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Have Silicon Valley Teachers Using Technology Daily Altered Their Classroom Practice? (Part 2) | Larry Cuban on School Reform and Classroom Practice - Hallo friend SMART KIDS, In the article you read this time with the title Have Silicon Valley Teachers Using Technology Daily Altered Their Classroom Practice? (Part 2) | Larry Cuban on School Reform and Classroom Practice, we have prepared well for this article you read and download the information therein. hopefully fill posts Article baby, Article care, Article education, Article recipes, we write this you can understand. Well, happy reading.

Title : Have Silicon Valley Teachers Using Technology Daily Altered Their Classroom Practice? (Part 2) | Larry Cuban on School Reform and Classroom Practice
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Have Silicon Valley Teachers Using Technology Daily Altered Their Classroom Practice? (Part 2) | Larry Cuban on School Reform and Classroom Practice

Have Silicon Valley Teachers Using Technology Daily Altered Their Classroom Practice? (Part 2) | Larry Cuban on School Reform and Classroom Practice:

Have Silicon Valley Teachers Using Technology Daily Altered Their Classroom Practice? (Part 2)

Of the 37 teachers who replied to my questions, 24 (65 percent) said yes.

Nine (24 percent) said “no.” I sorted  the “no” answers into two bins. Six teachers who said “no” explained that using digital tools had not changed their ways of teaching because they had been using high-tech devices since they entered the profession or labeled themselves as “digital natives” even before they began teaching. The other three teachers who said “no” gave different answers.

Lyuda Shemyakina, a biology teacher at Mountain View High School in the Mountain View-Los Altos Union High School District, has been a teacher for six years, two of which were in Chicago. Her response was:

Technology facilitates the gathering and disseminating of information in my classroom, but I wouldn’t say it has fundamentally changed how I teach. 

For example, designing, scaffolding, and handing out homework and classwork are integral parts of my teaching practice. Whereas in another country or another decade I might have made paper copies or made students write these down, many/most things now are electronic. Students can see all my presentations (directions for class); students can e-mail me with questions, and students have fewer excuses for not knowing the homework. I literally post it in five different places from with the white board in my room to a public on-line space. I also post links to helpful videos, worksheets, etc. to help both struggling and advanced students….[i]

Ultimately, though, a teacher is still an intellectual who must design or select instruction and instructional materials, including assessments. If I don’t have the skills to appropriately design and assess activities, no amount of technology can help me. For instance, during the class you saw, I chose to have students design and share analogies. These were very telling as a measure of their understanding of basic genetics. If I had asked the wrong question, like “do you get genetics?” it wouldn’t have mattered what technology I used.  

David Campbell, a teacher of Spanish and a National Board Certified Teacher. He has taught 16 years, the last eight at Mountain View High School.

Technology has changed how I teach a little, but not that much. Ultimately it is the personality of the class and their engagement that allows a teacher to do Have Silicon Valley Teachers Using Technology Daily Altered Their Classroom Practice? (Part 2) | Larry Cuban on School Reform and Classroom Practice:

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