24,873 research outputs found
Becoming the Expert - Interactive Multi-Class Machine Teaching
Compared to machines, humans are extremely good at classifying images into
categories, especially when they possess prior knowledge of the categories at
hand. If this prior information is not available, supervision in the form of
teaching images is required. To learn categories more quickly, people should
see important and representative images first, followed by less important
images later - or not at all. However, image-importance is individual-specific,
i.e. a teaching image is important to a student if it changes their overall
ability to discriminate between classes. Further, students keep learning, so
while image-importance depends on their current knowledge, it also varies with
time.
In this work we propose an Interactive Machine Teaching algorithm that
enables a computer to teach challenging visual concepts to a human. Our
adaptive algorithm chooses, online, which labeled images from a teaching set
should be shown to the student as they learn. We show that a teaching strategy
that probabilistically models the student's ability and progress, based on
their correct and incorrect answers, produces better 'experts'. We present
results using real human participants across several varied and challenging
real-world datasets.Comment: CVPR 201
Interactive Teaching Algorithms for Inverse Reinforcement Learning
We study the problem of inverse reinforcement learning (IRL) with the added
twist that the learner is assisted by a helpful teacher. More formally, we
tackle the following algorithmic question: How could a teacher provide an
informative sequence of demonstrations to an IRL learner to speed up the
learning process? We present an interactive teaching framework where a teacher
adaptively chooses the next demonstration based on learner's current policy. In
particular, we design teaching algorithms for two concrete settings: an
omniscient setting where a teacher has full knowledge about the learner's
dynamics and a blackbox setting where the teacher has minimal knowledge. Then,
we study a sequential variant of the popular MCE-IRL learner and prove
convergence guarantees of our teaching algorithm in the omniscient setting.
Extensive experiments with a car driving simulator environment show that the
learning progress can be speeded up drastically as compared to an uninformative
teacher.Comment: IJCAI'19 paper (extended version
Trends in LN-embedding practices at Waikato Institute of Technology (Wintec) in 2019
In this report, we describe the trends in literacy-embedding practices of level-2 and level-3 tutors who worked in vocational contexts at Waikato Institute of Technology (Wintec), and who completed the New Zealand Certificate in Adult Literacy and Numeracy Education (NZCALNE[Voc]) in 2019. We analysed 19 observations, following constructivist grounded theory methodology (Charmaz, 2014), to produce 1302 descriptive labels that highlight literacy and numeracy practices integrated into tutorsβ teaching intentionally pursued in a collaborative and mentored training process. Of the initial 12 categories, we conflated the mapping of LN course demands and identifying learnersβ LN needs to arrive at a final 11. We then used these categories in an axial analysis (SaldaΕa, 2013), categorising the 1302 labels as binaries (i.e. if the label was related to the category, 1 was coded; if not 0 [zero]). The matrix of 14322 ratings of 1s and 0s was then analysed. We calculated the frequency of 1s by category. We argued that the axial analysis allowed us to develop a more holistic perspective which showed how the 1302 labels were configured in relation to the 11 categories of analysis. We concluded that the 11 categories represented key aspects of vocational teaching and training emphasising that LN-embedding practices have to be seamlessly integrated into general pedagogical approaches. A key construct for new tutors is to shape their understanding of seamlessly integrated versus bolted-on LN practices. Our recommendations remain within the whole-of-organisation perspective proposed in the 2017-2018 report (Greyling, 2019)
Innovation and identity in distance language learning and teaching
doi: 10.2167/illt45.0Innovation in distance language learning and teaching has largely focused on developments in technology and the increased opportunities they provide for negotiation and control of learning experiences, for participating in collaborative learning environments and the development of interactive competence in the target language. Much less attention has been paid to pedagogical innovation and still less to how congruence develops between particular pedagogical approaches, various technologies and the skills, practices, actions and identities of language learners and teachers. In this article I explore the process of innovation in distance language teaching from the point of view of key participants in the process, the teachers, and the ways in which their identities are disrupted and challenged as they enter new distance teaching environments. Innovative approaches to distance language teaching are analysed for the insights they provide into the sites of conflict and struggle experienced by teachers, experiences which have a major impact on their selves as distance teachers and on the course of innovation. To conclude I argue that attention to issues of identity can deepen our understanding of innovation, of the tensions that are played out in the experiences and responses of teachers, and of the ways they accept or resist the identity shifts required of them
Designing a scenario-based syllabus for young learners
As we tentatively proceed into this brave new teaching world of the 21st century, much debate is centering on the effective teaching of English to young learners. Key to this discussion has been the role of the young learner syllabus. While this article makes reference to the teaching of English to young learners in an ESL context based on documentation developed within the European Union, the issues raised are by no means particularly specific to this region nor merely to the teaching of the English language. On the contrary, this article aims to show how to use the Common European Framework of Reference for Languages (the CEFRL) to effectively design a scenario-based syllabus and complementary materials suitable for young learners, regardless of location. The need for appropriate target setting is stressed, and the case is put forward for a scenario-based syllabus. The underlying rationale is that a second language syllabus must reflect the world of the young learner and facilitate the acquisition of language in the classroom
'Getting Started': pre-induction access to higher education
Abstract: The transition to higher education poses challenges on many levels. One UK University has piloted a scheme that is designed to prepare prospective students for academic study. βGetting Startedβ gives prospective students access to the universityβs virtual learning environment, prior to induction where they are invited to post queries to a discussion board moderated by a team of support staff and tutors. In 2008 the decision was made to extend the project to include a suite of learning development materials called βSnapshotβ. This contains bite sized chunks, or βsnapshotsβ, of academic practice including academic thinking, reading and writing. Each chunk of information includes an activity designed to encourage early independent, self motivated learning. These combined projects tackle the challenges of entrance into higher education for students from both traditional and non-traditional backgrounds and offer a model of good practice designed to convert offers to places and improve retention
Interactive Lesson as a Macro-Unit of Teaching Russian as a Foreign Language in Short-Term Courses
The relevance of the topic of this article is due to the need to strengthen the interactive side of the process of teaching a foreign language in short-term courses in the language environment. The purpose of the study is to establish the ratio of interactive forms and methods that determine the specifics of an interactive lesson of foreign language. In contrast to the existing points of view, we attempted to prove that the effectiveness of interactive learning depends on the systematization of interactive forms and methods of teaching and the sequence of their use. To study the patterns of interactive learning of a foreign language, we applied the following methods: observation, experiment, and analysis method. An analysis of the interactive forms and methods of teaching foreigners the Russian language in short-term courses in Russia shows that the use of the learning potential of the language environment makes the content of learning natural, topical and interesting. Avoiding traditional teaching methods allows organizing the exchange of thoughts and feelings in terms of speech interaction when creating a joint product (both verbal and non-verbal). The interactive lesson, which acts as a macro unit for selecting and organizing the content of Russian as a foreign language (RFL) training in short-term courses, consists of three blocks (motivational-introductory, activity-oriented and resultant). Specially selected for each communication situation and arranged in a certain order interactive forms and methods are presented in the system of interactive exercises and tasks, classified according to the stages of mastering speech actions in different communicative situations. The article presents the forms and methods of interactive teaching of Russian as a foreign language, which teachers can use in short-term courses. The authors have shown that interactive methods and forms of teaching stimulate foreign students to speak and communicate in the target language. This contributes to the development of skills of social and academic interaction of students to solve pressing communication problems in real situations of communication. We see the perspective of research in the development of interactive methods of teaching a foreign language for different age groups of students and different levels of proficiency in a foreign language.ΠΠΊΡΡΠ°Π»ΡΠ½ΠΎΡΡΡ ΡΠ΅ΠΌΡ Π΄Π°Π½Π½ΠΎΠΉ ΡΡΠ°ΡΡΠΈ ΠΎΠ±ΡΡΠ»ΠΎΠ²Π»Π΅Π½Π° Π½Π΅ΠΎΠ±Ρ
ΠΎΠ΄ΠΈΠΌΠΎΡΡΡΡ ΡΡΠΈΠ»Π΅Π½ΠΈΡ ΠΈΠ½ΡΠ΅ΡΠ°ΠΊΡΠΈΠ²Π½ΠΎΠΉ ΡΡΠΎΡΠΎΠ½Ρ ΠΏΡΠΎΡΠ΅ΡΡΠ° ΠΎΠ±ΡΡΠ΅Π½ΠΈΡ ΠΈΠ½ΠΎΡΡΡΠ°Π½Π½ΠΎΠΌΡ ΡΠ·ΡΠΊΡ Π½Π° ΠΊΡΠ°ΡΠΊΠΎΡΡΠΎΡΠ½ΡΡ
ΠΊΡΡΡΠ°Ρ
Π² ΡΠ·ΡΠΊΠΎΠ²ΠΎΠΉ ΡΡΠ΅Π΄Π΅. Π¦Π΅Π»Ρ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ β ΡΡΡΠ°Π½ΠΎΠ²ΠΈΡΡ ΡΠΎΠΎΡΠ½ΠΎΡΠ΅Π½ΠΈΠ΅ ΠΈΠ½ΡΠ΅ΡΠ°ΠΊΡΠΈΠ²Π½ΡΡ
ΡΠΎΡΠΌ ΠΈ ΠΏΡΠΈΠ΅ΠΌΠΎΠ², ΠΊΠΎΡΠΎΡΡΠ΅ ΠΎΠΏΡΠ΅Π΄Π΅Π»ΡΡΡ ΡΠΏΠ΅ΡΠΈΡΠΈΠΊΡ ΠΈΠ½ΡΠ΅ΡΠ°ΠΊΡΠΈΠ²Π½ΠΎΠ³ΠΎ ΡΡΠΎΠΊΠ° ΠΈΠ½ΠΎΡΡΡΠ°Π½Π½ΠΎΠ³ΠΎ ΡΠ·ΡΠΊΠ°. Π ΠΏΡΠΎΡΠΈΠ²ΠΎΠΏΠΎΠ»ΠΎΠΆΠ½ΠΎΡΡΡ ΡΡΡΠ΅ΡΡΠ²ΡΡΡΠΈΠΌ ΡΠΎΡΠΊΠ°ΠΌ Π·ΡΠ΅Π½ΠΈΡ ΠΌΡ ΠΏΡΠ΅Π΄ΠΏΡΠΈΠ½ΡΠ»ΠΈ ΠΏΠΎΠΏΡΡΠΊΡ Π΄ΠΎΠΊΠ°Π·Π°ΡΡ, ΡΡΠΎ ΡΡΡΠ΅ΠΊΡΠΈΠ²Π½ΠΎΡΡΡ ΠΈΠ½ΡΠ΅ΡΠ°ΠΊΡΠΈΠ²Π½ΠΎΠ³ΠΎ ΠΎΠ±ΡΡΠ΅Π½ΠΈΡ Π·Π°Π²ΠΈΡΠΈΡ ΠΎΡ ΡΠΈΡΡΠ΅ΠΌΠ°ΡΠΈΠ·Π°ΡΠΈΠΈ ΠΈΠ½ΡΠ΅ΡΠ°ΠΊΡΠΈΠ²Π½ΡΡ
ΡΠΎΡΠΌ ΠΈ ΠΏΡΠΈΠ΅ΠΌΠΎΠ² ΠΎΠ±ΡΡΠ΅Π½ΠΈΡ ΠΈ ΠΏΠΎΡΠ»Π΅Π΄ΠΎΠ²Π°ΡΠ΅Π»ΡΠ½ΠΎΡΡΠΈ ΠΈΡ
ΠΈΡΠΏΠΎΠ»ΡΠ·ΠΎΠ²Π°Π½ΠΈΡ. ΠΠ»Ρ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ Π·Π°ΠΊΠΎΠ½ΠΎΠΌΠ΅ΡΠ½ΠΎΡΡΠ΅ΠΉ ΠΈΠ½ΡΠ΅ΡΠ°ΠΊΡΠΈΠ²Π½ΠΎΠ³ΠΎ ΠΎΠ±ΡΡΠ΅Π½ΠΈΡ ΠΈΠ½ΠΎΡΡΡΠ°Π½Π½ΠΎΠΌΡ ΡΠ·ΡΠΊΡ ΠΌΡ ΠΏΡΠΈΠΌΠ΅Π½ΠΈΠ»ΠΈ ΡΠ»Π΅Π΄ΡΡΡΠΈΠ΅ ΠΌΠ΅ΡΠΎΠ΄Ρ: Π½Π°Π±Π»ΡΠ΄Π΅Π½ΠΈΠ΅, ΡΠΊΡΠΏΠ΅ΡΠΈΠΌΠ΅Π½Ρ ΠΈ Π°Π½Π°Π»ΠΈΡΠΈΡΠ΅ΡΠΊΠΈΠΉ ΠΌΠ΅ΡΠΎΠ΄. ΠΠ½Π°Π»ΠΈΠ· ΠΈΠ½ΡΠ΅ΡΠ°ΠΊΡΠΈΠ²Π½ΡΡ
ΡΠΎΡΠΌ ΠΈ ΠΏΡΠΈΠ΅ΠΌΠΎΠ² ΠΎΠ±ΡΡΠ΅Π½ΠΈΡ ΠΈΠ½ΠΎΡΡΡΠ°Π½ΡΠ΅Π² ΡΡΡΡΠΊΠΎΠΌΡ ΡΠ·ΡΠΊΡ Π½Π° ΠΊΡΠ°ΡΠΊΠΎΡΡΠΎΡΠ½ΡΡ
ΠΊΡΡΡΠ°Ρ
Π² Π ΠΎΡΡΠΈΠΈ ΠΏΠΎΠΊΠ°Π·ΡΠ²Π°Π΅Ρ, ΡΡΠΎ ΠΈΡΠΏΠΎΠ»ΡΠ·ΠΎΠ²Π°Π½ΠΈΠ΅ ΠΎΠ±ΡΡΠ°ΡΡΠ΅Π³ΠΎ ΠΏΠΎΡΠ΅Π½ΡΠΈΠ°Π»Π° ΡΠ·ΡΠΊΠΎΠ²ΠΎΠΉ ΡΡΠ΅Π΄Ρ Π΄Π΅Π»Π°Π΅Ρ ΡΠΎΠ΄Π΅ΡΠΆΠ°Π½ΠΈΠ΅ ΠΎΠ±ΡΡΠ΅Π½ΠΈΡ Π΅ΡΡΠ΅ΡΡΠ²Π΅Π½Π½ΡΠΌ, Π°ΠΊΡΡΠ°Π»ΡΠ½ΡΠΌ ΠΈ ΠΈΠ½ΡΠ΅ΡΠ΅ΡΠ½ΡΠΌ. ΠΡΡ
ΠΎΠ΄ ΠΎΡ ΡΡΠ°Π΄ΠΈΡΠΈΠΎΠ½Π½ΡΡ
ΠΏΡΠΈΠ΅ΠΌΠΎΠ² ΠΎΠ±ΡΡΠ΅Π½ΠΈΡ ΠΏΠΎΠ·Π²ΠΎΠ»ΡΠ΅Ρ ΠΎΡΠ³Π°Π½ΠΈΠ·ΠΎΠ²Π°ΡΡ ΠΎΠ±ΠΌΠ΅Π½ ΠΌΡΡΠ»ΡΠΌΠΈ ΠΈ ΡΡΠ²ΡΡΠ²Π°ΠΌΠΈ Π² ΡΡΠ»ΠΎΠ²ΠΈΡΡ
ΡΠ΅ΡΠ΅Π²ΠΎΠ³ΠΎ Π²Π·Π°ΠΈΠΌΠΎΠ΄Π΅ΠΉΡΡΠ²ΠΈΡ ΠΏΡΠΈ ΡΠΎΠ·Π΄Π°Π½ΠΈΠΈ ΡΠΎΠ²ΠΌΠ΅ΡΡΠ½ΠΎΠ³ΠΎ ΠΏΡΠΎΠ΄ΡΠΊΡΠ° (ΠΊΠ°ΠΊ ΡΠ΅ΡΠ΅Π²ΠΎΠ³ΠΎ, ΡΠ°ΠΊ ΠΈ Π½Π΅ΡΠ΅ΡΠ΅Π²ΠΎΠ³ΠΎ). ΠΠ½ΡΠ΅ΡΠ°ΠΊΡΠΈΠ²Π½ΡΠΉ ΡΡΠΎΠΊ, Π²ΡΡΡΡΠΏΠ°ΡΡΠΈΠΉ ΠΊΠ°ΠΊ ΠΌΠ°ΠΊΡΠΎΠ΅Π΄ΠΈΠ½ΠΈΡΠ° ΠΎΡΠ±ΠΎΡΠ° ΠΈ ΡΠΎΠ΄Π΅ΡΠΆΠ°Π½ΠΈΡ ΠΎΠ±ΡΡΠ΅Π½ΠΈΡ ΡΡΡΡΠΊΠΎΠΌΡ ΡΠ·ΡΠΊΡ ΠΊΠ°ΠΊ ΠΈΠ½ΠΎΡΡΡΠ°Π½Π½ΠΎΠΌΡ (Π ΠΠ) Π½Π° ΠΊΡΠ°ΡΠΊΠΎΡΡΠΎΡΠ½ΡΡ
ΠΊΡΡΡΠ°Ρ
, ΡΠΎΡΡΠΎΠΈΡ ΠΈΠ· ΡΡΠ΅Ρ
Π±Π»ΠΎΠΊΠΎΠ² (ΠΌΠΎΡΠΈΠ²Π°ΡΠΈΠΎΠ½Π½ΠΎ-ΠΎΠ·Π½Π°ΠΊΠΎΠΌΠΈΡΠ΅Π»ΡΠ½ΡΠΉ, Π΄Π΅ΡΡΠ΅Π»ΡΠ½ΠΎΡΡΠ½ΠΎ-ΠΎΡΠΈΠ΅Π½ΡΠΈΡΠΎΠ²Π°Π½Π½ΡΠΉ ΠΈ ΡΠ΅Π·ΡΠ»ΡΡΠ°ΡΠΈΠ²Π½ΡΠΉ). Π‘ΠΏΠ΅ΡΠΈΠ°Π»ΡΠ½ΠΎ ΠΎΡΠΎΠ±ΡΠ°Π½Π½ΡΠ΅ Π΄Π»Ρ ΠΊΠ°ΠΆΠ΄ΠΎΠΉ ΡΠΈΡΡΠ°ΡΠΈΠΈ ΠΎΠ±ΡΠ΅Π½ΠΈΡ ΠΈ ΡΠ°ΡΠΏΠΎΠ»ΠΎΠΆΠ΅Π½Π½ΡΠ΅ Π² ΠΎΠΏΡΠ΅Π΄Π΅Π»Π΅Π½Π½ΠΎΠΌ ΠΏΠΎΡΡΠ΄ΠΊΠ΅ ΠΈΠ½ΡΠ΅ΡΠ°ΠΊΡΠΈΠ²Π½ΡΠ΅ ΡΠΎΡΠΌΡ ΠΈ ΠΏΡΠΈΠ΅ΠΌΡ ΠΏΡΠ΅Π΄ΡΡΠ°Π²Π»Π΅Π½Ρ Π² ΡΠΈΡΡΠ΅ΠΌΠ΅ ΠΈΠ½ΡΠ΅ΡΠ°ΠΊΡΠΈΠ²Π½ΡΡ
ΡΠΏΡΠ°ΠΆΠ½Π΅Π½ΠΈΠΉ ΠΈ Π·Π°Π΄Π°Π½ΠΈΠΉ, ΠΊΠ»Π°ΡΡΠΈΡΠΈΡΠΈΡΠΎΠ²Π°Π½Π½ΡΡ
Π² Π·Π°Π²ΠΈΡΠΈΠΌΠΎΡΡΠΈ ΠΎΡ ΡΡΠ°Π΄ΠΈΠΉ ΡΡΠ²ΠΎΠ΅Π½ΠΈΡ ΡΠ΅ΡΠ΅Π²ΡΡ
Π΄Π΅ΠΉΡΡΠ²ΠΈΠΉ Π² ΡΠ°Π·Π½ΡΡ
ΠΊΠΎΠΌΠΌΡΠ½ΠΈΠΊΠ°ΡΠΈΠ²Π½ΡΡ
ΡΠΈΡΡΠ°ΡΠΈΡΡ
. Π ΡΡΠ°ΡΡΠ΅ ΠΏΡΠ΅Π΄ΡΡΠ°Π²Π»Π΅Π½Ρ ΡΠΎΡΠΌΡ ΠΈ ΠΏΡΠΈΠ΅ΠΌΡ ΠΈΠ½ΡΠ΅ΡΠ°ΠΊΡΠΈΠ²Π½ΠΎΠ³ΠΎ ΠΎΠ±ΡΡΠ΅Π½ΠΈΡ ΡΡΡΡΠΊΠΎΠΌΡ ΡΠ·ΡΠΊΡ ΠΊΠ°ΠΊ ΠΈΠ½ΠΎΡΡΡΠ°Π½Π½ΠΎΠΌΡ, ΠΊΠΎΡΠΎΡΡΠ΅ ΠΏΡΠ΅ΠΏΠΎΠ΄Π°Π²Π°ΡΠ΅Π»ΠΈ ΠΌΠΎΠ³ΡΡ ΠΏΡΠΈΠΌΠ΅Π½ΡΡΡ Π½Π° ΠΊΡΠ°ΡΠΊΠΎΡΡΠΎΡΠ½ΡΡ
ΠΊΡΡΡΠ°Ρ
. ΠΠ²ΡΠΎΡΡ ΠΏΠΎΠΊΠ°Π·Π°Π»ΠΈ, ΡΡΠΎ ΠΈΠ½ΡΠ΅ΡΠ°ΠΊΡΠΈΠ²Π½ΡΠ΅ ΠΏΡΠΈΠ΅ΠΌΡ ΠΈ ΡΠΎΡΠΌΡ ΠΎΠ±ΡΡΠ΅Π½ΠΈΡ ΡΡΠΈΠΌΡΠ»ΠΈΡΡΡΡ ΠΈΠ½ΠΎΡΡΡΠ°Π½Π½ΡΡ
ΡΡΠ°ΡΠΈΡ
ΡΡ ΠΊ ΡΡΡΠ½ΠΎ-ΡΠ΅ΡΠ΅Π²ΠΎΠΌΡ ΠΎΠ±ΡΠ΅Π½ΠΈΡ Π½Π° ΠΈΠ·ΡΡΠ°Π΅ΠΌΠΎΠΌ ΡΠ·ΡΠΊΠ΅. ΠΡΠΎ ΡΠΏΠΎΡΠΎΠ±ΡΡΠ²ΡΠ΅Ρ ΡΠ°Π·Π²ΠΈΡΠΈΡ ΡΠΌΠ΅Π½ΠΈΠΉ ΡΠΎΡΠΈΠ°Π»ΡΠ½ΠΎΠ³ΠΎ ΠΈ ΡΡΠ΅Π±Π½ΠΎΠ³ΠΎ Π²Π·Π°ΠΈΠΌΠΎΠ΄Π΅ΠΉΡΡΠ²ΠΈΡ ΡΡΠ°ΡΠΈΡ
ΡΡ Π΄Π»Ρ ΡΠ΅ΡΠ΅Π½ΠΈΡ Π°ΠΊΡΡΠ°Π»ΡΠ½ΡΡ
ΠΊΠΎΠΌΠΌΡΠ½ΠΈΠΊΠ°ΡΠΈΠ²Π½ΡΡ
Π·Π°Π΄Π°Ρ Π² ΡΠ΅Π°Π»ΡΠ½ΡΡ
ΡΠΈΡΡΠ°ΡΠΈΡΡ
ΠΎΠ±ΡΠ΅Π½ΠΈΡ. ΠΠ΅ΡΡΠΏΠ΅ΠΊΡΠΈΠ²Π° ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ Π²ΠΈΠ΄ΠΈΡΡΡ Π² ΡΠΎΠΌ, ΡΡΠΎΠ±Ρ ΡΠ°Π·ΡΠ°Π±ΠΎΡΠ°ΡΡ ΠΈΠ½ΡΠ΅ΡΠ°ΠΊΡΠΈΠ²Π½ΡΠ΅ ΠΏΡΠΈΠ΅ΠΌΡ ΠΎΠ±ΡΡΠ΅Π½ΠΈΡ ΠΈΠ½ΠΎΡΡΡΠ°Π½Π½ΠΎΠΌΡ ΡΠ·ΡΠΊΡ Π΄Π»Ρ ΡΠ°Π·Π½ΡΡ
Π²ΠΎΠ·ΡΠ°ΡΡΠ½ΡΡ
Π³ΡΡΠΏΠΏ ΡΡΠ°ΡΠΈΡ
ΡΡ ΠΈ ΡΠ°Π·Π½ΡΡ
ΡΡΠΎΠ²Π½Π΅ΠΉ Π²Π»Π°Π΄Π΅Π½ΠΈΡ ΠΈΠ½ΠΎΡΡΡΠ°Π½Π½ΡΠΌ ΡΠ·ΡΠΊΠΎΠΌ
Using Technology to Support At-Risk Students' Learning
A new report finds that technology - when implemented properly -can produce significant gains in student achievement and boost engagement, particularly among students most at risk
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