A successful digital conversion for classrooms, districts, and states is not determined by the technology, but by how technology enables teaching and learning. The purpose of our multisite case study was to document digital instructional strategies teachers use to enhance and transform student learning, and align that use with learning research. We conducted focus groups and interviews, and observed classrooms in seven exemplary schools across the United States. We surveyed teachers' familiarity, use, and comfort with technology as well. We document six common strategies used across the seven sites and identify five roles that technology plays in enhancing teaching and learning, and discuss how these strategies benefit teachers and learners. (Keywords: technology integration, digital instructional strategies)

Teaching in a Digital Age: How Educators Use Technology to Improve Student Learning

Visual expertise has been explored in numerous professions, but research on teachers’ vision remains limited. Teachers’ visual expertise is an important professional skill, particularly the ability to simultaneously perceive and interpret classroom situations for effective classroom management. This skill is complex and relies on an awareness of classroom events. Using eye tracking measurements and verbal think aloud, we investigated differences in how expert and novice teachers perceive problematic classroom scenes. Sixty-seven teachers participated, 35 experienced secondary school teachers (experts) and 32 teachers-in-training (novices). Participants viewed videos of authentic lessons and their eye movements were recorded as they verbalized thoughts about what they had seen in the lesson and how it was relevant to classroom management. Two different types of videos were viewed: lesson fragments showing (1) multiple events depicting disengaged students with no overt disruptions and (2) multiple events that included a prominent disruptive event affecting the class. Analysis of eye movements showed that novices’ viewing was more dispersed whereas experts’ was more focused. Irrespective of the video type, expert teachers focused their attention on areas where relevant information was available, while novice teachers’ attention was more scattered across the classroom. Experts’ perception appears to be more knowledge-driven whereas novices’ appears more image-driven. Experts monitored more areas than novices, while novices skipped more areas than experts. Word usage also differed, showing that expertise was associated with a higher frequency of words referencing cognition, perception, and events than novices.

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Teacher vision: expert and novice teachers’ perception of problematic classroom management scenes

This paper seeks to address two key questions: (1) how could a pedagogically driven approach to the use of DigiTech in health and physical education (HPE) benefit young people’s learning and (2) what steps are required to develop new DigiTech pedagogies? The paper is a response to the largely pessimistic views presented in this journal by Gard, Lupton and Williamson about the role of technology in HPE. In this paper, we argue that while we need to be aware of the risks, we also need to explore the opportunities for digital technologies (DigiTech) to shape HPE in new and positive ways. Specifically, we argue that a focus on pedagogy is largely missing from earlier discussions. In mapping the evidence-base on DigiTech against a three-dimensional categorisation of pedagogy – in the form of learners and learning, teachers and teaching, and knowledge and context [Armour, K. M. (Ed.). (2011). Sport pedagogy: An introduction for coaching and teaching sport. Harlow: Prentice Hall] – we are able to demonstrate the...

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Rethinking the relationship between pedagogy, technology and learning in health and physical education

In this article, I identify educational interventions with an impact on student learning in Sub-Saharan Africa. After a systematic literature search, I conducted a meta-analysis synthesizing 56 art...

Identifying Effective Education Interventions in Sub-Saharan Africa: A meta-analysis of rigorous impact evaluations

The role of the facilitator has become almost synonymously associated with student-centered approaches. However, how a teacher functions as a facilitator is less well defined. This article begins to define teacher action in student-centered learning environments. Through an exploration of teacher behavior, teacher–student interactions, and discussions around teacher-as-activator, the article argues that the teacher must play an active role in the classroom and should be considered much more than a “guide on the side.” Teachers should use a range of direct and indirect behaviors and dialogical exchanges to support and extend learning. These actions and interactions should be contextually relevant and aligned with the learning aims of the student-centered approach. In suggesting that facilitation provides a narrow perspective on teacher action, the article calls for further consideration around teacher-as-activator to consider the teacher as someone who activates new learning possibilities.

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“I’m a Facilitator of Learning!” Understanding What Teachers and Students Do Within Student-Centered Physical Education Models

Thank you for reading visible learning for teachers maximizing impact on learning. Maybe you have knowledge that, people have search hundreds times for their favorite readings like this visible learning for teachers maximizing impact on learning, but end up in malicious downloads. Rather than enjoying a good book with a cup of coffee in the afternoon, instead they juggled with some malicious virus inside their desktop computer.

Barbara Mayer

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Visible Learning For Teachers Maximizing Impact On Learning