Breaking the log-jam: Teaching the teachers about technology (original) (raw)
Related papers
The paper describes innovative uses of educational technology such as electronic response systems (clickers), real-time data collection and analysis software and hardware (Logger Pro), computer simulations, and tablet computers. Our goal, however, is not a mere description of these technologies and their applications. We outline big pedagogical ideas that should drive the use of these technologies in the classroom to make a significant impact on science or mathematics learning. Four case studies showcasing the use of these technologies in science classrooms are discussed and the theoretical background behind their use is outlined. We suggest that technologyenhanced pedagogy has a potential to impact profoundly students' and teachers' learning and motivation. We suggest that these technologies should get integrated into in-service and pre-service science and mathematics teachers' professional development.
Teachers'Playground: Enhancing Teacher Professional Development Through the Use of Technology
The paper describes innovative uses of educational technology such as electronic response systems (clickers), real-time data collection and analysis software and hardware (Logger Pro), computer simulations, and tablet computers. Our goal, however, is not a mere description of these technologies and their applications. We outline big pedagogical ideas that should drive the use of these technologies in the classroom to make a significant impact on science or mathematics learning. Four case studies showcasing the use of these technologies in science classrooms are discussed and the theoretical background behind their use is outlined. We suggest that technologyenhanced pedagogy has a potential to impact profoundly students' and teachers' learning and motivation. We suggest that these technologies should get integrated into in-service and pre-service science and mathematics teachers' professional development.
Teachers, Technologies, and Productive Pedagogy
CANADIAN MATHEMATICS EDUCATION STUDY GROUP GROUPE CANADIEN D’ETUDE EN DIDACTIQUE DES MATHEMATIQUES, 2000
Reid & Sutherland• Teachers, Technology, and Productive Pedagogy 81 Report of Working Group D Teachers, Technologies, and Productive Pedagogy David A. Reid, Acadia University Rosamund Sutherland, University of Bristol Participants Donald Cudmore Dave Hewitt Medhat Rahim Astrid Defence Vi Maeers David Reid Gary Flewelling Claudine Mary Geoffrey Roulet Pierre Gauthier Douglas McDougall Nathalie Sinclair Frank Gruen David Pimm Rosamund Sutherland The working group would like to thank Caroline Lajoie for her technical support during the conference. ...
Editorial: Preparing Teachers for Tomorrow's Technologies
Contemporary Issues in Technology and Teacher Education, 2012
Technology is rapidly changing how we teach and how we learn. Emergent technologies offer opportunities to understand concepts in deeper, often different, and more meaningful ways. However, this growth in understanding will occur only if teachers learn to use these technologies in effective ways. The federal initiative, Preparing Tomorrow’s Teachers to Use Technology (PT3), was launched in 1999 to address this challenge. Startup funding to establish the National Technology Leadership Coalition (NTLC) was included among the 400 grants awarded through this effort.
Technology and the new professionalization of teaching
Teachers College Record, 2015
Background: By 2009, 99% of U.S. classrooms had access to computers, with an average ratio of 1.7 students per computer, and 40% of teachers report using computers often in their classrooms. However, while K-12 schools are investing more heavily in digital technologies, only a small fraction of this investment is going to instructional software (7%) and digital content (5%). Education policy leaders have called for increased investment in and use of digital learning technologies in K-12 education, which has significant professional implications for the 40% of teachers who use computers often and, perhaps more importantly, for the 60% who do not.