Sentence examples for teachers integration from inspiring English sources

The study addressed two limitations of previous research on factors related to teachers' integration of technology in their teaching.

Teachers' integration of information and communication technology (ICT) has been widely studied, given that digital competence is considered to be a crucial outcome of twenty first century education.

As a consequence, a first line of research studied the determinants of teachers' integration of ICT into classroom activities (Tondeur et al. 2008), given that the teachers play a key role in developing students' digital skills (Schibeci et al. 2008).

Specifically, teachers' computer self-efficacy (CSE) has been identified as one of the most important determinants for teachers' integration of ICT in teaching and learning practices (Kreijns et al. 2013; Mumtaz 2000).

Despite the push for integrated STEM in K-12 education, there remains a general lack of opportunities for teachers to participate in integrated STEM-related professional development, and existing curricula are not currently designed to support teachers' integration efforts (English, 2016; National Academy of Engineering, 2009; Roehrig, Wang, Moore, & Park, 2012).

The current study examines secondary mathematics teachers' instrumental integration when they utilize student-created dynamic geometry sketches in technology-rich classrooms.

However, in the context of teachers' ICT integration in classroom practice, moderation effects of age and gender on the relation between ICT-related constructs have rarely been explored in detail (Schepers and Wetzels 2007).

Efforts to increase the salary for teachers of integration courses so far have fallen flat.

Within the field of educational technology, Technological Pedagogical Content Knowledge (TPACK) has been theorized as a seven-factor construct to describe teacher's integration of information and communication technology (ICT) in their teaching.

As well as improvements to the building, the school has been implementing a plan for injury prevention, which includes teacher training, integration of child injury prevention into lessons, and other communications and monitoring activities.

According to a US study [ 6] and a Canadian study [ 25], the following attributes are essential for educational quality in ambulatory teaching and valued by students: open communication with the teacher, feedback, integration of the student into the clinical setting, explaining clinical reasoning, improvement of communication skills and giving students an active role in patient care.