Proceedings of the Conference on Technology and Students at Risk of School Failure PDF Download

Author: Conference on Technology and Students at Risk of School Failure
Publisher:
ISBN:
Category : Children with social disabilities
Languages : en
Pages : 122

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Author: Agency for Instructional Technology
Publisher:
ISBN:
Category : Educational technology
Languages : en
Pages :

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Author: Agency for Instructional Technology
Publisher:
ISBN:
Category : Educational technology
Languages : en
Pages : 88

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Book Description

Author: Agency for Instructional Technology
Publisher:
ISBN:
Category :
Languages : en
Pages :

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Author: José Jesús Gázquez
Publisher: Frontiers Media SA
ISBN: 2889455912
Category :
Languages : en
Pages : 594

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The main objective of this Research Topic is to determine the conditions that place students at risk of school failure, identifying student and context variables. In spite of the fact that there is currently little doubt about how one learns and how to teach, in some countries of the “developed world,” there is still there is a high rate of school failure. Although the term “school failure” is a very complex construct, insofar as its causes, consequences, and development, from the field of educational psychology, the construct “student engagement” has recently gained special interest in an attempt to deal with the serious problem of school failure. School engagement builds on the anatomy of the students’ involvement in school and describes their feelings, behaviors, and thoughts about their school experiences. So, engagement is an important component of students’ school experience, with a close relationship to achievement and school failure. Children who self-set academic goals, attend school regularly and on time, behave well in class, complete their homework, and study at home are likely to interact adequately with the school social and physical environments and perform well in school. In contrast, children who miss school are more likely to display disruptive behaviors in class, miss homework frequently, exhibit violent behaviors on the playground, fail subjects, be retained and, if the behaviors persist, quit school. Moreover, engagement should also be considered as an important school outcome, eliciting more or less supportive reactions from educators. For example, children who display school-engaged behaviors are likely to receive motivational and instructional support from their teachers. The opposite may also be true. But what makes student engage more or less? The relevant literature indicates that personal variables (e.g., sensory, motor, neurodevelopmental, cognitive, motivational, emotional, behavior problems, learning difficulties, addictions), social and/or cultural variables (e.g., negative family conditions, child abuse, cultural deprivation, ethnic conditions, immigration), or school variables (e.g., coexistence at school, bullying, cyberbullying) may concurrently hinder engagement, preventing the student from acquiring the learnings in the same conditions as the rest of the classmates.

Author: Arthur D. Sheekey
Publisher:
ISBN:
Category : Distance education
Languages : en
Pages : 100

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Author: Heather L. Schwartz
Publisher: Rand Corporation
ISBN: 0833094742
Category : Education
Languages : en
Pages : 0

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The report categorizes school safety technologies, summarizes research on school violence, presents six case studies of innovative technologies, and summarizes experts' views of technologies and safety problems and their rankings of technology needs.

Author: Nusrat Haq
Publisher: Ashgate Publishing, Ltd.
ISBN: 1409491846
Category : Education
Languages : en
Pages : 212

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Book Description
How have schools been affected by the introduction of computer technology, and has it changed the school life and experience of students? This book uses research from both large and small secondary schools, including those specializing in technology and those with higher numbers of pupils with special needs, to look at the results of all the political initiatives and investment in ICT. The authors found that the ambitious expectations fell short of reality. Their research into the reasons for this shortfall can help teachers understand and develop ways to make the best use of computers in their schools. It is equally informative for educational researchers and policy-makers.

Author: Harold Wenglinsky
Publisher: Teachers College Press
ISBN: 9780807745830
Category : Education
Languages : en
Pages : 112

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Book Description
Provides information on the effect of technology on student academic performance in mathematics, science, and reading.

Author: Justin Reich
Publisher: Harvard University Press
ISBN: 0674249666
Category : Education
Languages : en
Pages : 337

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A Science “Reading List for Uncertain Times” Selection “A must-read for anyone with even a passing interest in the present and future of higher education.” —Tressie McMillan Cottom, author of Lower Ed “A must-read for the education-invested as well as the education-interested.” —Forbes Proponents of massive online learning have promised that technology will radically accelerate learning and democratize education. Much-publicized experiments, often underwritten by Silicon Valley entrepreneurs, have been launched at elite universities and elementary schools in the poorest neighborhoods. But a decade after the “year of the MOOC,” the promise of disruption seems premature. In Failure to Disrupt, Justin Reich takes us on a tour of MOOCs, autograders, “intelligent tutors,” and other edtech platforms and delivers a sobering report card. Institutions and investors favor programs that scale up quickly at the expense of true innovation. Learning technologies—even those that are free—do little to combat the growing inequality in education. Technology is a phenomenal tool in the right hands, but no killer app will shortcut the hard road of institutional change. “I’m not sure if Reich is as famous outside of learning science and online education circles as he is inside. He should be...Reading and talking about Failure to Disrupt should be a prerequisite for any big institutional learning technology initiatives coming out of COVID-19.” —Inside Higher Ed “The desire to educate students well using online tools and platforms is more pressing than ever. But as Justin Reich illustrates...many recent technologies that were expected to radically change schooling have instead been used in ways that perpetuate existing systems and their attendant inequalities.” —Science