A sample of 311 principals from a large metropolitan area in the southwest region of the U. S. responded to a questionnaire that addressed public school principals' perceptions related to the major functions of technology in their schools. Principals reported that the major functions of technology were: (a) communication, (b) instruction, (c) data sharing and management, (d) a resource, (e) administrative tasks, and (f) student learning. Male principals felt that technology was used as a resource and for administrative tasks more than female principals. Furthermore, principals with 12 or more years of experience perceived that technology was used for instruction, data sharing and management, and administrative tasks more than principals with less than 12 years of experience. These results indicate that both gender and years of experience influence how principals perceive the functions of technology in their schools. This could affect the technology leadership of principals, which may influence the success of technology implementation in schools.
The present study expands the array of learning environment instruments by developing a walkthrough observation instrument that examines the five elements of flourishing classroom learning environments: (a) positive emotion, (b) engagement, (c) meaning, (d) positive relationships, and (e) accomplishment. The Flourishing Classroom Observation Measure was used to observe 202 classrooms from 22 rural schools located in Texas. The findings indicate that these classrooms were not "flourishing" to a great extent on the five key elements. None of the mean values for the five scales were found to be higher than 1.53 on the 3-point rating scale. The findings from this study also indicate that there were few significant differences by content area, grade level, or school.
Social networking or social media refers to computer‐mediated communication tools that enable users to connect through World Wide Web with a vast number of other users. Social networking allows faster and efficient flow of information among members of community groups around the world. The notion of utilizing social networking sites as resourceful settings for language‐learning purposes is important for two reasons: (a) the emerging new technologies (i.e., Web 2.0 tools) can enhance the opportunities for language learners to use their second language in authentic situations, and (b) the increasing tech‐savvy generation of language learners whose learning habits are incompatible with traditional language‐learning settings and approaches. Second‐language teachers can use social networking tools to improve the process of learning a second language as students engage and communicate with each other.
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