School-Wide Factors Facilitating Technology Integration and Implementation

2011 ◽  
pp. 1596-1598
Author(s):  
Ronald E. Anderson ◽  
Sara Dexter
Keyword(s):  
Technology Integration ◽  
Priority Setting ◽  
Professional Community ◽  
School Level ◽  
Technology Support ◽  
School Technology ◽  
Integration Of Technology ◽  
Quality Technology ◽  
Support Conditions ◽  
Teaching Learning

We focus our remarks about recommendations for overcoming barriers to technology integration and implementation at the school level, that is, concerning elements that are associated with the overall school technology environment and shared by all the teachers at a school. These elements are usually beyond the control of any one teacher, but as a group the teachers at a school can, and do, influence the decisions and priority setting that would put these elements into place. The basis for these remarks are primarily from the findings of the Teaching, Learning, and Computing ‘98 national survey (www.crito.uci.edu/tlc) and are further elaborated upon in Dexter, Anderson, and Ronnkvist (2002), who describe the quality technology support conditions that are associated with increased teacher and classroom uses of technology; Anderson and Dexter (2001), who note additional technology organization attributes under administrators that influence the emergence of a technology-supported culture or community; and Ronnkvist and Anderson (2001) and Dexter and Seashore (2001), who identify professional community as a mechanism for increasing teachers’ learning about, and integration of, technology.

School-Wide Factors Facilitating Technology Integration and Implementation

2011 ◽  
pp. 1836-1838
Author(s):  
Ronald E. Anderson ◽  
Sara Dexter
Keyword(s):  
Technology Integration ◽  
Priority Setting ◽  
Professional Community ◽  
School Level ◽  
Technology Support ◽  
School Technology ◽  
Integration Of Technology ◽  
Quality Technology ◽  
Support Conditions ◽  
Teaching Learning

We focus our remarks about recommendations for overcoming barriers to technology integration and implementation at the school level, that is, concerning elements that are associated with the overall school technology environment and shared by all the teachers at a school. These elements are usually beyond the control of any one teacher, but as a group the teachers at a school can, and do, influence the decisions and priority setting that would put these elements into place. The basis for these remarks are primarily from the findings of the Teaching, Learning, and Computing ‘98 national survey (www.crito.uci.edu/tlc) and are further elaborated upon in Dexter, Anderson, and Ronnkvist (2002), who describe the quality technology support conditions that are associated with increased teacher and classroom uses of technology; Anderson and Dexter (2001), who note additional technology organization attributes under administrators that influence the emergence of a technology-supported culture or community; and Ronnkvist and Anderson (2001) and Dexter and Seashore (2001), who identify professional community as a mechanism for increasing teachers’ learning about, and integration of, technology.

scholarly journals Integration of Technology to Learning-Teaching Processes and Google Workspace Tools: A Literature Review

2021 ◽  
Vol 13 (9) ◽  
pp. 5018
Author(s):  
Umut Akcil ◽  
Huseyin Uzunboylu ◽  
Elanur Kinik
Keyword(s):  
Technology Integration ◽  
Qualitative Method ◽  
Search Method ◽  
Technological Environment ◽  
Face To Face ◽  
Integration Of Technology ◽  
Face To Face Learning ◽  
Teaching Learning ◽  
Multidimensional Process ◽  
Made In

During the pandemic, educators around the world were unexpectedly encouraged to switch to online and distance learning. They tried to integrate face-to-face learning–teaching processes in the classrooms into the technological environment and to sustain this process in the best way. In this research, it is aimed to examine the current results in the current studies on technology integration into the teaching–learning processes in the literature. In order to collect data, a descriptive compilation pattern was used within the frame of the Literature Search method based on the qualitative method. The data obtained by examining the current articles obtained with the keyword “Technology Integration” were used in the research. As a result of the study, it was seen that technology integration is a complex and multidimensional process with several dynamics, and full integration cannot be achieved. As a result, recommendations were made in the context of various models and Google Workspace tools to help ensure technology integration in line with the obstacles specified in the studies.

Mobile devices on teaching-learning process for high school level

2020 ◽  
Vol 24 (04) ◽  
pp. 330-340
Author(s):  
Wayan Suryasa ◽  
Jose Reynaldo Zambrano Mendoza ◽  
Telmo Mendoza Mera ◽  
Maria Elena Moya Martinez ◽  
Maria Rodriguez Gamez
Keyword(s):  
High School ◽  
Mobile Devices ◽  
Learning Process ◽  
School Level ◽  
High School Level ◽  
Teaching Learning

Recent Research on Teaching: A Dream, a Belief, and a Model

1978 ◽  
Vol 160 (3) ◽  
pp. 5-37 ◽  
Author(s):  
Neville Bennett
Keyword(s):  
Primary School ◽  
Learning Processes ◽  
School Level ◽  
Teaching Skills ◽  
Model Following ◽  
Research On Teaching ◽  
Teaching Learning ◽  
Primary School Level ◽  
Interpretive Framework

An attempt is made to provide an interpretive framework for the findings of recent research on teaching at the primary-school level. A model of teaching/learning processes is outlined prior to an investigation of the empirical linkages between the elements of the model. Following this, the implications of the model for teaching skills are explored.

scholarly journals Multicultural Educational Practices: School Women Leaders Perspectives And Contextual Realities For Promoting Intercultural Harmony In Schools

2013 ◽  
Vol 7 (1) ◽  
pp. 99-109
Author(s):  
Tayyaba Zarif ◽  
Aziz un Nisa
Keyword(s):  
Multicultural Education ◽  
Women Leaders ◽  
School Leadership ◽  
School Environment ◽  
Qualitative Data ◽  
Classroom Practices ◽  
School Leaders ◽  
School Level ◽  
Teaching Learning

The increasing diversity of cultural, ethnic, racial and tribal composition of societies in general and schools in particular signify the importance of multicultural education at all levels of education. In this context the roots of such a concept can be strengthened at school level in any community. Here the role of school leadership is imperative towards promoting intercultural harmony in the school environment in general and the curriculum and classroom practices in particular. This research sheds light on the perspectives of school leadership and the actual scenarios at school level to integrate intercultural education into mainstream curriculum and teaching-learning practices at schools. For this reason altogether 30 School leaders were selected through purposive-random sampling from a sample of 30 private schools of Karachi selected with the help of convenient sampling. The most experienced School leaders were selected for this study. The perspective of School leadership regarding Multicultural Education and their practices in everyday schooling was collected through interviews by using an open ended questionnaire so the study is completely qualitative in nature. The theme analysis of qualitative data was done. The theme analysis depicts that the principals in-general seem to possess a positive understanding of multicultural education and that they preferred a very neutral approach for multicultural education.

scholarly journals KEMAMPUAN PEDAGOGIK CALON PENDIDIK TINGKAT SEKOLAH DASAR DALAM MEMBUAT RENCANA PELAKSANAAN PEMBELAJARAN BERMUATAN NILAI KARAKTER

2020 ◽  
Vol 7 (2) ◽  
pp. 160-173
Author(s):  
Dyoty Auliya Vilda Ghasya ◽  
Tahmid Sabri
Keyword(s):  
Primary School ◽  
Lesson Plan ◽  
Field Research ◽  
School Level ◽  
Assessment Of Learning ◽  
Pedagogical Competence ◽  
Research Procedure ◽  
Qualitative Descriptive ◽  
Prospective Educators ◽  
Teaching Learning

One of the actions for prospective educators and educators at the elementary school level when going to carry out teaching learning activities is to create a Rencana Pelaksanaan Pembelajaran (RPP). Making and developing RPP is a pedagogical competence that must be mastered by teachers. Pedagogic competence is a competency that absolutely needs to be mastered by educators. The purpose of this research is to analyze the pedagogical ability of prospective primary school educators in making a plan for the implementation of character-grade learning. The method used in this study is with a qualitative descriptive approach with the type of field research or field study. Qualitative research is defined as a research procedure that produces descriptive data in the form of written words. The novelty of this research is at the same time analyzing the making of RPP when students learn from home due to the Covid-19 virus pandemic. The results of this research are the average pedagogical ability of prospective primary school educators in terms of developing a lesson plan (RPP) in accordance with Permendiknas No. 22 of 2016 contains good character values. However, prospective educators when developing components of learning objectives and assessment of learning outcomes are still inaccurate. Abstrak Salah satu tindakan awal bagi calon pendidik dan pendidik jenjang sekolah dasar pada saat akan melaksanakan kegiatan belajar mengajar adalah yakni membuat Rencana Pelaksanaan Pembelajaran (RPP). Mengembangkan serta membuat RPP merupakan salah satu dari kompetensi pedagogik yang harus di kuasai oleh pendidik. Kompetensi pedagogik adalah kompetensi yang mutlak perlu dikuasai pendidik. Tujuan dari penelitian ini adalah untuk menganalisis kemampuan pedagogik calon pendidik tingkat sekolah dasar dalam membuat rencana pelaksanaan pembelajaran bermuatan nilai karakter. Metode yang digunakan dalam penelitian ini adalah dengan pendekatan deskriptif kualitatif dengan jenis penelitian field research atau studi lapangan. Penelitian kualititatif dimaknai sebagai prosedur penelitian yang menghasilkan data deskriptif berupa kata-kata tertulis. Kebaruan dari penelitian ini adalah sekaligus menganalisis pembuatan RPP pada masa peserta didik belajar dari rumah akibat pandemi virus Covid-19. Hasil dari penelitian ini adalah rata-rata kemampuan pedagogik calon pendidik tingkat sekolah dasar dalam hal mengembangkan rencana pelaksanaan pembelajaran (RPP) sesuai dengan Permendiknas No. 22 tahun 2016  bermuatan nilai karakter sudah baik. Akan tetapi calon pendidik pada saat mengembangkan komponen tujuan pembelajaran dan penilaian hasil belajar masih ada yang kurang tepat. Kata Kunci: Pedagogik, Rencana Pelaksanaan Pembelajaran, Nilai Karakter

Engaging Teachers in a Digital Learner-Centered Approach to Support Understanding Foundational Literacy

2020 ◽  
pp. 284-306 ◽  
Author(s):  
Beth Beschorner ◽  
Lindsay Woodward
Keyword(s):  
Technology Integration ◽  
School Level ◽  
High School Level ◽  
Learner Centered ◽  
Rural Settings ◽  
Planning Cycle ◽  
Integration Planning ◽  
Reading Endorsement ◽  
Work Samples ◽  
K 12

This chapter describes a graduate level course that is required for the state's reading endorsement and is offered entirely online. The course emphasizes recent research, issues, teaching methods, and new materials in reading at the K-12 level and was intentionally designed as a learner-centered environment using the Technology Integration Planning Cycle. Students in the course (n = 38) were practicing teachers at the elementary, middle, or high school level in a wide range of urban, suburban, or rural settings. The instructor's use of the Technology Integration Planning Cycle to create a learner-centered environment and the teachers' work samples throughout the course are described. Finally, implications for teacher education are discussed.

scholarly journals Pedagogical Practice in Teaching - Learning Mathematics in Secondary in School Level

2020 ◽  
Vol 3 ◽  
pp. 43-50
Author(s):  
Jagat Krishna Pokharel
Keyword(s):  
Learning By Doing ◽  
Vital Role ◽  
School Level ◽  
Pedagogical Practice ◽  
Innovative Teaching ◽  
Teaching Aids ◽  
Class Room ◽  
Teaching Learning ◽  
Interactive Questioning ◽  
Tools And Techniques

This article reflects about the effective and concrete learning of mathematics with the help of self-devised innovative activities, worksheets, project experiments and teaching aids. The present research shows if maximum participation of students is ensured -either in the mathematics laboratory activities or class room interactive questioning sessions like that of quiz- is really joyful learning of the subject. `Learning by doing` is very effective methodology in teaching learning process as the experience gained meticulously (Krockover, 1997). It remains permanently fixed in the minds of the children. Thus, innovative teaching aids and projects of mathematic laboratory plays a vital role in the conceptualization process. Some researchers emphasize on the children`s experience of school education that must be linked with the life outside the school. It brings joyful experience in the learning. Keeping this in mind, several opportunities are provided to students to construct their systematic knowledge by engaging them in activities, experiment, field visits, discussion with peers and teachers, group works, brainstorming sessions, collecting information from different sources, inquiring, listening, thinking and so on. The students are encouraged and allowed to share and explain their ideas and ask, pose and frame questions. Appropriate innovative tools and techniques are applied depending on the situation and requirement.

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