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  2. The resources below are grouped and organized by content including, Literacy, Writing and Math Resources, Online Instruction Resources, English Language Learner Resources, and Strategies for Remote Learning. Literacy, Writing and Math. This resource collection provides practical tips for educators as they facilitate instruction remotely for ELA ...

  3. Teachers who doubt the learning impact of digital tools have a low probability of using technology as a teaching and learning tool. Teachers who do not feel comfortable to learn with and from students limit student exposure to technology. TPACK shifts teachers’ roles from being the only center of knowledge to a facilitator of learning

  4. So Much New to Learn and So Much Unknown: Novice Teachers ...

    files.eric.ed.gov/fulltext/EJ1403974.pdf

    compound stress. As the world transitioned to pandemic teaching in spring 2020, many novice teachers (i.e., student teachers and early career teachers) were in the middle of concurrent transitions in their professional lives. This induction phase of teachers’ careers can be overwhelming and unsettled even in the best of

  5. Conclusions from the literature review suggest that at the individual level, teachers are less likely to use technology in the classroom if they lack the confidence, skills, and pedagogical training to do so; if they do not perceive a benefit of using a new technology over current instructional approaches; or if they anticipate the new approach ...

  6. Teacher Tools and Resources for the Classroom | NAEP

    nces.ed.gov/nationsreportcard/educators

    The National Assessment of Educational Progress (NAEP) is a resource that teachers, principals, and other educators can use to improve students’ learning experiences and educational outcomes. From its assessment frameworks, to its innovative assessment and survey questions, and its data-rich results, NAEP provides helpful tools and ...

  7. Students with disabilities require unique attention from teachers (Downing et al., 1997; Greene et al., 2002; Horne & Timmons, 2009; Lazear, 2001). Therefore, when supporting the needs of SWLDs, general education teachers might plan diferently than they would in other classrooms—all in the quest to facilitate the connection between policy ...

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