Literaturnachweis - Detailanzeige
| Autor/inn/en | Reilly, Joseph; Morrison, Jennifer |
|---|---|
| Institution | Johns Hopkins University, Center for Research and Reform in Education (CRRE) |
| Titel | 1:1 Classrooms and Teaching with Technology: A Best Practices Review |
| Quelle | (2020), (30 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Computer Uses in Education; Laptop Computers; Computer Assisted Instruction; Best Practices; Teaching Methods; Instructional Effectiveness; Technology Integration; Technological Literacy; Pedagogical Content Knowledge |
| Abstract | Integrated classrooms and 1:1 initiatives are growing in popularity and maturity. Each year, new school- and district-wide 1:1 initiatives launch. Even if schools are not yet a 1:1 environment, teachers and students likely incorporate and encounter more technology with each passing semester. While new initiatives launch each year, the first wave of initiatives in Maine and Vermont are nearly 20 years old. Not surprisingly, research and philosophy around integrated classrooms and 1:1 initiatives are vast and diverse, with notable increases in production by researchers and industry leaders in the last 10 years. This is good news, as teachers and administrators need varying research-based supports based on initiative goals, tenure, and history/context of the school/district to assist with implementation and development. The purpose of this document is to highlight best practices for teachers in 1:1 classrooms. This means actual teaching practices, with examples, that are actionable and measurable, and supported by recent research on what makes for effective teaching with technology. We have identified and briefly explained 8 best practices, and provided further reading related to each. The document begins with a presentation of two prominent frameworks for effective teaching with technology: The Technological Pedagogical and Content Knowledge (TPACK) model and the Integrating Technology for Inquiry (NTeQ) model. We then present best practices that supersede these individual models. (As Provided). |
| Anmerkungen | Center for Research and Reform in Education. Available from: School of Education Johns Hopkins University. 200 West Towsontown Boulevard, Baltimore, MD 21204. Tel: 410-616-2407; Fax: 410-324-4444; e-mail: thebee@bestevidence.org; Web site: https://education.jhu.edu/crre/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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