Call For Manuscripts: Technology

2014 ◽  
Vol 21 (3) ◽  
pp. 177
Keyword(s):  
Mathematics Classrooms ◽  
Use Of Technology ◽  
Effective Use

How do you use technology to develop students' understanding, stimulate their interest, and increase their proficiency in mathematics? Share your ideas about the effective use of technology in pre-K—grade 6 mathematics classrooms.

Call for Manuscripts: Technology

2012 ◽  
Vol 19 (4) ◽  
pp. 247
Keyword(s):  
Mathematics Classrooms ◽  
Use Of Technology ◽  
Effective Use

How do you use technology to develop students' understanding, stimulate their interest, and increase their proficiency in mathematics? Share your ideas about the effective use of technology in pre-K-Grade 6 mathematics classrooms.

The estimation calculator

2011 ◽  
Vol 18 (2) ◽  
pp. 119-124
Author(s):  
Peter T. Malcolm ◽  
Robert Q. Berry
Keyword(s):  
Mathematics Classrooms ◽  
Use Of Technology ◽  
Effective Use

Technology from the Classroom is the venue for sharing articles that illustrate the effective use of technology in pre-K—grade 6 mathematics classrooms.

Call for Manuscripts: Write for a Department: Technology from the Classroom

2012 ◽  
Vol 19 (1) ◽  
pp. 37
Keyword(s):  
Classroom Instruction ◽  
New Technology ◽  
Speed Of Light ◽  
Electronic Resources ◽  
Mathematics Classrooms ◽  
Use Of Technology ◽  
Effective Use

At times it can seem like new technology is introduced at the speed of light. Faster than we can acquire the new technology and introduce it in the classroom, it can become obsolete. How do we stay abreast of new technology and maximize these electronic resources as part of classroom instruction? The Technology from the Classroom department publishes manuscripts that stimulate thinking about the effective use of technology in pre-K–grade 6 mathematics classrooms.

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.

Teaching Shakespeare Online in a Virtual Classroom

2011 ◽  
pp. 631-640
Author(s):  
David Judkins ◽  
Youmei Liu
Keyword(s):  
Faculty Member ◽  
Student Learning ◽  
Virtual Classroom ◽  
Instructional Designer ◽  
Management Tool ◽  
Online Course ◽  
Teaching Activities ◽  
Use Of Technology ◽  
Teaching Shakespeare ◽  
Effective Use

This chapter shares the experiences from a faculty member who teaches an online course-Shakespeare’s Major Plays, and from an instructional designer who helps the faculty design the course. It also relates the effective use of Course Management Tool-WebCT, to facilitate teaching activities and to engage student learning. This chapter concludes that a successful online course depends on two important factors, learner-engaged teaching and effective use of technology. The balance between the two enhances the efficacy of education and technology.

Advancing the Effective Use of Technology in Higher Education

2011 ◽  
pp. 1759-1762
Author(s):  
Sally M. Johnstone
Keyword(s):  
Higher Education ◽  
Annual Meeting ◽  
Service Agency ◽  
Use Of Technology ◽  
Effective Use ◽  
Educational Telecommunications ◽  
Technology In Higher Education

In 1989 the Western Interstate Commission for Higher Education (WICHE) located in Boulder, Colorado, founded the Western Cooperative for Educational Telecommunications (WCET) as a resource for the 15 western states. At the first annual meeting, delegates from outside the WICHE states petitioned to join. The original membership agreed. By 2004, WCET had over 250 members representing 43 states and seven countries. WCET had become an international, member-driven service agency.

Gender-related differences in the use of technology in mathematics classrooms

2018 ◽  
Vol 35 (4) ◽  
pp. 266-284 ◽  
Author(s):  
Zaenal Abidin ◽  
Anuradha Mathrani ◽  
Roberta Hunter
Keyword(s):  
Secondary Schools ◽  
Student Development ◽  
Learning Technologies ◽  
Student Groups ◽  
Content Type ◽  
Attitudinal Differences ◽  
Mathematics Classrooms ◽  
Use Of Technology ◽  
Learning Mathematics ◽  
Infrastructural Support

Purpose The use of technology in education is still seen as a symbol of modernity in Indonesia. Without adequate technological infrastructural support from institutions, teachers develop ways to incorporate technology into their classrooms. The purpose of this paper is to investigate the affective domain in learning mathematics with technology across genders and across two student groups, where in one group the students shared learning devices, while the other group of students used individual devices. Design/methodology/approach The study adopts both quantitative and qualitative methods and is based on data collected from five secondary schools in Indonesia. Findings The findings reveal attitudinal differences are associated with technology usage in mathematics classrooms. Quantitative measurements across four attitudinal subscales—mathematics motivation, attitudes to the use of technology in mathematics, technological confidence and mathematics confidence—indicate that affordances in technologies influence boys and girls attitudes; while qualitative data share further insights on gender perspectives related to attitudinal differences. Research limitations/implications Appropriate pedagogical approaches with equitable access to technologies are important for engaging students in learning mathematics with technology. Social implications This empirical study reveals aspects related to student participation with technologies in classrooms, which has important implications for student development. Originality/value The study contributes to literature on mathematics education related to the use of learning technologies in secondary schools of a developing country.

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