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High Schools; Secondary Education; English Teachers; Mathematics Teachers; Science Teachers; Social Studies; Language Teachers; Second Language Instruction; Constructivism (Learning); Teaching Methods; Statistical Significance; Differences; Intellectual Disciplines; Individualized Instruction; Educational Technology; Computers; Technology Uses in Education; Active Learning; Student Projects

Abstract:
The purpose of this study was to compare high school Math, Science, Social Studies, English, and Foreign Language teachers' implementation of teaching practices in terms of their pedagogical dimensions in a one-to-one computing environment. A survey was developed to measure high school teachers' implementation of teaching practices associated with Collaborative Learning, Constructivist Learning, Project-Based Learning, and Differentiated Instruction in a one-to-one computing environment. Of the 209 teacher participants, 170 high school teachers were chosen for the purposeful sample. The results of the one-way between-group analysis of variance showed that there was a statistically significant difference in terms of high school Math, Science, Social Studies, English, and Foreign Language teachers and their pedagogical practices while implementing one-to-one computing technology. The findings in this study indicated different pedagogical classroom practices in a one-to-one computing environment among the high school disciplines. This study revealed how teachers use specific technological resources and strategies to teach their content. (Contains 13 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Recreational Facilities; Science Teachers; Learning Experience; Science Instruction; Grade 4; Elementary School Students; Forestry; Science Education; Guides; Computer Uses in Education; Computers; Technology Uses in Education; Recreational Activities; Outdoor Education; Teaching Methods

Abstract:
As a fourth-grade science teacher, the author wanted a project that was (a) yearlong in scope, (b) got her students outside more, and (c) laid the groundwork for a learning progression. In this article, she describes a project in which her fourth-grade students created digital field guides for visitors to their school's nature trail. In the process, the students learned valuable inquiry and technology skills. This was a unique learning experience for the students involved because of the technology used and because of the ability to follow through with a long-term project. Many students who did not have computers at home had an opportunity to use computers for both the research and the creation of the podcasts. (Contains 4 figures and 4 online resources.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Access to Computers; Computer Uses in Education; Teaching Methods; Spelling; Foreign Countries; Writing (Composition); Writing Instruction; Multimedia Materials; Electronic Publishing; Interviews; Computers; Middle School Students; Information Technology; Technology Uses in Education; Educational Technology

Abstract:
Interviews with 216 Grades 4-8 teachers and observations in 21 classrooms show that computers are widely used to teach writing across Canada. Restricted access to computers plays a role in the frequency and types of interactions that students and teachers have with computers in writing classes. Equally influential are assumptions about writing development and effective teaching practice. Many participating teachers believe that spell checkers hamper students' spelling development. They view computers as tools to extend and support their teaching of mini-lessons. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Urban Schools; Grade 4; Writing Instruction; Teaching Methods; Leaders; Middle School Students; Grade 5; Grade 6; Teachers; School Districts; Literacy; Writing (Composition); Adolescents; Content Area Writing; Educational Strategies; Technology Uses in Education

Abstract:
Many recent publications describe writing as the neglected "r"; however, there is very little data on what writing instruction looks like in schools, especially in grades 4-6. The purpose of this article is to describe large urban school district literacy leaders' views on the state of writing instruction within their districts--and their projections for the future of writing instruction. Educators at all levels must re-think how they approach the teaching of writing, re-envisioning how to transform teaching practices to impact our students and their world for the next decade to come. (Contains 1 figure and 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Educational Technology; Teaching Methods; Curriculum Development; Transformational Leadership; Computers; Technology Integration; Technology Uses in Education; Computer Uses in Education; Teacher Administrator Relationship; Information Technology; Lesson Plans; Professional Development; Integrated Curriculum; Program Implementation

Abstract:
The education system in the United States continues to grapple with adapting to change, especially when it comes to integrating technology in the curriculum. The United States needs to use its resources to stay competitive in the increasingly technological world, particularly in the classroom. Lefebvre, Deaudelin, and Loiselle (2006) posit that up-to-the-minute technology is a tool that can positively affect teaching and learning in the classroom. The only way to give students a successful opportunity in the world market is to bridge the "technological divide" that exists in schools. The technological divide is a complex problem without a simple solution. Individual educators remain the deciding factor in whether or not technology is successfully integrated into classrooms. Teachers and administrators both may be at fault for the lack of implementation and integration of technological advances. Having administrators and educators discuss how to integrate technology into their school's curriculum is the first step toward addressing the technological divide. The more that administrators use transformational leadership with teachers in their decisions about technology, the sooner the technological divide will fade away. The following recommendations may be helpful: (1) Teachers and administrators need to keep abreast of current technologies and collaborate when making decisions about using technology in the school; (2) Educators need ongoing authentic (hand-ons) professional development on technological integration into the curriculum; (3) Educators need continuous technological support for curriculum planning, development of teaching methodology, lesson planning, and speedy resolution of hardware or software glitches; and (4) Schools should integrate themselves into the information and communications technology (ICT) culture and instill it as a principal force in their central curriculum and current policies. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Mathematics Achievement; Comparative Analysis; Kindergarten; Control Groups; Multisensory Learning; Constructivism (Learning); Mathematics Instruction; Grade 4; Teaching Methods; Elementary School Mathematics; Computation; Educational Technology; Social Change; Computer Uses in Education; Conventional Instruction

Abstract:
In 2007, only 32% of Georgia's fourth grade students were considered at or above the proficient level in mathematics. The purpose of this study was to examine the effectiveness of the TouchMath program at one elementary school. The TouchMath program was developed based on the constructivist learning theory and includes aspects of theories from Bruner, Gardner, and Piaget. The research question involved understanding difference in computational abilities between kindergarten students taught by the TouchMath program and those taught through traditional means. The research design was a quasi-experimental, quantitative nonequivalent control group design. An independent-samples t test was used to test whether there was a significant difference between instructional strategies and mathematical achievement. Results of the statistical test demonstrated significantly higher gain score in mathematics achievement for those who were taught using the TouchMath program. Implications for positive social change including providing effective instruction that can better prepare children with the foundation on mathematics that can enable them to compete globally. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Computer Uses in Education; Computers; Student Attitudes; Teaching Methods; Measures (Individuals); Foreign Countries; High Schools; High School Students; Questionnaires; School Policy; Human Factors Engineering; Rural Schools; Rural Urban Differences

Abstract:
This study investigated the pattern of teaching of healthy computing skills to high school students in South Australia. A survey approach was used to collect data, specifically to determine the emphasis placed by schools on ergonomics that relate to computer use. Participating schools were recruited through the Department for Education and Child Development offices. A 17-item questionnaire was administered to 15 regional and 15 city-based, public-sector high schools. The questionnaire covered areas including the awareness of the principles of ergonomics, existence of a written policy on procedures relating to ergonomics and computer use, inclusion of content in the curriculum relating to ergonomics, scale of priority placed on ergonomics and computer use, and reports of computer-related complaints of pain or discomfort. Responses were received from ten (67%) regional and five (33%) city/metropolitan South Australian high schools. The highlights of the survey were: 93% of those surveyed were aware about ergonomics and computer use, 73% did not have a written policy on procedures related to ergonomics and computer use; 60% replied that their curriculum did include content in relation to ergonomics and computer use, 66% thought ergonomic principles relating to computer use were not being given sufficient priority in their school, and 73% received no reports of computer-related complaints of pain or discomfort. The implications of the study in relation to computer practice and educational preparation of school students will be discussed in the paper. (Contains 11 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Foreign Countries; Educational Technology; Constructivism (Learning); Science Activities; Student Attitudes; Technology Integration; Physics; Active Learning; Program Effectiveness; High School Students; Secondary School Teachers; Science Instruction; Science Achievement; Teacher Effectiveness; Science Tests; Instructional Innovation; Instructional Improvement; Instructional Design; Quasiexperimental Design; Pretests Posttests; Outcomes of Education; Interviews; Instructional Effectiveness; Educational Strategies; Curriculum Implementation; Guidelines; Multimedia Instruction; Technology Uses in Education; Observation

Abstract:
Technology-Enabled Active Learning (TEAL) is a pedagogical innovation established in a technology-enhanced multimedia studio, emphasizing constructivist-oriented teaching and learning. In Taiwan, an increasing number of schools are adopting the TEAL notion to deliver courses. This study examines the impact of TEAL on both student performance and teachers' teaching of physics in the context of one of the high schools. A quasi-experimental research approach was used to conduct the study. Data sources include pre-/post-tests, interviews, class observations, and the researcher's journals. The findings reveal that the benefits that the participants gained from exposure to the innovative instruction appear in various aspects in addition to the students' test results. Having higher interest in attending physics classes and being more active in participating in extracurricular science activities on the part of the students, and being more enthusiastic about and confident in helping students strengthen their physics concepts on the part of the teacher, are among the non-test score gains. The students' achievements and positive responses to the teacher's instruction seem to have motivated his dedication and confidence. It is also found that teachers' teaching beliefs and desire to change greatly affected their classroom practices and technology integration. To more effectively implement instructional innovations in a school, suggestions are provided. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Reading Instruction; Librarians; Teachers; Librarian Teacher Cooperation; School Libraries; Media Literacy; Developing Nations; Virtual Classrooms; Simulation; Reading; Books; Computers; Computer Uses in Education; Technology Uses in Education

Abstract:
When asked what Facebook is for, kids will say that it's there to help them make friends. The kids the author celebrated in his early books as "digital natives," capable of seeing through all efforts of big media and marketing, have actually proven less able to discern the integrity of the sources they read and the intentions of the programs they use than struggling adults are. If they do not know what the programs they're using are even for, they do not stand a chance at using them effectively. They're less likely to become power users than the used. It is the job of educators to change all this. Educators are students' best chance of becoming media--or new media--literate. Yet educators' digital practices betray their own unconscious approach toward these media. They employ technologies in their lives and their curriculums by force of habit or fear of being left behind. America is one of the only developed nations that doesn't teach programming in its public schools. The author believes this is a great mistake, suggesting that what we think of as "literacy" must be redefined every time a new medium emerges. Literacy once meant the ability to read and write text. Now it's the ability to read and write programs. If we continue to treat programming as a menial skill to be outsourced to developing nations, we'll lose our innovative superiority as well. In this article, the author shares his second thoughts about educators' digital practices. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Computer Uses in Education; Educational Technology; Computers; Laptop Computers; Technology Uses in Education; Technology Integration; Telecommunications; Handheld Devices; Computer Selection

Abstract:
When it comes to implementing a large-scale 1-to-1 computing initiative, deciding which device students will use every day to support their learning requires a significant amount of thought and research. Laptop, netbook, Chromebook, tablet--each device has enough similarities to make the decision seem easy, but enough differences to make a big impact on the way technology is managed in the classroom and across the district. With so many choices in today's education technology landscape, how do districts select the right technology for their 1-to-1 programs? The author speaks to districts across the country who have invested in each of these technologies to discover the most important considerations and lessons learned. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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