WorldCat Identities

Schwager, Mahna Thomas

Overview
Works: 4 works in 5 publications in 1 language and 13 library holdings
Roles: Author
Classifications: LB3051,
Publication Timeline
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Most widely held works by Mahna Thomas Schwager
District response to the demonstration : the practice of technology by Treseen McCormick( Book )

1 edition published in 1995 in English and held by 4 WorldCat member libraries worldwide

This paper reports on how technology is currently used in nine schools that educators view as "promising" exemplars of technology use. Four elementary, three middle and two high schools from Arizona, California and Nevada (three schools from each state) were examined. Extensive document review and telephone interviews were conducted in preparation for two-person 1- to 2-day site visits. The schools implemented three types of technology: voice (internal/external telephone system with voice mail and electronic access to engage other technologies), video (within and between classes) and data (computers with electronic mail). The video category includes video cameras and computers for editing video productions, as well as television monitors, video cassette recorders (VCRs), and cable; the data category includes computers with Compact Disk-Read Only Memory (cd-rom) and laser disc capability, scanners and Internet access. Access to computer equipment was an issue at all schools. All but one school had at least one computer in every classroom; special education classrooms typically had computers for each student. Staff training and support depended on technology types, schools' equipment and availability of training personnel, the purposes and manner for which technology was going to be used, and the breadth and level of technology skills already held by the teachers. In terms of program development, four issues were encountered by the sites: community support, finances, facilities, and educational philosophies. Each issue was encountered during different steps of program development: planning, implementation, maintenance and expansion. All of the schools are striving to keep up with technology. Unfortunately, needs and demands for technology are outpacing the funding potential. Contains seven references. (Aef)
Final guidelines and procedures for teacher development systems : integrating technology and instruction by Treseen McCormick( Book )

1 edition published in 1995 in English and held by 3 WorldCat member libraries worldwide

This paper examines how technology was used to enhance instruction in schools that are viewed as "promising" in their technology use by individuals in state education agencies. Four elementary, three middle and two high schools from Arizona, California and Nevada were examined. Extensive document review and telephone interviews were conducted in preparation for two-person 1- to 2-day site visits. Four schools reported that teachers actively used technology in instructional delivery; minimal equipment included a computer, Video Cassette Recorder (vcr) and large video monitor in each classroom for multimedia presentations. A few teachers incorporated online telecommunications into their curriculum and instruction. Students used computers for learning keyboarding or practicing word processing and graphics; students at schools with Internet capacity used it for doing research for class projects. Five schools offered video production opportunities for students. In terms of technology integration, three trends were consistent: (1) using technology in project-based curriculum, (2) concerns with articulation issues between grade levels, and (3) an increased legitimation of "technology as curriculum" at upper-grade levels. Staff training and support depended on technology types, schools' equipment and availability of training personnel, the purposes and manner for which technology was going to be used, and the breadth and level of technology skills already held by the teachers. Schools used two additional strategies to provide support for technology use: access to a variety of technologies and use of technology beyond the school. Contains ten references. (Aef)
Assessment in the schools : paradigms, promises, and realities by Mahna Thomas Schwager( Book )

1 edition published in 1994 in English and held by 2 WorldCat member libraries worldwide

Paradigms of assessment : what is authentic assessment in your world view? by Mahna Thomas Schwager( )

2 editions published in 1994 in English and held by 2 WorldCat member libraries worldwide

Findings indicate that three assessment orientation groups similar to those derived from the literature review can be clearly described. For instance, the measurement paradigm group can be distinguished by the value they attach to the use of comparative assessment and basic skills. The cognitive learning paradigm group is similar to the teaching group in tending to value individualized ways of assessing student progress. The teaching paradigm group tends to focus on assessing student proficiency or mastery of specified curriculum, while the cognitive learning paradigm group favors tracing or charting each student's progress to share with that student to further his/her own learning. Effective implementation of alternative assessment strategies may require a variety of strategies to address the different concerns of the assessment paradigms and induce fundamental change in teachers' assessment paradigm orientations
 
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