November 3 and 4,Miguel led sessions on "nanotechnological literacy" at the Foresight Vision Weekend Conference
Marydee Spillett Abstract The No Child Left Behind NCLB Act of mandates that middle school students be technologically literate by the end of 8th grade, but teachers need more information on how to make this outcome a reality.
This qualitative phenomenological study used a constructivist theoretical framework to investigate teachers' descriptions of technological literacy outcomes, instructional practice, and challenges influencing middle school student technological literacy.
Twelve teachers at 1 public middle school in a large urban area of Georgia were interviewed. Data were analyzed using the typological method with the inclusion of both inductive and predetermined categories.
Teachers described technologically literate middle school students as able to perform basic computer skills and use those skills for research and problem-solving.
Teachers' instructional practices included modeling and demonstration, hands-on practice, coaching, collaboration, and frequent assessment to achieve the outcome of student technological literacy.
Challenges that can impede teachers' implementation of practices for technological literacy included lack of school support, equipment, time, and effective professional development.
Recommendations to overcome challenges include increasing availability of equipment by providing better ways to schedule the computer laboratories and staff to monitor the equipment.
Relevant up-to-date staff development and inclusion of technological literacy as a school goal were also suggested. This study may influence social change because it may help teachers improve practices to develop students' technological literacy skills necessary for successful employment in the 21 st century.Lesson plans, unit plans, and classroom resources for your teaching needs.
Browse or search thousands of free teacher resources for all grade levels and subjects. Our Literacy in the Digital Age series is a call for educators to leverage digital tools to empower students and transform teaching and learning -- in your classroom and THEIR world.
Let us know if you try out these or any of the other tools mentioned in the series via the comments below.
From an inside look as five school technology leaders answer our in-depth questions to major trends dominating education technology, download the informative IT leader's guide to education technology from the editors of THE Journal.
5 Fundamental Steps to Teaching Computer Literacy in Middle School. This isn’t necessarily a bad thing — but until the workplace fully catches up to that technology, students need to understand computers just as well as they understand their smartphones.
Teaching snapshots › Middle - Years 7–10 Following professional learning and development around linking technology and literacy learning, Pip and her colleagues were considering what contexts support this integration.
(For information about the professional learning and development at Waitaki Valley School, see Linking technology.
Get this from a library! Teaching technology: middle school: strategies for standards-based instruction.. [International Technology Education Association. Center to Advance the Teaching of Technology and Science.; International Technology Education Association.;] -- "This guide presents several methods and activities that will aid in the preparation of students to be technologically literate.