Autor/Autorin: Kendall Nicole
Assistant Professor, Department of Teaching and Learning at Tennessee State University, studies in technology integration with elementary/middle schools; online faculty mentor for Tennessee Board of Regents´ Online Degree Program; Online Content Quality & Review Board member for National Education Association.
Revision with unchanged content. Teachers´ technology background (skills) and their acceptability (attitudes) towards Internet usage within the schools are an important and often overlooked component of successful curriculum integration of technology. If teachers do not have the appropriate attitude and skills with integrating technological resource tools to support their curriculum, they will not be adequately equipped with diverse supplementary curricula to address the learning needs of students. This places students at risk for not being able to achieve their maximum potential because they have not been given instructions to match their learning styles. Five hypotheses were developed to determine any significant differences in how teachers utilize the Internet as a curriculum resource tool. The book is addressed to professionals in instructional technology like teachers, administrators, and curriculum coordinators in elementary and middle grade levels. It is also directed to rural and sub-rural school districts seeking to implement technology goals in their school improvement plans.
Revision with unchanged content. Teachers technology background (skills) and their acceptability (attitudes) to wards Internet usage within the schools are an important and often over looked component of successful curriculum integration of technology. If tea chers do not have the appropriate attitude and skills with integrating tech no lo gical resource tools to support their curriculum, they will not be adequately equipped with diverse supplementary curricula to address the learning needs of students. This places students at risk for not being able to achieve their maxi mum potential because they have not been given instructions to match their learning styles. Five hypotheses were developed to determine any sig ni fi cant differences in how teachers utilize the Internet as a curriculum resource tool. The book is addressed to professionals in instructional technology like tea chers, administrators, and curriculum coordinators in elementary and middle grade levels. It is also directed to rural and sub-rural school districts seeking to implement technology goals in their school improvement plans.
Assistant Professor, Department of Teaching and Learning at Tennessee State University, studies in technology integration with elementary/middle schools; online faculty mentor for Tennessee Board of Regents Online Degree Program; Online Content Quality & Review Board member for National Education Association.
Über den Autor
Assistant Professor, Department of Teaching and Learning at Tennessee State University, studies in technology integration with elementary/middle schools; online faculty mentor for Tennessee Board of Regents¿ Online Degree Program; Online Content Quality & Review Board member for National Education Association.
Klappentext
Revision with unchanged content. Teachers¿ technology background (skills) and their acceptability (attitudes) towards Internet usage within the schools are an important and often overlooked component of successful curriculum integration of technology. If teachers do not have the appropriate attitude and skills with integrating technological resource tools to support their curriculum, they will not be adequately equipped with diverse supplementary curricula to address the learning needs of students. This places students at risk for not being able to achieve their maximum potential because they have not been given instructions to match their learning styles. Five hypotheses were developed to determine any significant differences in how teachers utilize the Internet as a curriculum resource tool. The book is addressed to professionals in instructional technology like teachers, administrators, and curriculum coordinators in elementary and middle grade levels. It is also directed to rural and sub-rural school districts seeking to implement technology goals in their school improvement plans.
