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Professional Development

 Early Childhood

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 Early Childhood

The digital divide denotes to the inequality inaccessibility of technology that takes place between communities due to demographic and regional differences, especially in socio-economic groups. One of the critical objectives of educators is to assist bridge the digital divide so that all learners can access technological skills which they need to be successful adults. Whereas some learners are termed as digital natives since they grew up immersed in technology and other learners for various reasons, they have not acquired this level of technological skills. According to research done by Adhikari, Scogings, Mathrani & Sofat (2017), they found out that there was a substantial movement in academic and social boundaries among informal and formal learning places. One-to-one learning tools offer the link between home and home, as learners gain more possession of their knowledge, and educators become helpers.

One of the critical steps to bridging the digital divide in a classroom is to offer technology to students. Initiate the process by assessing what technology is available to you as a teacher. A chicken and egg problem challenges unconnected learners and individual remote for interaction with the contemporary e-learning contribution (Hillier, 2017). There may be tools that a teacher might not have considered since he or she always used them in your class, and instead, they are tools that might not be accessible at all. Before trying to bridge the digital divide in a classroom, it is essential for a teacher to thoroughly evaluate what technology the school can afford or is already available, even if it is possible to share it with fellow teachers.

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Once the teacher has the technological tools required, it is essential to assess evaluate how adept the learners are navigating the technical skills that will be used in class during the lessons. During the designing of an experience by the teacher for students that integrates technology, as teacher you have to evaluate the learning results compared to the skills the students will need to be successful The Technological Balancing act in assessing a lesson, the teacher might need to discover that he or she will have to teach students new technological skills with the aim of them being successful in technology use and mastering the necessary content.

It is essential for a teacher to strike a balance- particularly in this case, I am the core content teacher. At the time, the teacher is over-ambitious, and the essential technological skills might outweigh the content the educator is trying to deliver. Before the teacher designs a lesson, it is necessary for the teacher to consider the inventory and population, the skills available, and the skills required for the lesson. In case there several skills to take note of are unconnected to the content, that should be an alarm to the teacher. It would be recommendable to redesign the class and strike a balance between technology and content.

It is clear that technology-based learning techniques resources efficiently engage learners and improve their skills; many educators are challenged by difficulties while using technology in a class. Sometimes a specific platform is too difficult to be introduced, and they might not run in teachers’ devices. In spite of the challenges, the teacher still wants to enjoy the benefits that education technology can offer during teaching in the classroom. As a teacher, you can bolster the lesson plans by the usage of videos as stand-alone impressions for various subjects.

They are also available as previews and skill previews, their many websites that a teacher can make video content, and post it. For example is the Teacher Tube an education-only version of YouTube, which comprise of all school topics. A teacher I can come up with a search for a particular subject or browse using criteria of category, for fast accessibility of relevant information and videos. For instance, searching for school algebra will reflect the results of pages comprising the study guidelines, particular exams, and lesson reviews. This technique of using technology in a class is an additional multimedia aspect to lessons, which can efficiently reverberate with visual students.

 

In research carried out by Bashir (2018) identified how animated video was successful in Grade V science teaching to improve students’ theoretical understanding of states of matter.

The use of animated videos can positively affect a child’s development in various capability areas, including creativity, memory, problem-solving, and critical thinking. As a teacher, it is not good to confine in pre-recorded videos, as conferencing technology makes it possible for subject matter experts to offer lessons. Whether it is interaction with another school or a period lecturer, it is critical to reaching out to; coming up with an expert into the class will explain to the student’s fresh ideas and can lessen the workload of the teacher.

 

In a study carried out by Romaña (2015) the results suggested that Skype conference calls may be termed as an influential computer-mediated communication device that can be used to advance English as a foreign language adult students’ speaking skill, particularly for social interaction drives and oral reinforcement of both course contents and language fluency outside of class setting. As a teacher, I can add an extra person as a contact on Google Hangouts or skype, offering the lesson using the program. On Skype, there is a list of guest speakers who will willingly teach on their specialized topics. I can ask the learners to prepare questions, assist them in enjoying the session, and be willing to participate in, this modern take on traditional classrooms. If every student can access a smartphone, I can use the situation to my advantage as a teacher by offering content using the phones.

 

The body of the theory of cultural literacy is rapidly growing, but there is limited information on teaching cultural literacy to higher education contexts. Open learninglearning and Cultural literacy are two different areas of study. Still, there is a shared ground between the two regions, and cultural literacy help gain significant benefits from the cross-pollination of ideas using open learning (Ochoa McDonald & Monk, 2018). Everyone should be aware of the use of Open-space Learning techniques as valuable technique for learning cultural literacy. The models used in open learning that most have been adapted to learning cultural literacy. It is arguably true that the critical part of a learning setting is what is referred to as cognitive destabilization and should acknowledge the techniques that are ideally suitable for development, such as destabilization in learners.

 

Most of the countries depend on immigrants for population increase and maintaining skilled labor force. Nonetheless, most such immigrants are challenged by literacy-related stumbling blocks to the success of the labor force and education. The significant challenges are writing and reading. The policies used in teaching ESL to immigrant learners are linked with the rising competence in writing and reading. Offer successful to immigrants; it is essential to implement strategies such as collaborative reading involvements, in which teens will interact in oral interaction and collaboratively discuss the meaning and a shared understanding of manuscripts, which will produce more significant impacts than the systematic phonics instruction and multimedia-assisted reading interventions.

 

The future policymakers in education should consider the following, ensuring that opportunities are available to combine professional learning, college-preparatory academics, and workplace knowledge. In preparation for the intricate jobs, rapidly and dynamic, which are fast globalizing future, all learners must be exposed to opportunities of learning firsthand on how their academic work can be applied to potential career pathways and vice versa. Programs will make it possible for this exposure and offer students with tangible results such as the professional certification and college credit, which must be accessible in every district.

Implement policies transition daily to better-fit parents’ requirements. The regular school timeline is old-fashioned and makes child care and balancing a job extremely hard, particularly for working parents. Education policymakers should structure a school day that will align with the daily work schedules. They should create healthily and a safe environment in all schools. Acquire extra specialized instructional support personnel’s school psychologist, school counselors, and school social workers,—to make sure that all the students have the accessibility to career, academic, social-emotional, and mental health support. By lessening staff to student ratios and resonating out schoolwide and targeted mental health interferences, student’s health and educational attainment will be improved instantaneously.

According to Battistin, E. (2016), the rise in test-based responsibility creates inducements for teachers, students, and schools to manipulate test scores. A student could be improving in grades even if standardized tests show little success since there is several factors have been identified to have a substantial impact on student learning achievements, besides from the educators to whom their results could be affected by them. The influences of students’ other educators, both preceding teachers and present teachers of various subjects and also instructional specialists or tutors, have been discovered to have a significant impact on the achievement of a student on a standardized test. They are other factors such as the school conditions, quality of curriculum tools, tutoring or specialist supports, the size of the classroom, and other factors that have an impact on learning. Most of the schools have evolved the pull-out system, group teaching, which will only erroneously avail the potential of isolating personal teacher impacts of valuation disciplinary or disciplinary purposes.

They are several precautionary measures a principal would take when a negative is circulating. The first step would be to understand the exact state and the causes of whatever has led to the spread of such stories after the principal can try to work through the issue and to resolve it efficiently where possible. If the item is concerning a particular student or teacher, the solution could include separating and determining that situation professionally. The principal should have some media knowledge on how to handle media questioning if the school has a PR practitioner to could be added advantage since the principal can do some proactive public relations courses within the community. If the principal cannot invest in a PR practitioner, then it would be necessary for the principal media trained professionally. The principal will have a better understanding of how the press works, and he or she can see to it that they are developing the best results possible for the state and the school, which could significantly help to correct their spoiled reputation.

Test teaching is essential to a school since it assists pupils and teachers in finding out how much they have learned and taught, respectively. It is due to the educator’s determination to find the areas which are challenging for them to take appropriate measures; that is why tests are administered in the school. This cycle of testing teaching is common to anyone who has been a learner. Tests have the aim of finding out what they have learned. Nevertheless, there can be other more complex reasons as to why the school uses teaching testing.

Tests are used by the teachers to measure their learners’ understanding of particular content or ineffective implementation of critical thinking skills. They are some tests. They are used to assess student learning levels, academic achievements, and skill growth levels at the end of a learning period, for instance, the end of a unit, project, semester, course, school year, or a program. The most key objective of classroom testing is to evaluate learners’ areas of difficulties after the completion of studies. When the tests are tests to well-written lesson objects, an educator can analyze the outcomes to identify where the majority of students handled well and the areas that need more work. This data can be used to help the teacher generate small groups or to use unique instructional approaches.

Teachers can also use tests as a teaching technique, particularly if a learner did not understand the directions or questions. Teachers might as well use tests where they are discussing student development during team meetings, in case of a parent-teacher conferences or student assistance program. The other important use of experiments at the school level is to find out student weaknesses and strengths. One of the most useful examples of this is when an educator use pretests the start of learning to find out what the learners have already in mind and figure out where to emphasize the lesson. There is a variety of literateness tests that can be used to help focus on the weakness accuracy or decoding as well as multiple intelligences and learning style tests to help educators find out how to meet the requirements of their students through instructional methods. This explanation will show those raising alarm the importance of teaching tests

 

 

 

 

 

Harassment and bullying are not an emerging issue that school communities are challenged with, but the long-term impacts of bullying are drawing public attention and motivating real efforts towards refining the lives of all the learners. Most education professionals are more concerned about how to stop bullying in school. The following are some recommendable steps to stop bullying and creating a positive school environment. It is essential to focus on creating a connected and safe social context in which all students and staff will feel more valued and welcomed. This proactive technique should be structured and expected from all of the stakeholders. They are assessing the community and getting the real information on what’s bullying and harassment in the school. It is essential to collect accurate data and share the information to inspire the school community to take action to stop bullying. Local knowledge will assist people in identifying the problem that is affecting the school.

In providing training and seeking school community buy-in. It is essential to educate the school community on what bullying is and its long-lasting impacts on both the bullied and the bully, the rules and policies in place, what is expected of the students, and how they assist. A school working is integral in lessening harassment and bullying. It will also be essential to seek support from other school officials, staff, teachers, guardians or teachers, and community members as well. Educated students can engage and teach other students how to behave positively towards other students and how to intervene when bullying is taking place and how to go about being bullied.

References

Adhikari, J., Scogings, C., Mathrani, A., & Sofat, I. (2017). Evolving digital divides in information literacy and learning outcomes: A BYOD journey in a secondary school. The International Journal of Information and Learning Technology34(4), 290-306.

Hillier, M. (2018). Bridging the digital divide with off-line e-learning. Distance Education39(1), 110–121. https://doi.org/10.1080/01587919.2017.1418627

Bashir, M. (2018). Use of animated videos to enhance grade V students’ conceptual understanding of an abstract topic of science.

Romaña Correa, Y. (2015). SkypeTM Conference Calls A Way to Promote Speaking Skills in the Teaching and Learning of English. PROFILE Issues in Teachers’ Professional Development17(1), 143–156. https://doi.org/10.15446/profile.v17n1.41856

Ochoa, G. G., McDonald, S., & Monk, N. (2018). Adapting Open-space Learning Techniques to Teach Cultural Literacy. Open Cultural Studies2(1), 510–519. https://doi.org/10.1515/culture-2018-0046

Battistin, E. (2016). How manipulating test scores affect school accountability and student achievement. IZA World of Labor.

 

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