Various approaches to training teachers in
the use of classroom technology have been attempted in our central
Texas school district.
Higher education decision makers are faced
with a question that has serious organizational and monetary
implications...
As we bring new teachers
into the district, how do we optimize our time during induction week
so that we can focus on our critical goals and not be sidetracked by
so-called "administrivia"?
tire of hearing the same litany: "Teachers
must be facilitators of learning; students must be allowed to
progress at individual rates of learning; all students can learn;
technology can transform student learning; students should be
responsible for their own learning; students should be engaged in
active learning; no child will be left behind; etc."