“Software, such as Prometheans ClassFlow allows teachers to plan interactive, multimedia-rich lessons and create assessments and assignments that can be delivered across a range of technologies for use in and out of classrooms” (Paddick). Teachers post notes or class work in google classroom for students who are not present in school or would like to get extra help. Technology has proven to be a successful resource, especially in schools. Without technology teachers would have to work harder to catch up absent students and would not be able to collaborate outside of school
Then, the teacher can plan supportive classroom learning more effectively with the aim to improve student’s academic performance. A few techniques can be adapted, namely field notes, running records and miscue analysis, and checklists and observation guides. For teachers with strong observation analysis skill, observations strategy can be useful. Instead of through observation, conversations strategy is another way to help improve students’ performance. Through conversations strategy, a teacher may directly ask a student for further clarifications instead of judging via observation.
The students relied on one another, and educated each other about how to integrate technology. This prepares them to demonstrate ability to work effectively, and respectfully with one another. Collaboration encouraged student and trainer to be cordial, and willingness to be helpful in making necessary compromises to accommodate a goal. The application will support employability by having the students being exposed to knowledge about computer
In addition to shedding new light on how this tool is being used by faculty and its corresponding perception by students, we wish to use these data to study how faculty and student will behave in class with the use of the said device. Students and teachers including parents attitude is strongly impacted by the extent to which the school encourage and succeed in generating peer-discussion during the administration of clicker questions. Students have a much more positive attitude towards the utility of clickers if faculty encourage discussion and are able to get a large fraction of students discussing. Likewise, student attitude is also improved when students are actively participating in discussions with their peers, as opposed to being passive or working
The professional team will take the student’s learning and development, interests, cultural and linguistic factors into consideration when deciding on placement. The student could receive their education in a self-contained classroom, a resource room for part of the day, or in an inclusion classroom. When deciding the proper place, the IEP team will also take into consideration the student’s social interactions, meaningful academic engagement and increase the student’s motivation. Social interactions are a fundamental component of any students learning. According to Dalien (2016), a self-contained classroom includes smaller groups of students, one on one attention and creates a more close-knit environment.
The stories and the discussion engaged the students and fitted the approached pedagogies. However, the use of audiovisual was very limited and as mentioned before that the young students tend to engage with technology. Learning videos or talks such as Ted Talk could be used in this class, and it might be useful to shows some other professional’s perspectives about the subject. Furthermore, the educator could use the group activities as a teaching strategy. The group activities or group discussion give more space for some students to share their knowledge and as nursing students this activity open their minds to listen and accept the others’ opinions and
These include goal setting, organizational skills, time management, and strategies to learn new things. They are precursors to learning, skills or ability sets that are important for students to learn any content area knowledge. These are often discussed in the context of executive functions. Executive functions impacts a student’s ability to socialize with their friends, converse with their teacher and other staff members, homework completion and simply getting to and from school. Researchers have found that when children exhibit executive function, they are able to learn more in the classroom, because they can focus on the teacher and their work.
On the teacher level, teacher’s feelings and attitude, computer literacy and perceptions of its effectiveness, creativity, preparedness, and motivation are important. Research has shown that teachers’ adoption and acceptance of technology in class is largely influenced by their attitudes (Huang &Liaw, 2005). Buabeng-Andoh (2012) emphasized that the ways in which teachers adopt and integrate computers into their teaching influence the use of CALL .On the school level, factors such as training, availability of facilities and principal support influence computer use. Gray (2001) believes that school administrators have a pivotal role in successful incorporation of technology in teachers’ classrooms. On the system level, education system, curricula, class hours and textbooks affect teachers’ use of
The elements of this component are quality of questions/ prompts, discussion techniques and student participation. Effective questioning techniques are associated with the types of the questions. Instead of just asking closed-questions, the teachers should vary the types of questions by asking open-ended questions to encourage the critical thinking of the students. As mentioned by Danielson (2014: 59), “Class discussion are animated, engaging all the students in important issues and promoting the use of precise language to deepen language and extend their understanding.” Hence, an effective classroom interaction is not necessarily evolved high cognitive level of lesson content, but the engagement and participation of the students is important to make sure the learning and teaching process is
The children experience the cooperative learning. In cooperative learning through active participation in interactions between the group members, children solve problems while benefiting from the insights of others (Hoffnung et al., 2013). Then the teacher gave them an individual task to complete. Children have the option to choose a worksheet, or an I pad to complete their task. Most schools use technology as an educational tool that helps children to grow their knowledge.