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iPads and tablets have become a popular choice of teachers in many classrooms worldwide due to the positive impact it has on the students. Tablets offer a wide variety of educational applications that have the ability to be downloaded onto the tablet for the students to use. The use of tablets in the classroom, “offer a unique home-school connection by providing students with a classroom experience that relates to the technology-saturated real world” (Blackwell, 2013, pg. 233) The use of iPads and tablets in the classroom provides students with a hands on learning approach to any

This paper is a personal technology plan that includes my personal philosophy on integrating technology in the classroom as well as my professional goals concerning technology in the classroom. My Mission and Vision Statement are included as well as a plan for communications, integrating technology, software to support assessment, and technology ethics for a strong guideline in the classroom. Although this plan will need to be revised as advances in technology are made this is strong ground work that I can build on as a professional educator. Using this plan I can ensure that my students are using the latest

Because of this the opportunities to integrate technology become nearly limitless. First, I want to eliminate the textbook from daily use. All of the readings need to come from online text or a PDF copy students can upload to their iPad. This allows students to annotate the story or article without using a bunch of Post-it Notes or the teacher running off over 100 copies of the text. Also using Apple technology allows students to look up an unfamiliar word by simply highlight and clicking it instead of skipping or stopping reading so the teacher can define the word in question. Also for students who struggle reading complex texts Apple provides and option to highlight the text and the device reads it to them while the student follows along. Next, I want to make sure all student type and take notes using their technology. Year after year it shocks me to see how many students do not understand the most basic etiquette of typing. This becomes more pressing because during their sophomore year, students take the End of Course exam in English Language Arts. Part of this assessment includes their ability to type an essay. Due to this reason it becomes essential students understands proper typing etiquette. Finally, I want my students to learn how to effectively collaborate within a team. Every time I ask someone outside education, “What is the number one skill employers want us to teach?” They

This qualitative, narrative case study has two assumptions. First, the interview will accurately generate teachers’ technology attitudes through questioning the nature of the problem using a case study approach. Second, teacher participants will provide truthful responses to the in-depth, open ended interview. The initial limitations of this study will be the limited time frame for data collection. Further, involvement of and response from the participating teachers will be limited to just K-3rd grade teachers in 1 rural Southeast Georgia district instead of administrators, students, parents, pre-school, intermediate, middle and high school.

Even though my teaching in this district is limited I have became aware of the high standards they expect of their teachers and students. After investigating my school district and their strategies of obtaining success for themselves as they set high standards for their students. I have grown more appreciative and honored to be an employee at my local high school district. My mentoring teacher excels in implementing technology into her classroom. Her lessons regularly revolve around using technology to heighten learning skills in her classroom. Her students are drawn to these activities and willing to easily adapt and interact in the lesson. I have also learned from my mentor that parental involvement is a necessity and should always be evident in our classrooms and in the district. As parents are more engaged they will be more in tune with their children’s learning and informed about class activities and school functions. Our districts middle school has recently purchased iPads (one-to-one) for their students to utilize. The following year (2015-2016) the high school will continue with this technology plan. The teachers and students have great expectation for this technology being implemented into the district. This year our district faculty is receiving extensive training on how to implement iPad technology into each of their classrooms. My district goes above and beyond to provide a safe learning atmosphere that promotes students’ learning and assures

With technology being so prevalent among teens and children in today’s society, it is no surprise that it is also increasingly being used in the classroom. From smart boards to iPads, technology is being used to facilitate the learning and success of students. The word technology is a broad term and could be referring to anything from paper to laptops, in this context, ‘technology” refers to iPads, smart boards, and computers. Technology being integrated into the classroom has been debated by many, and a great deal of those people believe that technology is a helpful and an incredible tool to have in schools. Technology is everywhere in today’s society, and it is especially prevalent in classrooms. For example, I am taking this class

In order for the United States to increase their worldwide K-12 educational efficiency ranking and avoid improper usage of such technological resources, school districts must perform a slow implementation of technological devices and their associated educational video games into their K-12 curriculum. Many of the problems associated with the LAUSD iPad Initiative could have been avoided if the school district tested the use of iPads on a few selected schools as oppose to immediately implementing the devices into every school in the district. Through the slow integration solution, faculty and program designers could have modified the problems associated with the devices and discover what areas the devices prove to be most useful. Once the problems have been resolved, the program could have been expanded to other schools deemed ready for the rollout of the iPads or other device if the iPad was deemed insufficient. Also, slow integration would be more cost-effective as the program would not require 1.3 billion dollars as a starter cost for the program.

An appropriate pedagogical framework is necessary to incorporate iPads into the classroom (McKenna, 3, 2012) It is important that educators are aware of the difference between technology integration which involves new literacies and curriculum integration. Newman (2013) notes (as cited in Hutchinson, Beschorner, & Schmidt-Crawford, 2012) that research indicates that much of the technology used in literacy classroom is in the form of technology integration as opposed to curriculum integration.

Technology is a very essential part of people lives in the world they live in today. Everything from businesses, schools, newspapers, etc, is transferring over to technology and its use. Integrating technology inside of schools is almost mandatory. It is really helpful in preparing students for when it’s time to go out into the real world. Schools use digital technology in many different ways to aid in teaching and learning. Teachers often use grade books, digital portfolios, learning games Technology will help students receive the knowledge and skills they need to survive in an updated, high complex economy. With technology changing constantly, the way of thinking needs to change just as much. Integrating technology into the classroom goes further than teaching basic computer knowledge and problem solving, there also needs to be advanced classes and up to date applications to keep up with and to help with overall knowledge. Effective integration must be placed into the curriculum to balance things out. There are four effective tips to help out. Active engagement, participant in groups, frequent interaction and feedback, and connection to real world experts are the four ways.

Technology integration in the elementary school classroom is imperative for 21st century learners. Students are accustomed to quick access to

The other two teachers indicated that the “Integration of Tablet into Lesson Plan” part of the training was important. This part combined knowledge of app selection and strategically integrated the tablet and other technologies as a teaching and learning tool in a lesson plan. One of the responses from a social studies teacher

Inan, Lowther, Ross, and Strahl (2010) conducted a study to identify instructional strategies that teachers used to integrate technology in their classroom. This study used direct classroom observations to inspect the models and distinguish between types of computer applications and classroom practices related to the real actions of information gathering in the classroom. The subjects in this study were 39 participating schools located in Tennessee and had received federal funding from the U.S. Department of Education to implement school-wide technology initiatives. Thirteen of the schools had received Title II Part D (EdTech) funding from the No Child Left Behind Act and 26 received funding from the Technology Literacy Challenge Fund (TLCF).

This chapter will present the data gathered about an elementary school’s teacher current perspectives, practices and strategies regarding technology usage within their pedagogy. Pseudonyms will be used for all locations and participants. To distinguish the position of each participant, the will be given a specific number (i.e. – Teacher 1, Teacher 2, etc.). First, the school as it exists at the study site will be described. Then, demographics of the site will be presented, followed by demographics of the participants. The chapter will conclude with issues and concerns about the kindergarten teacher comfort levels with technology. Additionally, it will connect whether or not do professional development opportunities change kindergarten teacher attitudes regarding technology, increase knowledge of devices and ensure proper integration practices.

This social connection promotes input for the process of internalisation that Vygotsky (1978/1981) suggests as personal acquisition of the societal demands in a wireless computing economy. Wireless computing can have a strong impact on teachers’ uses by enlarging the likelihood of technology integration in teaching-learning (Moses, Khambari, & Luan, 2008). Thus, teachers must first develop understandings of effective use of technology in socio-technical structures, accept the technological demands, and develop strategies to use available technologies in their instructional routines (Vaatrapu, 2008). In others words, teacher must understand the core of teaching traditional cross-curriculum concepts with technological resources. Teachers need training to utilize wireless laptops technology, promote social interaction and reinforce students’ cognition skills effectively (GaDOE, 2008). The use of an instructional training method with established validity and noted premises will apply SC to assist teachers with classroom technology integration.

How are teachers and students using mobile technology and are they using their own devices or is the schools providing mobile devices for teachers and students to use. Grant, Tamim, Brown, Sweeney, Ferguson, and Jones, (2015) reviewed the early uses of mobile computing devices (MCD) in K-12 classrooms. The research questions for their study were looking at the ways K-12 teachers were using MCDs, the supports that teachers received when using MCDs, and the barriers that existed for teachers when using MCDs. Nine teachers were interviewed about the use of MCDs in