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This guidebook is designed to be the high school teacher's friend
in addressing a wide variety of questions regarding the use of
educational and instructional technologies. It can serve as a
companion and guide through the myriad challenges and opportunities
related to the effective use of technology in one's classroom and
school. A sample of U.S. high school teachers provided us with
detailed answers about their experiences with using technology in
their teaching. Specifically, they shared their challenges,
barriers, ideas, and suggestions for working successfully with
administrators, technology specialists, students, fellow teachers,
and parents when teaching with technology. We have organized the
teachers' experiences and recommendations according to each
stakeholder group. Rather than recommending or reviewing specific
educational technology companies, applications, or tools, we
provide a large number of strategies that are "built to last" and
should be applicable regardless of the specific tool under
consideration. We assume that it doesn't ultimately matter what the
tool or technology is that you're using-it's how and why you're
using it for teaching and learning that will determine whether it
is successful or not. The "how" and "why" aspects encompass the
built-to-last strategies included in this guidebook.
This guidebook is designed to be the elementary school teacher's
friend in addressing a wide variety of questions regarding the use
of educational and instructional technologies. It can serve as a
companion and guide through the myriad challenges and opportunities
related to the effective use of technology in one's classroom and
school. A sample of U.S. elementary school teachers provided us
with detailed answers about their experiences with using technology
in their teaching. Specifically, they shared their challenges,
barriers, ideas, and suggestions for working successfully with
administrators, technology specialists, students, fellow teachers,
and parents when teaching with technology. We have organized the
teachers' experiences and recommendations according to each
stakeholder group. Rather than recommending or reviewing specific
educational technology companies, applications, or tools, we
provide a large number of strategies that are "built to last" and
should be applicable regardless of the specific tool under
consideration. We assume that it doesn't ultimately matter what the
tool or technology is that you're using-it's how and why you're
using it for teaching and learning that will determine whether it
is successful or not. The "how" and "why" aspects encompass the
built-to-last strategies included in this guidebook.
This guidebook is designed to be the high school teacher's friend
in addressing a wide variety of questions regarding the use of
educational and instructional technologies. It can serve as a
companion and guide through the myriad challenges and opportunities
related to the effective use of technology in one's classroom and
school. A sample of U.S. high school teachers provided us with
detailed answers about their experiences with using technology in
their teaching. Specifically, they shared their challenges,
barriers, ideas, and suggestions for working successfully with
administrators, technology specialists, students, fellow teachers,
and parents when teaching with technology. We have organized the
teachers' experiences and recommendations according to each
stakeholder group. Rather than recommending or reviewing specific
educational technology companies, applications, or tools, we
provide a large number of strategies that are "built to last" and
should be applicable regardless of the specific tool under
consideration. We assume that it doesn't ultimately matter what the
tool or technology is that you're using-it's how and why you're
using it for teaching and learning that will determine whether it
is successful or not. The "how" and "why" aspects encompass the
built-to-last strategies included in this guidebook.
This guidebook is designed to be the elementary school teacher's
friend in addressing a wide variety of questions regarding the use
of educational and instructional technologies. It can serve as a
companion and guide through the myriad challenges and opportunities
related to the effective use of technology in one's classroom and
school. A sample of U.S. elementary school teachers provided us
with detailed answers about their experiences with using technology
in their teaching. Specifically, they shared their challenges,
barriers, ideas, and suggestions for working successfully with
administrators, technology specialists, students, fellow teachers,
and parents when teaching with technology. We have organized the
teachers' experiences and recommendations according to each
stakeholder group. Rather than recommending or reviewing specific
educational technology companies, applications, or tools, we
provide a large number of strategies that are "built to last" and
should be applicable regardless of the specific tool under
consideration. We assume that it doesn't ultimately matter what the
tool or technology is that you're using-it's how and why you're
using it for teaching and learning that will determine whether it
is successful or not. The "how" and "why" aspects encompass the
built-to-last strategies included in this guidebook.
This guidebook is designed to be the middle-level teacher's friend
in addressing a wide variety of questions regarding the use of
educational and instructional technologies. It can serve as a
companion and guide through the myriad challenges and opportunities
related to the effective use of technology in one's classroom and
school. A sample of middle level U.S. teachers provided us with
detailed answers about their experiences with using technology in
their teaching. Specifically, they shared their challenges,
barriers, ideas, and suggestions for working successfully with
administrators, technology specialists, students, fellow teachers,
and parents when teaching with technology. We have organized the
teachers' experiences and recommendations according to each
stakeholder. Rather than recommending or reviewing specific
educational technology companies, applications, or tools, we
provide a large number of strategies that are "built to last" and
should be applicable regardless of the specific tool under
consideration. We assume that it doesn't ultimately matter what the
tool or technology is that you're using-it's how and why you're
using it for teaching and learning that will determine whether it
is successful or not. The "how" and "why" aspects encompass the
built-to- last strategies included in this guidebook.
This guidebook is designed to be the middle-level teacher's friend
in addressing a wide variety of questions regarding the use of
educational and instructional technologies. It can serve as a
companion and guide through the myriad challenges and opportunities
related to the effective use of technology in one's classroom and
school. A sample of middle level U.S. teachers provided us with
detailed answers about their experiences with using technology in
their teaching. Specifically, they shared their challenges,
barriers, ideas, and suggestions for working successfully with
administrators, technology specialists, students, fellow teachers,
and parents when teaching with technology. We have organized the
teachers' experiences and recommendations according to each
stakeholder. Rather than recommending or reviewing specific
educational technology companies, applications, or tools, we
provide a large number of strategies that are "built to last" and
should be applicable regardless of the specific tool under
consideration. We assume that it doesn't ultimately matter what the
tool or technology is that you're using-it's how and why you're
using it for teaching and learning that will determine whether it
is successful or not. The "how" and "why" aspects encompass the
built-to- last strategies included in this guidebook.
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