Technology in the Classroom
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Science, technology, engineering, and mathematics (STEM) are viewed as fundamental elements in preparing our next generation to compete in the 21st century economy. This brief examines how various states are seeking to improve access to STEM education opportunities for diverse learners to meet state and federal education priorities and funding requirements.
This brief examines the critical need to implement instruction at the secondary level around adolescent, or content-area, literacy. The challenge is to connect the teaching of literacy to the rest of the secondary education improvement agenda.
This resource was developed in response to a request for information regarding the use of the My Math Lab project and similar math software programs (i.e., Plato, Aleks, Math in Focus, and others), and information on the effectiveness of math software programs in practice. In response to this request, staff conducted web-based and hand searches of literature and other resources to obtain information on the topic. The staff selected for inclusion in this report mathematics software products based on the following criteria: Specific products that were requested by the client, products with studies available that were evaluated in accordance with the What Works Clearinghouse (WWC) evidence review protocol for elementary school mathematics interventions (WWC, 2009d) and evidence review protocol for middle school mathematics interventions (WWC, 2009e), and products for which studies have been published in peer-reviewed journals and in other publications.
The Science After School (SAS) Consumers Guide was created to provide information about sources of high-quality, hands-on science content for afterschool programs. After identifying nominations that seemed most promising, we engaged a panel of afterschool and science content experts to review the resources and provide the commentary presented in the guide.
In this issue of SEDL Letter, we address challenges and solutions related to science, technology, engineering, and Math (STEM) instruction. We describe three different professional development projects, where SEDL content experts are helping teachers provide instruction in math, science, and technology—or some combination of the three—more effectively and in a more integrated way. We examine the importance of evaluation in helping educators identify and meet goals on STEM-related projects. We also review a research report on ways that instructors can engage students, especially those who are underrepresented in STEM fields.
Student effort matters! This is just one of the findings of the National Mathematics Advisory Panel in its 2008 report titled Foundations for Success—The Final Report of the National Mathematics Advisory Panel. This 120-page report addresses one central question: How can schools in the United States improve mathematics curriculum, instruction, assessment, teacher training and support so that all American students learn mathematics so that they can compete with students from other nations? In the report, the advisory panel discusses 45 findings and recommendations on key topics, such as instructional practices, materials, professional development, and assessments. The authors stress the importance of knowledgeable teachers, effective instruction, effective assessment, and the need for rigorous research in mathematics education.
This online database provides access to high-quality technology resources related to afterschool and expanded learning.
This online database contains fun and enriching lesson plans for afterschool projects in the arts, literacy, mathematics, science, and technology. Expanded learning practitioners can also submit their favorite lesson plans for consideration.
These 25 short videos are based on visits to afterschool programs across the country identified through a rigorous process based on data suggesting their afterschool academic practices are positively impacting student learning. The videos provide real-life examples of successful afterschool instruction, and they support the goals of the 21st Century Community Learning Centers by illustrating fun and engaging ways to embed academics in afterschool.
This online toolkit provides resources for developing fun, innovative, and academically enriching activities for afterschool and expanded learning programs. The toolkit includes promising practices and sample lessons in the arts, literacy, math, science, technology, and homework help.
Instructor’s Guides to the Afterschool Training Toolkit (2008)
For use with the online Afterschool Training Toolkit, these free guides help instructors master research-based teaching techniques that engage students and improve academic achievement.
For use with the online Afterschool Training Toolkit, these free guides help instructors master research-based teaching techniques that engage students and improve academic achievement.
The seven promising practices in afterschool for math identified in the Afterschool Training Toolkit are as follows: Finding Math ;Math Centers; Math Games; Math Projects; Math Tools; Math Tutoring; and Family Connections. By “promising” practices, we mean recommended methods that have been observed to increase student achievement. Each practice is built on youth development principles and research on effective mathematics instruction. At their core, the Afterschool Training Toolkit materials are designed to illustrate techniques and activities that leverage student curiosity to make mathematics in afterschool both enjoyable and relevant. This guide provides professional development ideas for each practice.
Professional Development Guides for the Afterschool Training Toolkit (2008)
For use with the online Afterschool Training Toolkit, these free guides give program directors and site coordinators resources for leading professional development courses on building engaging afterschool activities.
For use with the online Afterschool Training Toolkit, these free guides give program directors and site coordinators resources for leading professional development courses on building engaging afterschool activities.
This paper was produced by SEDL’s Southeast Comprehensive Center (SECC) in response to the request, “What are states in the southeastern region using as assessment tools for No Child Left Behind (NCLB) eighth-grade technology literacy?” The SECC conducted a comparative study of 16 states to address the question.
This guide focuses on using a practical staff development model for learning about the six technology practices featured in the Afterschool Training Toolkit and how they can support learning. Each technology practice is introduced with two to four activities ranging in length from 15 to 20 minutes. Activities include watching videos, planning lessons, and reading related resources.
The six promising practices in afterschool technology identified in the Afterschool Training Toolkit are as follows: Developing Self-Expression and Creativity; Gathering and Sharing Information; Finding and Solving Problems; Living and Working With Technology; Learning in Virtual Spaces; Building Skills and Understanding. When used with the Afterschool Training Toolkit, the lessons in this instructor’s guide will help you master these promising practices. Once you become proficient at these practices, you should be able to use them to develop other technology lessons.
Price: Annual Service Fee
Texas e-Plan is an online system for developing, submitting, reviewing, and approving technology plans. Every district, charter school, and education service center in Texas—more than 1,400 entities—are required to submit their technology plans to TEA as of January 2004.
This Web portal was created to address the need for information relevant to the disparity in mathematics and science achievement among different student populations. It is intended for educators at all levels, as well as policymakers, researchers, parents, and members of the business community. Developers of this site seek to encourage active involvement of these many stakeholders in solving this persistent problem. In support of this, the site provides definitions and descriptive data, discusses the roles of various groups, and highlights successful approaches to ensuring a quality mathematics and science education for all students.
Eisenhower Southwest Consortium for the Improvement of Mathematics and Science Teaching (SCIMAST). This Quick Take explores using the TIMSS Report.
From 1992 through 2005, the ten Eisenhower Regional Consortia and the Eisenhower National Clearinghouse collaborated with each other and with many state, regional, and national partners to build an effective network for providing valuable, and often unique, services and resources to mathematics and science educators across the nation. This report is one in series of "lessons learned" in facilitating mathematics and science reform that represents the reflective thinking of professionals who have engaged many thousands of clients. It highlights practical knowledge acquired from the systematic use of specific strategies and tools, connecting this knowledge to research.
This Publication is part of the Facilitating Mathematics and Science Reform: Lessons Learned series. Other publications in the series include: What Experience Has Taught Us About Collaboration.
From 1992 through 2005, the ten Eisenhower Regional Consortia and the Eisenhower National Clearinghouse collaborated with each other and with many state, regional, and national partners to build an effective network for providing valuable, and often unique, services and resources to mathematics and science educators across the nation. This report is one in series of "lessons learned" in facilitating mathematics and science reform that represents the reflective thinking of professionals who have engaged many thousands of clients. It highlights practical knowledge acquired from the systematic use of specific strategies and tools, connecting this knowledge to research.
This Publication is part of the Facilitating Mathematics and Science Reform: Lessons Learned series. Other publications in the series include: What Experience Has Taught Us About Professional Development.
Produced by SEDL's Southwest Consortium for the Improvement of Mathematics and Science Teaching from 1994 to 2005, this newsletter provided instructional ideas, activities, and resources for math and science teachers. Archived issues are available online.
This video episode depicts 11th- and 12th-grade students using digital cameras and Web page design software to document the process of specimen dissection for use by other students engaged in the study of anatomy and physiology. Originally recorded in 2002, the video may not demonstrate modern technologies that are now commonplace.
This video episode depicts high school students engaged in three group activities designed to apply algebraic concepts to authentic activities. Originally recorded in 2001, the video may not demonstrate modern technologies that are now commonplace.
This video episode depicts fourth graders creating creatures using geometric shapes, which are e-mailed to high school students who then use computer programs to create them. Originally recorded in 2001, the video may not demonstrate modern technologies that are now commonplace.
This classroom video episode depicts an interdisciplinary unit of study about the desert in a 2nd grade classroom. Originally recorded in 2000, the video may not demonstrate modern technologies that are now commonplace.
This classroom video episode shows 4th grade students, who are primarily native Spanish speakers, learning how to use graphs to represent data they collect. Originally recorded in 2000, the video may not demonstrate modern technologies that are now commonplace.
This classroom video episode depicts students engaged in several collaborative language arts activities, including writing and editing autobiographies, sharing book reviews, creating a myth, and writing free verse poems. Originally recorded in 2000, the video may not demonstrate modern technologies that are now commonplace.
This classroom video episode portrays small groups of students working on a project-based learning activity. Their task is to find pertinent information and create a travel brochure for selected Spanish speaking countries. Originally recorded in 2000, the video may not demonstrate modern technologies that are now commonplace.
These ten videos were designed as part of the Active Learning with Technology (ALT) professional development portfolio and provide examples of effective uses of technology in classroom instruction. Originally recorded from 1999-2004, the videos may not demonstrate modern technologies that are now commonplace.
This video portrays students, teachers, and principals from culturally diverse schools across the Southwest in the process of constructing learner-centered classrooms using technology. Originally recorded in 2000, the video may not demonstrate modern technologies that are now commonplace.
Planning into Practice: Resources for Planning, Implementing, and Integrating Technology (2000)
This book provides resources, tools, and worksheets to help teachers, principals, and administrators create and implement effective technology plans.
This book provides resources, tools, and worksheets to help teachers, principals, and administrators create and implement effective technology plans.
This classroom video episode portrays how first grade and fifth grade students learn together as they create an electronic alphabet book for the younger children in their school.
This newsletter offers useful and highly practical information for K-12 educators wishing to use technology to support more constructivist learning approaches.
This newsletter examines "Using what Learners Know", a challenge for the teacher to engage students so that they feel their ideas and experiences are honored and so they believe that they have a stake in their own learning.
This newsletter issue focuses on the role of social interaction in the construction of knowledge.
This newsletter issue focuses on the role of social interaction in the construction of knowledge.
This guide provides teachers with suggestions for using computers as instructional tools and discusses using technology in environments that support learning.
This video depicts K-12 classrooms in 16 schools throughout the Southwest where a variety of technologies are supporting student-centered approaches in the classroom. Originally recorded in 2000, the video may not demonstrate modern technologies that are now commonplace.
This newsletter examines constructivism and some ways technology might be employed to support learning environments based on constructivist technology.
This newsletter offers useful and highly practical information for K-12 educators wishing to use technology to support more constructivist learning approaches.
This issue of SEDLetter includes the articles: (1) Wired in Arkansas, (2) Lessons in Professional Development, and (3) Resources for School Technology.
Empowering Rural Students with Disabilities through Assistive Technology (1994)
This publication attempts to encapsulate for the rural educator an overall perspective on the field of adaptive and assistive technology and issues related to its use in rural schools.
This publication attempts to encapsulate for the rural educator an overall perspective on the field of adaptive and assistive technology and issues related to its use in rural schools.
