Increasing Parental Involvement through Internet Instruction

The purpose of the project was to develop a curriculum of Internet instruction for parents of Washington Middle School students. Through a review of the current literature it was found that the recurring lack of communication between parents, students and educators was identified as a barrier for involving families in their students\u27 education. To overcome this barrier four sessions of instruction and practice were developed to increase the families\u27 ability to communicate with their children\u27s educators. The sessions introduce the basic layout and function of computers, the Internet, using email for communication, skills vital for finding information on the internet, and local, free access internet providers

Elementary String Orchestra: A Hybrid Curriculum

Remote and distance musical instruction can be traced back to the earliest transmissions of radio and television. In the last few decades, it has made considerable strides due to the development of the internet and growing supportive software and online platforms. However, when the COVID-19 virus swept the world, many school districts were forced to convert to full- remote instruction instantaneously. While some unique and beneficial strategies developed out of this, many aspects and strategies proved to be less than ideal and inferior to in-person instruction, particularly where it pertained to performance and ensemble-based instrumental instruction. This project strives to create a hybrid curriculum for a 5th-grade elementary orchestra. It combines the successful methods and practices found within remote instruction with the aspects of live, in- person instruction essential to teaching music ensembles, especially for those with string students of this particular age group. This curriculum is created to work in conjuncture with preparing repertoire for orchestra concerts while it simultaneously expands students’ technical knowledge, skills, and competencies in playing their instruments and fosters critical thinking and musically reflective skills within students

Headsprout Early Reading for Students At Risk for Reading Failure

This study examined the efficacy of using Headsprout Early Reading (Headsprout, 2007) to supplement a balanced literacy curriculum for kindergarten and first grade students in a suburban public school system. Headsprout, which is an example of computer aided instruction (CAI), provided internet-based, supplemental reading instruction that incorporates the five critical components of reading instruction cited by the National Reading Panel (NRP, 2000). The school system implemented Headsprout as a standard protocol, Tier 2 intervention within their Response to Intervention (RTI) process. The study included kindergarten and first grade students from across the school system who were identified as at risk for reading failure based on fall Dynamic Indicators of Basic Early Literacy (DIBELS) scores. Kindergarten and first grade students identified as at risk for reading failure who participated in Headsprout were compared with matched groups of kindergarten and first grade students who did not participate in Headsprout. Overall, neither kindergarten nor first grade students who participated in Headsprout gained meaningful educational benefit from the CAI instruction provided by Headsprout beyond the benefit they received from participating in the general education, RTI Tier 1, balanced literacy curriculum that was available to all kindergarten and first grade students

STRATEGIC APPROACH IN MODEL OF SCHOOLING ”K-12”

Electronic learning is such aspect of modern learning where lectures, examination or instruction performs exclusively through Internet, while the percentage of learning and using ICT is over 80%. Key elements of e-learning pattern are technological mainframe, curriculum, interaction, strategic management and marketing. Model K-12 gives his contribution in organization of education and time flexibility, provides quality communication and gains higher profit. The paper addresses model of schooling K-12 which needs to be compared with current stage in Republic of Croatia. It is confusing that the term of e-learning industry still does not find itself in Croatian economical terminology, although its value in 2008 was ranked on 38 billions of euros.e-learning, model K-12, education management, KM, ICT

Winning Paper: Effectiveness of Curriculum-Based Technology in Student Learning

As technology changes and becomes more prevalent in society, there is greater push to integrate technology into classroom instruction (Nganji, 2018). One of the main focuses in education has become developing the best way to integrate the technology to support student learning of the content while building students’ technology skills (Ozerbas & Erdogan, 2016). Many teachers continue to build their own lessons integrating various programs and websites as they see fit for their instruction. Textbook and curriculum developers create digital-based content to support this growing need. The effectiveness of technology in classroom instruction, such as websites, word processing, and searching the internet, has been established in many studies throughout the world (Garavaglia et al., 2012; Joshi et al., 2019; Kardanova et al., 2018; Ozerbas & Erdogan, 2016). These studies compare technology rich classrooms with the traditional classroom. I propose an experimental design be applied to the research question how effective is the integration of technology derived from a prepared curriculum in students’ retention and performance compared to general websites and digital activities integrated into lesson plans? This would fill the gap in the existing research regarding the effectiveness of various types of technology in the classroom

Supporting Education, Research, and Training in the 21st Century

The expanding array of digital devices accessing the Internet around the globe provides new opportunities to collaborate in educating Adventist teachers and educational leaders to continue the teaching ministry of Jesus Christ in the 21st century. Partnerships among the Curriculum and Instruction Resource Center Linking Educators (CIRCLE), the Adventist Learning Community (ALC), and the Institute of Church Ministry (ICM) now connect more Adventists to education and training resources electronically than ever before

Integrating Multimedia Education into Learning Activities for Students Ages Five through Seven

The intent of this project was to adapt curriculum activities that integrate Internet technology with activities for children ages five through seven. Review of selected literature, relevant to the integration of technology was conducted. Findings presented support the integration of multimedia technology into the instruction of young childre.n. Portions of the Washington State Essential Learnings for reading, writing, and communication were incorporated in the development of the activities for use in the early childhood classroom

Practical applications of the Internet as a research tool for students in grades K-8

The purpose of the study was to illustrate practical applications of the Internet as a research tool for students in grades K-8 at Logan Township Elementary School in Swedesboro, NJ, through a multimedia presentation. While there are many educational uses of the Internet for students, this study focused on E-Mail and research capabilities. Specific Internet projects that were incorporated into the elementary curriculum are highlighted and explored through HyperStudio, a multimedia computer software program. Text and graphics describing and illustrating the practical applications of the Internet, along with audio clips with student and teacher comments detailing the benefits to the students, are included in the HyperStudio presentation. In addition, video clips of the student Internet projects complete the presentation. The featured Internet projects have helped the students to expand their learning and increase their communication, thinking and decision-making skills. New educational resources were discovered through the Internet and as a result energized instruction

Learning from COVID-19: how Indonesian English teachers see computer-assisted language learning?

The COVID-19 outbreak has transformed various parts of life, including teaching and learning methods. Teachers, especially Indonesian English teachers, were taken aback by the abrupt transition from offline to online instruction because it was unanticipated and unprepared. This paper attempted to investigate how teachers implement their pedagogical knowledge in the online environment during the pandemic and how they improve on using computer-assisted language learning (CALL) during the sudden shift from offline to online instruction. The findings revealed that teaching methods are being adapted to accommodate the features of the online platform. In order to adjust to this new situation, teachers use their creativity to adapt the stages of cooperative learning, collaborative learning, and class discussion in an online context. Participating in virtual workshops and training also helps teachers improve their digital skills concerning internet material. In the future, the results of the present study can be applied to improve the teacher education curriculum. Specifically, it is suggested to construct a course for the teacher education curriculum that places pre-service teachers in diverse and challenging conditions

Navigating the Information Needs of Online & Remote Students: Charting a New Course

National is a non-traditional university that provides higher education to working adults in an accelerated (one-month) format. It is projected that by the end of 2007 over half of the 22,000 FTE students will be taking classes online. To meet this change in student demographics, the Library changed its service model and now provides all library instruction online via voice and video over the internet or as web-based interactive tutorials. The move to synchronous training over the Internet has called on us to develop new pedagogical approaches to our instruction to encourage active learning and HOTS (higher order thinking skills). Through the process, faculty have been surveyed for their perceptions of student competencies for skills they see as critical to success in their programs. The content from the library instruction list of over 25 classes serves as the baseline for developing parallel multimedia tutorials and just-in-time training aids. This presentation focuses on three aspects of this new service model: Collaborating with faculty to better integrate information literacy into the curriculum; exploring online pedagogies and assessment; and redesigning library presence to better meet student needs. Participants will be able to view a demonstration of the online class sessions