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10 Reasons Today’s Students NEED Technology in the Classroom

10 Reasons Today’s Students NEED Technology in the Classroom
Technology is everywhere, entwined in almost every part of our lives. It affects how we shop, socialize, connect, play, and most importantly learn. With their great and increasing presence in our lives it only makes sense to have mobile technology in the classroom. Yet there are some schools that are delaying this imminent future of using technology in the classroom as the valuable learning tool it is. Here is a list of ten reasons your school should implement technology in the classroom. 1) If used correctly, will help prepare students for their future careers, which will inevitably include the use of wireless technology. 2) Integrating technology into the classroom is definitely a great way to reach diversity in learning styles. 3) It gives students the chance to interact with their classmates more by encouraging collaboration. 4) Technology helps the teachers prepare students for the real world environment. 5) Integrating technology in education everyday helps students stay engaged.

Related:  TheoryHelping Teachers Who Struggle with Technology

The Research Behind Choice and Inquiry-Based Education - A.J. JULIANI Updated: I’ve updated this post and page since publishing my most recent book about student choice– Learning By Choice. I’d love for you to add resources you’ve found in the comments section of this post so I can add them to the list! Since experimenting with “20% Time” in my class a few years ago, I’ve been fascinated by the research and history of this practice in education and the business world. This has led me down a long road to finally writing Inquiry & Innovation in the Classroom (published by Routledge) on inquiry-driven education and choice-based learning experiences. During that time I’ve had hundreds of conversations with fellow teachers practicing choice-based and inquiry-driven learning in some way shape or form (Genius Hour, Passion Projects, Choose2Matter etc). Today I want to shed some light on the research behind choice, and more broadly, inquiry-driven education.

Technology in education: if students aren't worried, why are teachers? The third episode of the BBC Radio 4 series, My Teacher is an App, offered a provocative glimpse into the ways that technology is now being used to meet current educational needs. I attended the debate at The Great Hall of King's College London, where a respected panel and an energetic audience discussed the future of online technology and education. While students in the audience didn't think it was a big deal, not all of the educators saw technology and education flowing together so smoothly. There was some anxiety in the room about what would happen to "authentic teaching", whether online learning could really offer "meaningful activity" and "true engagement", and if social media could provide "real interaction".

The Administrator's Role in Technology Integration Teachers often come under fire for their failure to fully integrate technology into their classrooms. Until recently, however, very little has been said about the role of school administrators in technology integration. This month, the Education World Tech Team discusses how they think principals and other administrators can optimize technology use in their schools. "The most effective way school administrators can promote technology use is to themselves be knowledgeable and effective users of technology," says Betty Kistler, computer technology coordinator at Tuckahoe School in Southampton, New York. "Principals play a big role in setting the climate of a building," agrees Cathy Chamberlain, a technology consultant in the Oswego (New York) City School District. "Teachers who are on the fence -- or think they don't have time to get involved with technology -- think twice when they sense a positive attitude on the part of the administration.

More Than English: Teaching Language & Content to ELLs What is Bloom’s Taxonomy? Bloom’s Taxonomy in its various forms represents the process of learning. It was developed in 1956 by Benjamin Bloom and modified during the 1990’s by a new group of cognitive psychologists, led by Lorin Anderson (a former student of Bloom’s) to make it relevant to the 21st century. The revised taxonomy emphasizes what a learner “Can Do” so the stages are now represented as verbs: We must remember a concept before we can understand it. We must understand a concept before we can apply it.

Chromebook Guidelines Chart for Teachers and Educators February 22, 2017 For those of you using Chromebooks in their instruction, the chart below is a great resource to keep handy. The chart is based on insights collected from Chromebook Help. As is the case with Google Drive Guidelines chart, the purpose of this work is to provide teachers and educators (and students) with a quick and easy way to access, search and find almost anything related to Chromebooks from how to get started setting up a Chromebook for the first time to how to turn on accessibility features and edit advanced settings. If you are looking for educational apps to use on your Chromebook, check out this page. 5 Tips to Help Teachers Who Struggle with Technology "I'm not very tech savvy" is the response I usually hear from teachers that struggle with technology. Whether it's attaching a document to an email or creating a PowerPoint, some teachers really have a difficult time navigating the digital world. As schools around the globe begin to embed the use of technology in their learning environments, these teachers can be left feeling frustrated and marginalized by the new tools they are required to use but do not understand. The school where I teach is currently within its post-BYOD (Bring Your Own Device) implementation age. We started with a small cohort of tech-savvy teachers to pilot a BYOD program with selected classes.

Technology Integration Matrix The Technology Integration Matrix (TIM) illustrates how teachers can use technology to enhance learning for K-12 students. The TIM incorporates five interdependent characteristics of meaningful learning environments: active, constructive, goal directed (i.e., reflective), authentic, and collaborative (Jonassen, Howland, Moore, & Marra, 2003). The TIM associates five levels of technology integration (i.e., entry, adoption, adaptation, infusion, and transformation) with each of the five characteristics of meaningful learning environments. Together, the five levels of technology integration and the five characteristics of meaningful learning environments create a matrix of 25 cells as illustrated below. We appreciate your feedback.

What is the future of technology in education? A couple of weeks ago I was asked what I thought the future of technology in education was. It is a really interesting question and one that I am required to think about all the time. By its very nature, technology changes at a fast pace and making it accessible to pupils, teachers and other stakeholders is an ongoing challenge. So what is the future? Is it the iPad?

Helping Teachers Who Struggle with Technology The use of technology in almost every aspect of people's lives has greatly increased over the past couple of decades, which is why increasing the use of educational technology in the classroom has become a primary focus in education. Many schools are starting programs in which every student receives a tablet or laptop to access textbooks and complete their schoolwork or are using whiteboards and multi-touch table PCs to help children learn. Appropriately using more technology in classrooms and other learning environments is good for children, especially since most children are digital natives who have been using technology in some way or another since they were born. Even though many children are digitally literate, a lot of teachers struggle with using technology and figuring out how to appropriately integrate it into their lesson plans and classroom environment.

The e5 Instructional Model Page Content The e5 Instructional Model is a reference point for school leaders and teachers to develop a deeper understanding of what constitutes high quality teacher practice in the classroom. 1. Engage 15 Common Mistakes Teachers Make Teaching With Technology 15 Common Mistakes Teachers Make Teaching With Technology by Terry Heick The role of technology in learning isn’t entirely clear–or rather, is subjective. While it clearly is able to provide access to peers, audiences, resources, and data, it also can be awkward, problematic, distracting, performing more strongly as a barrier to understand than anything else. Why this happens also isn’t clear, but there are some common patterns and missteps to look for while designing or evaluating a learning process. 1.

How to Help Teachers Use Technology in the Classroom Recent reports (from The Chronicle of Higher Education and Walden University [PDF], for example) point to teachers' continuing difficulties integrating technology into classroom learning. Despite access to technology and despite the fact that novice teachers are entering the classroom with far more advanced technology skills than their counterparts of an earlier age, only 39 percent of teachers report "moderate" or "frequent" use of technology as an instructional tool (Grunwald Associates, 2010). This limited use may have multiple causes: Teachers may be overwhelmed by demands of testing; they may not see the value of instructional technologies in their particular content area; they may work in environments where principals do not understand or encourage technology use; and the types of software most helpful in instruction are not always the types of applications students know how—or want—to use. Back to the Drawing Board: The 5Js