Develop Your Technology Skills For Career Progress
Successful technology integration is more than just getting the tools into the classroom; here are some ideas on how to engage students and enliven your lessons with those tools.
What digital skills, at what level? Because digital” is a vast domain covering many types of technologies and activities, companies rarely have a comprehensive list of the capabilities they need or a clear understanding of which capabilities each internal role requires. The six areas of impact, introduced in Exhibit 1, can help here. Within these areas, we have identified more than 100 digital skills, such as the ability to understand digital business models, the ability to design cutting-edge digital products, and the ability to use agile working methods outside of IT.
Since it’s clear that tech integration is here to stay, it is not a question of whether teachers integrate technology into their classrooms, but rather how to do it best. By taking small steps, teachers can begin to reap the benefits that technology can bring to their teaching and to student learning. This process does not have to be painful, and no one will become a tech-integration whiz overnight. However, even with limited access, with careful planning, some risk taking, and an open mind, teachers can successfully use technology to enhance their teaching and bring learning to life for their students.
The learning potential of a company depends on a number of related factors: human resources policies and training; the company’s participation in innovation processes; workers’ motivation to learn; and the opportunities that the working environment offers to learn on-the-job and apply knowledge, skills and competence. A work organisation that embeds learning in tasks helps to create a learning culture in the enterprise.
We answered our original research question by finding that in a technology-enabled one-on-one interview mathematics teachers interacting with students might use two types of questioning strategies (clarification and verification), and two types of responding strategies (extension and redirection). The technology zoomed into the specific utterances and in-the-moment thinking surrounding the ways teachers interpret what a student is saying. This study adds to the growing body of literature examining exactly how mathematics teachers can support student mathematical thinking through the way they speak, respond to, and listen to students. Our technology is not used as a means to promote this type of discourse, but rather as an investigational tool to isolate and analyze an interaction that often happens too quickly to study and unpack in a traditional classroom setting.