Technology functions best for educators when it is 'invisible'. That is, when it is working.
The delivery of lessons needs to be enhanced, not hampered or completely waylaid by incompatible technologies, faulty hardware or lack of time and support. A teacher at any school needs to be able to go to the IWB and trust that the lesson that they want to pull up is available within the attention span of the student. Teachers at SSPs need to have this capacity in spades !
High support special needs students benefit from routines that deliver their priority learning needs at call.
A Quality Teaching action research project at Halinda this year looks at delivering Higher Order Thinking skills to the capable student through appropriate technologies and carefully prepared teaching materials. It is a steady task. Teachers assess the needs of students and consider how IWB content can be tailored to deliver replicable results.
We have focused before on the delivery of engaging materials via technology, and this is almost a given with students of the 'online' age. Now we turn to encapsulating a mode within IWB delivery that fosters higher learning and experiences.
The delivery of lessons needs to be enhanced, not hampered or completely waylaid by incompatible technologies, faulty hardware or lack of time and support. A teacher at any school needs to be able to go to the IWB and trust that the lesson that they want to pull up is available within the attention span of the student. Teachers at SSPs need to have this capacity in spades !
High support special needs students benefit from routines that deliver their priority learning needs at call.
A Quality Teaching action research project at Halinda this year looks at delivering Higher Order Thinking skills to the capable student through appropriate technologies and carefully prepared teaching materials. It is a steady task. Teachers assess the needs of students and consider how IWB content can be tailored to deliver replicable results.
We have focused before on the delivery of engaging materials via technology, and this is almost a given with students of the 'online' age. Now we turn to encapsulating a mode within IWB delivery that fosters higher learning and experiences.
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