrooms without knowledge of how they can be used to enhance teaching and learning in mathematics. This chapter explores how a small group of teachers used a new technology, the iPad, to teach mathematics within the first six months of their implementation and without the support of professional development. Findings from two separate studies are presented to support the argument that care should be taken when introducing any new technology to teach mathematics in primary classrooms and appropriate professional development that addresses the combination of mathematical content, pedagogy and technology is critical for all teachers, regardless of teaching experience.

Introducing iPads into Primary Mathematics Classrooms

2016 ◽  
pp. 270-290
Author(s):  
Catherine Attard
Keyword(s):  
Professional Development ◽  
Small Group ◽  
Teaching And Learning ◽  
New Technologies ◽  
New Technology ◽  
Teaching Experience ◽  
Mathematical Content ◽  
Mathematics Classrooms ◽  
Primary Classrooms ◽  
Fast Pace

The fast pace of technology has meant that new technologies are often being introduced into classrooms without knowledge of how they can be used to enhance teaching and learning in mathematics. This chapter explores how a small group of teachers used a new technology, the iPad, to teach mathematics within the first six months of their implementation and without the support of professional development. Findings from two separate studies are presented to support the argument that care should be taken when introducing any new technology to teach mathematics in primary classrooms and appropriate professional development that addresses the combination of mathematical content, pedagogy and technology is critical for all teachers, regardless of teaching experience.

Professional Development with and for Emerging Technologies

2013 ◽  
pp. 175-192
Author(s):  
Ria Hanewald
Keyword(s):  
Professional Development ◽  
New Media ◽  
Teaching And Learning ◽  
New Technologies ◽  
Emerging Technologies ◽  
New Technology ◽  
Learning Platforms ◽  
Teacher Professional ◽  
Asian Languages

This chapter provides a case study of professional development for a cohort of Asian languages teachers in Australia who undertook training with new technologies during 2011. While the use of emerging technologies requires a learning curve in terms of technical skill, the pedagogical understanding and affordance of those teaching and learning platforms have to be equally acquired. The group of 41 teachers of Chinese (Mandarin), Indonesian, and Japanese participated in three interwoven yet distinct components: exploration and integration of new technology devices and applications, familiarization with the pedagogical affordances of new media in the classroom, and acquaintance with action research as a tool for teacher professional development. Findings indicate that the chosen combination was a successful mixture to improve their professional practice while integrating innovative approaches into classroom practices that were not only effective in the immediate term but also sustainable over the longer term.

Professional Development with and for Emerging Technologies

2014 ◽  
pp. 1010-1027 ◽  
Author(s):  
Ria Hanewald
Keyword(s):  
Professional Development ◽  
New Media ◽  
Teaching And Learning ◽  
New Technologies ◽  
Emerging Technologies ◽  
New Technology ◽  
Learning Platforms ◽  
Teacher Professional ◽  
Asian Languages

This chapter provides a case study of professional development for a cohort of Asian languages teachers in Australia who undertook training with new technologies during 2011. While the use of emerging technologies requires a learning curve in terms of technical skill, the pedagogical understanding and affordance of those teaching and learning platforms have to be equally acquired. The group of 41 teachers of Chinese (Mandarin), Indonesian, and Japanese participated in three interwoven yet distinct components: exploration and integration of new technology devices and applications, familiarization with the pedagogical affordances of new media in the classroom, and acquaintance with action research as a tool for teacher professional development. Findings indicate that the chosen combination was a successful mixture to improve their professional practice while integrating innovative approaches into classroom practices that were not only effective in the immediate term but also sustainable over the longer term.

scholarly journals Secondary School Teachers’ Professional Development in Australia and Shanghai: Needs, Support, and Barriers

SAGE Open ◽  
2021 ◽  
Vol 11 (3) ◽  
pp. 215824402110269
Author(s):  
Guangbao Fang ◽  
Philip Wing Keung Chan ◽  
Penelope Kalogeropoulos
Keyword(s):  
Professional Development ◽  
Teaching And Learning ◽  
Secondary School Teachers ◽  
New Technology ◽  
Development Program ◽  
Future Research ◽  
Information And Communication ◽  
Using Data ◽  
Teachers Professional Development ◽  
Scheduled Time

Using data from the Teaching and Learning International Survey (TALIS; 2013), this article explores teachers’ needs, support, and barriers in their professional development. The research finds that Australian teachers expressed greater needs in information and communication technology (ICT) use and new technology training for teaching, while Shanghai teachers required more assistance to satisfy students’ individual learning and pedagogical competencies. More than 80% of Australian and Shanghai teachers received scheduled time to support their participation in professional development, whereas less than 20% of Australian and Shanghai teachers received monetary or nonmonetary support. In terms of barriers, Australian and Shanghai teachers reported two significant barriers that conflicted with their participation in professional development: “working schedule” and “a lack of incentives to take part.” This article reveals implications of the study in the design of an effective professional development program for Australian and Shanghai teachers and ends with discussing the limitations of the research and future research directions.

Modeling in the Classroom Using Squeak Etoys

2009 ◽  
pp. 334-349
Author(s):  
Shelby P. Morge
Keyword(s):  
Information Technology ◽  
Problem Solving ◽  
Teaching And Learning ◽  
New Technologies ◽  
New Technology ◽  
Technology Learning ◽  
Modeling Technology ◽  
Beliefs About Teaching ◽  
Funded Project ◽  
Virtual Modeling

Recently adopted 21st Century goals stress the importance of preparing students for a globally competitive society by providing them with opportunities to develop skills in global literacy, problem solving, innovation, and creativity. These goals create a challenge for teachers to move beyond traditional beliefs about teaching and learning in order to implement new technologies and teaching strategies in the classroom. This chapter provides a brief overview of the process of blending a new technology into the classroom setting. The process involves selecting the new technology, learning how to use it, and using it in the classroom. As a specific example, this chapter describes how a NSF-funded project, entitled Using Squeak to Infuse Information Technology (USeIT), is helping teachers learn how to use a new virtual modeling technology, Squeak Etoys, and use it in their classrooms. The teachers have learned and used Squeak Etoys in a way that works best for them and their students. They have created models and problem-based learning (PBL) lesson plans correlated with state curriculum standards.

scholarly journals Innovative Trends in Implant Dentistry Training and Education: A Narrative Review

2019 ◽  
Vol 8 (10) ◽  
pp. 1618 ◽  
Author(s):  
Ferro ◽  
Nicholson ◽  
Koka
Keyword(s):  
Artificial Intelligence ◽  
Augmented Reality ◽  
Blended Learning ◽  
Teaching And Learning ◽  
New Technologies ◽  
Mixed Reality ◽  
New Technology ◽  
Training And Education ◽  
Innovative Methods ◽  
Implant Dentistry

Background: The field of implant dentistry education is rapidly evolving as new technologies permit innovative methods to teach the fundamentals of implant dentistry. Methods: Literature from the fields of active learning, blended learning, augmented reality, artificial intelligence, haptics, and mixed reality were reviewed and combined with the experience and opinions of expert authors. Both positive and negative aspects of the learning methods are presented. Results and Conclusion: The fundamental objectives of teaching and learning remain unchanged, yet the opportunities to reach larger audiences and integrate their learning into active experiences are evolving due to the introduction of new teaching and learning methodologies. The ability to reach a global audience has never been more apparent. Nevertheless, as much as new technology can be alluring, each new method comes with unique limitations.

Professional Development Needs and Priorities of La Salle University (LSU) Faculty

2014 ◽  
Vol 9 (1) ◽  
Author(s):  
Flordelis J. Ejercito
Keyword(s):  
Professional Development ◽  
Classroom Management ◽  
Teaching And Learning ◽  
Teaching Experience ◽  
Teaching Profession ◽  
College Faculty ◽  
Service Needs ◽  
Professional Development Needs ◽  
Almost All ◽  
La Salle University

The quality of instruction depends on a large extent of the capability, the strength, and the excellence of the faculty. For the faculty to perform their roles and fulfill their responsibilities, Colleges must first show that they understand what the faculty needs and values most. The purpose of this descriptive study was to determine the professional development needs and priorities pertaining to teaching and learning of the college faculty (n=71) of La Salle University to guide the administrators and faculty in crafting enrichment activities. Sixty-three percent of the 113 teachers completed a survey instrument. Calculated means and frequency-percentage distribution describes the prioritization of in-service needs while weighted means determine the performance of the college faculty as appraised by the students. The results of this study showed one-thirds of the teacher-respondents as new to the teaching profession while 69% have more than three years of teaching experience. The study concludes that the colleges vary in their needs for professional development. However, there are areas common to almost all colleges. Their top priority need for classroom management is ending the class on time. For the evaluating students’ learning, the top priority is mastery of the subject matter. For evaluating students’ learning, the priority is constructing questions that cover topic discussed.  Keywords – Management, professional development needs and priorities, teaching profession, teaching experience, enrichment, descriptive design, Philippines

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