Technology in the Classroom
All Products in this Category
Products are listed by date published.
This document discusses technologies and best practices for teaching K–12 students with visual impairments
This document provides an overview of the Texas Hispanic STEM Data Inventory, which is in a separate Excel spreadsheet available upon request. The data inventory includes information about data collected by the Texas Education Agency, the Texas Higher Education Coordinating Board, the U.S. Department of Education, and other organizations.
The Southeast Comprehensive Center completed this report in response to a request by a state department of education for information regarding what other states are using for the definition of high-need districts in their requests for proposals for Mathematics and Science Partnerships.
A state department of education (SDE) served by the Southeast Comprehensive Center (SECC) at SEDL requested information on state technology funding to local educational agencies (LEAs) and schools for the states served by SECC.
A discussion follows of the procedures for resource review and selection, limitations of this report, and information that pertains to the topic.
With growing interest in technology-based learning, many states are exploring state-run virtual education programs, including policies and procedures, staffing, funding models, and data reporting.
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.
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.
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 of the seven promising practices in afterschool math enrichment.
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.