The use of the TAS survey can be a viable instrument to help the progress of the integration of technology in classrooms and facilitate a professional learning network. A professional learning network where professionals and educators meet to combine their knowledge of education using state aligned to the available technology resources. Through training and practice, it is anticipated that teachers will integrate wireless laptop technology in the classroom effectively. To help better understand the concept of wireless laptop technology in K–12 instructional setting a list of definition of terms follows.
Vygotsky's (1978/1981) social constructivism (SC) theory suggests that teachers can use an alternative instructional method by engaging students with a set of approaches and strategies. Vygotsky’s SC approach reflects on creating a learning setting which, allows students to negotiate meaning through learning by doing to facilitate wireless computing within the classroom (Woo and Lim, 2009). Teacher training and input in their personal view points on technology integration professional learning experiences are essential for constructive changes (So & Kim, 2009). Teacher training and point of views through the social constructivism (SC) theory can create opportunities to provide hands-on learning and enables students to access electronic books, study, review, research or explore through SC concept (Zucker & King, 2009). Ryu, Parsons, Li, Sheng & Javed (2009) found that the antidote to learning, requires referencing prior knowledge to recent experiences, referencing different situations to similar, past situations, and then incorporating what one has learned to the past foundation.
The end result, and lesson milestones, should provide enduring understanding that students can develop , and they should focus on larger concepts, learning principles and processes (Carson, 2008). This level of integration makes the WEBCALL contribution essential to the lesson and learning (Stanley, 2013). The lesson plan employs a combination of face to face and technology facilitated learning and communication. This ‘blended learning’ approach also adds another dimension into the instructional process, the computer. The computer and the website are not only used as a technical device to create a Virtual Learning Environment (VLE), they offer additional opportunities to learn what the target language sounds like, feels like to use, and means through the teacher and students communication about the interactions with the computer and the website.
The principles of digital citizensh... ... middle of paper ... ...inistration. My role as a building technology contact (BTC) gives me the privilege of receiving current information to share with my school’s staff and technology committee. Recently, I participated in the decision making process that will result in implementing strategies to promote equitable access to technology resources for students and teachers. As the BTC, I recommended our school invest our new budget in the purchase of laptops. Laptops will give all students and teachers more equitable access as they are shared among classrooms.
When asked about a good example of the use of technology in education, Cator discusses Mooresville Graded School District in Mooresville, North Carolina, which use laptops and interactive whiteboards in education. Cator also addresses the importance of student engagement in education, online courses, and the use of digital media devices in classrooms.
Data collected from students' works cited speaks volumes. Teacher Librarian, 37(3), 38-39. Sugar, W., & Holloman, H. (2009). Technology leaders wanted: Acknowledging the leadership role of a technology coordinator. TechTrends: Linking Research & Practice to Improve Learning, 53(6), 66-75.
Thus, this research will assist teachers with the use of an existing technology (Moore, 2009) while following state standards, expanding teaching content, and encouraging the integration of wireless laptops into classroom instruction (Skevakis, 2010). A more detailed discussion is in chapter 3.
Technology demonstrates a vast impact on how well people will think, learn and interact. The development of technology involved in the classroom yields to advancement for communication and collaboration within the educational community. This involvement will focus on each group; students, parents, community and global community. The detailed information in this draft will clearly describe my plans for each group’s engagement in my classroom communication plan, addressing internet security and safety plans that will lead to an education of quality learning. Classroom communication plans for students are to skillfully create dynamic learning environments, employing an array of exceptional instructional strategies.
TL-III Teaching, Learning, and the Curriculum Statement In order to facilitate technology-enhanced experiences that maximize student learning, I look to current research in educational technology in order to design methods and strategies for teaching content standards and student technology standards simultaneously. The 2007 International Society for Technology in Education (ISTE) National Education Technology Standards for Students and Performance Indicators for Students (NETS*S) provide my current student-centered road map. At a basic level of technology integration, students and teachers need to know how to use a variety of technology tools. The primary productivity tool in my 6th grade classroom is word processing. Over the years, my classroom has transformed from the hand-written rough draft and word-processed final draft, to having most of our essay writing experiences completed entirely on the computer.
Teachers must be provided with training that enables exploration of different strategies and approaches that support a wide range of student technological aptitudes as well as professional and personal interests (Couros, 2010). Teachers’ Knowledge Educational scholars have argued that teachers’ knowledge of wireless laptop technology can assist in designing strategies and approaches that expose lea... ... middle of paper ... ...ve and creative applications of technology to advance the process of learning. Further, Standard 5 promotes that teachers demonstrate leadership through a vision of infusing technology, contribute to decision making, community building, and expand the leadership and technology skills of others. Local, state, national, and global standards are essential to maximize the education potential using innovative technology tools such as wireless laptops (Lee, 2010). While technology literacy offers ways for teachers to engage students and nurture the constructive utilization of communication resources in the classroom, an innovative societal of experiences is growing for students (Woo & Lim, 2009).