Pattern-block frenzy

2012 ◽  
Vol 19 (2) ◽  
pp. 116-121
Author(s):  
Katie L. Anderson
Keyword(s):  
Proportional Reasoning ◽  
Sixth Graders ◽  
Virtual Manipulatives ◽  
Mathematical Tasks ◽  
Active Engagement ◽  
Classroom Discussions ◽  
Success Stories ◽  
Use Of Technology ◽  
Creative Solutions ◽  
Effective Use

Teachers share success stories and ideas that stimulate thinking about the effective use of technology in K–grade 6 classrooms. This article describes a set of lessons where sixth graders use virtual pattern blocks to develop proportional reasoning. Students' work with the virtual manipulatives reveals a variety of creative solutions and promotes active engagement. The author suggests that technology is most effective when coupled with worthwhile mathematical tasks and rich classroom discussions.

Collaboration 2.0

2013 ◽  
Vol 19 (6) ◽  
pp. 390-392
Author(s):  
Joseph J. Walsh
Keyword(s):  
Methods Course ◽  
Discussion Boards ◽  
Success Stories ◽  
Use Of Technology ◽  
Effective Use

Teachers share success stories and ideas that stimulate thinking about the effective use of technology in K–grade 6 classrooms. This month, Walsh reports on using such components as discussion boards, blogs, wiki lessons, and other computer-generated assignments in his methods course.

Have You Used a Glog Yet?

2012 ◽  
Vol 19 (5) ◽  
pp. 324-327 ◽  
Author(s):  
Courtney Baker ◽  
Theresa Wills
Keyword(s):  
Success Stories ◽  
Use Of Technology ◽  
Effective Use

Teachers share success stories and ideas that stimulate thinking about the effective use of technology in K–Grade 6 classrooms. This article explores the use of glogs.

Using voice recorders to capture their thinking

2013 ◽  
Vol 19 (8) ◽  
pp. 524-526
Author(s):  
Brandt S. Lapko
Keyword(s):  
Popular Media ◽  
Success Stories ◽  
Use Of Technology ◽  
Available Technology ◽  
Effective Use ◽  
Media Formats

Teachers share success stories and ideas that stimulate thinking about the effective use of technology in K–grade 6 classrooms. This article describes how students can use available technology to communicate and share their thinking in popular media formats.

A picture is worth 100 math ideas

2013 ◽  
Vol 19 (7) ◽  
pp. 458-460 ◽  
Author(s):  
Jennifer Orr ◽  
Jennifer Suh
Keyword(s):  
First Graders ◽  
Mathematical Thinking ◽  
Still Images ◽  
Success Stories ◽  
Use Of Technology ◽  
Math Vocabulary ◽  
Young Students ◽  
Effective Use

Teachers share success stories and ideas that stimulate thinking about the effective use of technology in K—grade 6 classrooms. One way to keep young students engaged and interested in practicing counting is to involve them in using cameras. This article explains how first graders capture 100 images, use Windows MovieMaker or PhotoStory to turn the still images into a video, and then narrate a story using precise math vocabulary to explain their mathematical thinking.

Learning to tinker

2012 ◽  
Vol 18 (8) ◽  
pp. 508-513 ◽  
Author(s):  
Rick A. Hudson ◽  
Dionne I. Cross ◽  
Mi Yeon Lee ◽  
Lauren Rapacki
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
School Students ◽  
Success Stories ◽  
Use Of Technology ◽  
Technological Tools ◽  
Effective Use

Teachers share success stories and ideas that stimulate thinking about the effective use of technology in K-grade 6 classrooms. Technological tools such as TinkerPlots support elementary school students in constructing statistical meaning and making data-based decisions.

scholarly journals Lessons Learned From a Rural Classroom Study: Transitioning From Concrete to Virtual Manipulatives to Teach Math Fact Fluency to Students With Learning Disabilities

2021 ◽  
Vol 3 (1) ◽  
pp. 42-68
Author(s):  
Matthew Kabel ◽  
Jiyung Hwang ◽  
Jiwon Hwang
Keyword(s):  
Rural Areas ◽  
Lessons Learned ◽  
Virtual Manipulatives ◽  
Learning And Teaching ◽  
Use Of Technology ◽  
Math Fact Fluency ◽  
Fact Fluency ◽  
Classroom Study ◽  
Carry Over ◽  
The Many

As the use of technology has become more prevalent within the educational environment over the past decade, the emergence of the use of virtual manipulatives to support student learning in math has made transitioning to technology-infused math instruction unavoidable. Students in rural areas, however, have tended to receive far less technology-infused instruction due to the many challenges faced by rural schools that can adversely affect academic opportunities and disrupt equity in learning and teaching. In the current paper, we report on a classroom study conducted to examine whether the previously proven effects of concrete manipulatives can carry over into those of virtual manipulatives when teaching math fact fluency in multiplication and explored the potential for virtual manipulatives in rural classrooms from the teacher’s perspective.  Quantitative and qualitative results both indicated a promising potential for usage of virtual manipulatives, with meaningful implications for practitioners. The educational implications for designing and planning effective instruction incorporating virtual manipulatives are discussed.

Constructivism Theory in Technology-Based Learning

2019 ◽  
pp. 268-287
Author(s):  
Lazarus Ndiku Makewa
Keyword(s):  
Learning Process ◽  
Dynamic Process ◽  
Learning Theories ◽  
Active Engagement ◽  
Learning Tool ◽  
Effective Learning ◽  
Technology Knowledge ◽  
Construction Of Knowledge ◽  
Use Of Technology ◽  
Tool Technology

Learning theories are conceptual frameworks describing how knowledge is absorbed, processed, and retained during learning. This chapter will explore constructivism theory and how it determines impact on technology knowledge in instruction. Constructivism theory states that learning occurs when one constructs both mechanisms for learning and his or her own unique version of the knowledge. It states that knowledge must be constructed by the learner. The teacher can only assist the learner to do the construction. The construction of knowledge is a dynamic process that requires the active engagement of the learners who will be responsible for one's learning while the teacher only creates an effective learning environment. As students and teachers make use of technology in the learning process, these skills become necessary and the technology becomes a learning tool. Technology can serve as coaches by locating the problem and allowing for as much rehearsal, practice, and help as necessary to accomplish the task. Technology can enhance the cognitive powers of students.

Human Resources as Manager of the Human Imprint

2009 ◽  
pp. 457-463
Author(s):  
Charmine E.J. Härtel
Keyword(s):  
Human Resources ◽  
Human Resource ◽  
Technological Innovation ◽  
Intellectual Capital ◽  
New Technologies ◽  
Holistic Approach ◽  
Pivotal Role ◽  
Organizational Systems ◽  
Use Of Technology ◽  
Effective Use

Knowledge is the currency of the new economy and consequently information is power. For this reason, it is a business imperative to grow and shape intellectual capital. Human resource management (HRM) plays a pivotal role in creating and growing intellectual capital and embedding it within organizational systems. Previous studies in HRM have demonstrated the connection between technological innovation and HRM in two conspicuously different ways. Specifically, some have illustrated how HR strategies can enhance technological innovation in organizations (Gloet & Terziovski, 2004; Jiménez-Jiménez & Sanz-Valle, 2005) while others have shown ways in which HR functions can be aligned and made more efficient by the effective use of technology (Ashbaugh & Miranda, 2002; Broderick & Boudreau, 1992; Bussler & Davis, 2001/2002). In this article, a more holistic approach is taken in viewing technology as both an input and an outcome of effective HRM. To this end, the aim here is to provide a description of some of the key ways in which HRM can enhance the development, implementation, and success of new technologies as well as how HRM can enhance its own value through the use of new technologies.

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