https://padlet.com/31730040/oi8b8kdcfkjyrpc5 Fait avec courage en-us 2021-04-02 17:09:48 UTC 2025-12-19 18:46:46 UTC hello@padlet.com https://padlet.net/icons/png/1f469-1f4bb.png 31730040 https://padlet.com/31730040/oi8b8kdcfkjyrpc5/wish/1378426112
-Teacher's years of experience,their age seem to make little difference in their frequency of technology use to support learning.
-Newer teachers might very well use technology more in their personal lives,but when it comes to frequency of technology use in classrooms,they don't seem to have any edge over veteran teachers.
-Lack of access to technology,meanwhile appears not to be the main reason why teachers do not use technology.
-Teachers who use technology infrequently,if at all, instead say that technology is not necessary for their lessons. When asked why they do not use specific technologies,
almost half (49 percent) of teachers say that the device in question 
  not necessary for their lessons".
-Teachers do not have access
to every type of technological
device ,but lack of access is not
the primary reason that teachers
cite for not using them. Many
teachers, in fact, have access to
many types of common and
emerging educational technologies, including LCD projectors,
laptop computers and interactive
whiteboards; DVD or VCR players; digital cameras and digital
video cameras; and smart, mobile
devices, such as iPods.
-teachers who are frequent technology users
spend more time using technology not only for administrative
tasks, but also for educational purposes.]]> 2021-04-02 17:12:37 UTC https://padlet.com/31730040/oi8b8kdcfkjyrpc5/wish/1378426112 31730040 https://padlet.com/31730040/oi8b8kdcfkjyrpc5/wish/1378470416
-Frequent technology users believe that technology helps them engage
these specific groups of students
in learning to a much greater
degree than infrequent users do.

-Administrators have similar
views on technology’s effect on
student engagement for these
student populations.

]]> 2021-04-02 17:35:55 UTC https://padlet.com/31730040/oi8b8kdcfkjyrpc5/wish/1378470416 31730040 https://padlet.com/31730040/oi8b8kdcfkjyrpc5/wish/1378476895 -Teachers who are frequent
technology users report greater
benefits to student learning,
engagement and skills from the
use of that technology than
teachers who spend less time
using technology to support
learning.
-Frequent technology
users place considerably more
emphasis on developing students’
21st century skills—specifically,
skills in accountability, collabora-
tion, communication, creativity,
critical thinking, ethics, global
awareness, innovation, leader-
ship, problem solving, productiv-
ity and self-direction.
-Frequent users also have more positive perceptions about technology’s effects on student learning of these skills—and on student behaviors associated with these skills.
-It is clear that
frequent technology use is asso-
ciated with greater emphasis on
and perceived benefits of 21st
century skills.
-Teachers did not find as
much improvement in other student behaviors they were asked
about, including:
 Completing homework
thoroughly
 Being open to diverse
perspectives
 Understanding the global
issues and implications for
their work
 Analyzing information
Communicating thoughts
effectively in written form
 Communicating thoughts
effectively in visual form
 Taking a leadership role in
activities or assignments.
-Administrators, on the other
hand, do believe that technology
has a strong positive effect on
some of these behaviors.]]> 2021-04-02 17:39:34 UTC https://padlet.com/31730040/oi8b8kdcfkjyrpc5/wish/1378476895 31730040 https://padlet.com/31730040/oi8b8kdcfkjyrpc5/wish/1378494881

-Administrators principals
and assistant principals say
they are strong proponents of
classroom technology use. They
believe that they encourage class-
room technology use and make it
a top priority. In fact, they believe
that they and their fellow administrators are more supportive of new technology use than teachers perceive them to be.

-Administrators believe that
teachers are more supportive of
new technology use than teach-
ers report is the case among the
teaching staff in their schools.

-Administrators also have
different views on why teachers
do not use technology. While 49 percent of teachers say that
the main reason they do not use
technology devices is that they
are not necessary for their lessons.

-Administrators have some-
what stronger perceptions than
teachers of the positive effects
of technology on student behaviors associated with 21st century
skills and engagement in learn-
ing.
-Administrators also perceive
the impact of different sets of
skills differently than teachers
do. For example, administrators
have stronger perceptions of the
positive effects for students of
several skills:
 Communicating thoughts
effectively in visual form
 Analyzing information
 Being open to diverse
perspectives
 Communicating thoughts
effectively in written form
 Understanding the global
issues and implications for
their work.
-Administrators, on the
whole, seem to be more aware
than teachers of the term “21st
century skills.” In fact, 22 per-
cent of administrators say that
they are actively encouraging
their teachers to use 21st century
skills in their classrooms, 15 per-
cent say that they are very familiar with the term and can provide
a list of skills associated with it,
and 33 percent say that they are
aware of the term and can name
some of the skills associated with
it.
-Administrators also are
more likely to believe that teach-
ers in their schools understand
and emphasize 21st century skills
than many teachers report is the
case. Teachers who are infrequent
technology users do not place as
much emphasis on 21st century
skills as frequent users do.

]]> 2021-04-02 17:48:46 UTC https://padlet.com/31730040/oi8b8kdcfkjyrpc5/wish/1378494881 31730040 https://padlet.com/31730040/oi8b8kdcfkjyrpc5/wish/1378510326
-Advanced training and certification programs do a better
job, teachers believe. Most teach-
ers who completed advanced
training or certification programs
since 2000 report that their
training did equip them with relevant educational experiences.
-Advanced training programs include educational specialist, master’s and
doctoral degrees; post-baccalaureate certificates, advanced certification and re-certification; and
certificates of advanced studies
or certificates of advanced graduate studies.
-most administrators
believe that initial teacher prepa-
ration programs do a good job
of preparing future teachers to
effectively incorporate technology in classrooms and to teach
and foster 21st century skills.

-They are generally confi dent in
the abilities of teachers in their
schools to incorporate 21st century skills into the curriculum,
use technology to lead a class-
room lesson or discussion, and
facilitate student use of technol-
ogy during a lesson.

-On-the-job professional dev-
elopment, however, might be
missing its mark in improving
teachers’ capacity to use new
technologies—and, possibly, to
increase their frequency of tech-
nology use. Teachers report that
their schools typically implement
new technologies by training a few teachers who then train oth-
ers, which is known as the “train
the trainer” model. Other com-
mon methods include provid-
ing training from a technology
coordinator, sending teachers
to training classes or bringing
a trainer to school.

-Teachers are
most likely to seek out advice
on how to incorporate new
technologies from fellow teach-
ers, technology coordinators or
specialists.

-Teachers were not
specifically asked about the title
“library media specialist,” it is
fair to assume that such edu-
cators are also an important
source of advice on technology
integration.

]]> 2021-04-02 17:57:09 UTC https://padlet.com/31730040/oi8b8kdcfkjyrpc5/wish/1378510326