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Benchmarks For Assessing The Technological Literacy Of A Highly Qualified Paraprofessional, Antoinette P. Bruciati, María Lizano-Dimare
Benchmarks For Assessing The Technological Literacy Of A Highly Qualified Paraprofessional, Antoinette P. Bruciati, María Lizano-Dimare
Education Faculty Publications
Under the provisions of the No Child Left Behind Act of 2001 (NCLB) all instructional paraprofessionals working in a program supported under Title I, Part A, are required to meet the federal definition of being highly qualified by the end of the 2005-2006 school year. In meeting the NCLB requirements, the capacity to support teaching and learning activities in the content areas must be demonstrated. As school districts incorporate increasing amounts of technology into their classroom curricula, the role of the paraprofessional must keep pace with new pedagogical methods for using technology to support student learning. Through the development of …
Bridging The Home And School: A Case Study Of One Web-Enabled Technology, Michael K. Barbour
Bridging The Home And School: A Case Study Of One Web-Enabled Technology, Michael K. Barbour
Education Faculty Publications
In today's society, there are many new technologies that educators have at their disposal to use both inside and outside of the classroom. One such technology was the focus of the first stage of an on-going project on the "open school" model. This "open school" model is designed to provide access to information on a child's schooling to both students and parents outside of the traditional school day. This article considers the use of one web-enabled technology called ThinkWave in two one term, elective courses.