RSS

Post Tagged Kelebihan Model Pembelajaran Improve

Educational Technology and Data Driven Decision Making

11 Oct 2011 - model that introduces teachers to a process through which they learn to frame questions, collect data, formulate hypotheses, draw conclusions, take action, and monitor results (Love, 2002). Preliminary studies have indicated that this model has had an impact on teacher classroom behavior and on their approach to data analysis and interpretation (Love, 2004), and has also improved student learning as indicated by state and formative assessments (Zuman, 2005). Results from external evaluations ... improve this academic standing (Mitchell, Lee, & Herman, 2000, p. 22). However, despite encouragement at the policy level, there is growing consensus that schools are not adequately prepared for the task of routinely thinking critically about the relationships between instructional practices and student outcomes (Confrey & Makar, 2005; Olsen, 2003; Hammerman & Rubin, 2002; Herman & Gribbons, 2001; Kearns & Harvey, 2000). Recent research conducted by EDC's Center for Child ...
The effectiveness of educational technology on student learning depends not only on what outcomes are targeted and how the technology is integrated into instruction, but also on how teachers assess student performance in classrooms and adjust instruction accordingly. Technology offers teachers a broad range of tools to collect and analyze data, and richer sets of student data to guide instructional decisions. NCLB has prompted educators to think much more systematically about educational decision-making and the use of data to inform their decisions about everything from resource allocation to instructional practice. Schools are now expected to monitor their efforts to enable all students to achieve, and administrators and teachers are now expected to be prepared to use data to understand where students are academically and to establish "targeted, responsive, and flexible" ways to improve this academic standing (Mitchell, Lee, & Herman, 2000, p. 22). However, despite encouragement at the policy level, there is growing consensus that schools are not adequately prepared for the task of routinely thinking critically about the relationships between instructional practices and student outcomes (Confrey & Makar, 2005; Olsen, 2003; Hammerman & Rubin, 2002; Herman & Gribbons, 2001; Kearns & Harvey, 2000). Recent research conducted by EDC's Center ...
Read More

Educational Goals and a Vision of Learning Through Technology

11 Oct 2011 - improve teaching and learning. Without a vision, lasting school improvement is almost impossible (Byrom & Bingham, 2001). Team members come to consensus in answering the question How Will You Use Technology to Support Your Vision of Learning? Essential to this vision is an emphasis on meaningful, engaged learning with technology, in which students are actively involved in the learning process. Educational technology is less effective when the learning objectives are unclear and the focus of ...
Before technology is purchased or teachers participate in their first professional development session, the educational goals for students should be determined. What do students need to learn, and how can technology promote those learning goals? To answer these questions, the school can convene a technology planning team comprising administrators, teachers, other instructional staff, technology coordinators, students, parents, and representatives of the community. This team first develops a clear set of goals, expectations, and criteria for student learning based on national and state standards, the student population, and community concerns. Next, it determines the types of technology that will best support efforts to meet those goals. The viewpoints of parents and community members are helpful in presenting a broader perspective of skills that students need to succeed after school. In fact, communitywide involvement in determining the school's technology goals benefits the entire educational process (Byrom & Bingham, 2001; Panel on Educational Technology, 1997). Rather than using technology for technology's sake, the planning team ensures that particular educational objectives are achieved more efficiently, in more depth, or with more flexibility through technology. Cuban (cited in Trotter, 1998) states, "The obligation is for educators, practitioners, and educational policymakers to think about what they ...
Read More


Download as : MsWord 2003 | PDF
1



Checkpagerank.net