{"id":10838,"date":"2022-06-23T02:33:55","date_gmt":"2022-06-23T02:33:55","guid":{"rendered":"https:\/\/www.booksofall.com\/de\/?post_type=product&p=10838"},"modified":"2022-06-23T02:41:59","modified_gmt":"2022-06-23T02:41:59","slug":"education-technology-for-effective-teachers","status":"publish","type":"product","link":"https:\/\/www.booksofall.com\/de\/education-technology-for-effective-teachers\/","title":{"rendered":"Education Technology for Effective Teachers"},"content":{"rendered":"

Education systems around the world are investing in technology to help teachers be more effective. In some cases, the results are exciting. In others, the impact of technology falls short of expectations or remains unevaluated. The closing of schools worldwide due to the COVID-19 pandemic<\/a> has highlighted the importance of understanding how to leverage technology well. This note lays out four principles for investing in technology for effective teachers and six aspects of teaching where technology can boost teacher performance, together with examples of tested, promising, and cautionary experiences with teacher technologies.<\/p>\n

The Principles<\/h4>\n

Principle 1: Technology is not the solution to the learning crisis.<\/strong> But technology can be the solution to specific micro-problems within the education system. When considering technology investments, the key is to begin with a specific problem and ask, What\u2019s the best way to solve this problem? And then to ask, can technology help in this case? Approached problem-by-problem, education systems can have realistic expectations of the promise of technology and ensure that they help teachers to help their students.<\/p>\n

Principle 2: If you\u2019re going to invest in technology, invest in the training, support, monitoring, and maintenance to make it work.<\/strong> Technology investments<\/a> often come with a significant up-front investment. But it doesn\u2019t make sense to invest in the hardware or the software without budgeting for all the supplemental services required to make the technology work. Systems often underestimate the degree of sensitization and training required for teachers\u2014along with others in the education system, like principals and ministry staff\u2014to buy into a new technology and then to use it effectively.<\/p>\n

Principle 3: Test the technology.<\/strong><\/p>\n