This document summarizes research on teachers' perceptions and use of iPads in a K-5 elementary school during the first and second years of a 1:1 iPad implementation program. In the second year, teachers felt more confident using iPads but actual iPad use decreased across subjects. While technical and administrative support improved, professional development was still lacking. Overall, the results suggest that sustaining meaningful educational technology integration requires ongoing training and support as teachers develop experience over multiple years.
Thinking about Governance: A Story and some Dimension LinesEduSkills OECD
This presentation was given by Marc Tucker of the National Centre on Education and Economy of the United States at the GCES Conference on Education Governance: The Role of Data in Tallinn on 12 February during the session on Keynote: Education, governance and data.
Education, data policy and practice - Kim Schildkamp EduSkills OECD
This presentation was given by Kim Schildkamp of the University of Twente, Netherlands at the GCES Conference on Education Governance: The Role of Data in Tallinn on 12 February during the session on Keynote: Education data, policy and practice.
Students and Faculty – Do They Agree on What Makes an Effective Online Classr...D2L Barry
Students and Faculty – Do They Agree on What Makes an Effective Online Classroom? Kayla Westra -Minnesota West CTC. Presentation at the Brightspace Minnesota Connection at Normandale Community College on April 14, 2016.
Thinking about Governance: A Story and some Dimension LinesEduSkills OECD
This presentation was given by Marc Tucker of the National Centre on Education and Economy of the United States at the GCES Conference on Education Governance: The Role of Data in Tallinn on 12 February during the session on Keynote: Education, governance and data.
Education, data policy and practice - Kim Schildkamp EduSkills OECD
This presentation was given by Kim Schildkamp of the University of Twente, Netherlands at the GCES Conference on Education Governance: The Role of Data in Tallinn on 12 February during the session on Keynote: Education data, policy and practice.
Students and Faculty – Do They Agree on What Makes an Effective Online Classr...D2L Barry
Students and Faculty – Do They Agree on What Makes an Effective Online Classroom? Kayla Westra -Minnesota West CTC. Presentation at the Brightspace Minnesota Connection at Normandale Community College on April 14, 2016.
The company is headed by IIM Graduates Sudhir Ghodke and Sridhar Rajagopalan and its aim is to promote an atmosphere of quality within India's primary school system. It pursues this by raising concerns related to the quality of learning, providing services related to assessment, professional development of teachers, curriculum and pedagogy, and influencing educational policy, especially in the realm of assessment.It takes a systems approach in order to improve the quality of learning. It uses a cycle of problem discovery, cause identification, solution implementation and feedback (which may lead to a deeper level of problem identification), a positive spiral towards improvement.
Teacher educator perspectives on pedagogical modelling and explaining in desi...DTGeek
Abstract:This paper builds on a previous study on the demonstration as a signature pedagogy in design and technology, this paper explores teacher educators’ values on teacher modelling and explanation. In a previous study the participating teachers identified “competent management of the learning experience” as a significant factor in effective demonstrations, and in particular teacher competency, clarity and subject knowledge. The demonstration is a fundamental pedagogical tool for practical subjects where procedural knowledge is developed over time from observation and imitation to independence and adaption of technique. As such, it tends to align itself at the restrictive end of an expansive-restrictive continuum. This study builds on the developing exploration of the nature of the demonstration, exploring the subjective values of teacher educators. Q Methodology is used to compare and analyse the responses of the participating teacher educators. A Q-Set of statements, developed and refined with D&T teacher educators, relating to modelling and explaining, represents the concourse of opinions and perspectives. The sample is purposive, comprised of teacher educators. The findings represent a snapshot of subjective values, informing the wider discourse on signature pedagogies in design and technology education.
The company is headed by IIM Graduates Sudhir Ghodke and Sridhar Rajagopalan and its aim is to promote an atmosphere of quality within India's primary school system. It pursues this by raising concerns related to the quality of learning, providing services related to assessment, professional development of teachers, curriculum and pedagogy, and influencing educational policy, especially in the realm of assessment.It takes a systems approach in order to improve the quality of learning. It uses a cycle of problem discovery, cause identification, solution implementation and feedback (which may lead to a deeper level of problem identification), a positive spiral towards improvement.
Teacher educator perspectives on pedagogical modelling and explaining in desi...DTGeek
Abstract:This paper builds on a previous study on the demonstration as a signature pedagogy in design and technology, this paper explores teacher educators’ values on teacher modelling and explanation. In a previous study the participating teachers identified “competent management of the learning experience” as a significant factor in effective demonstrations, and in particular teacher competency, clarity and subject knowledge. The demonstration is a fundamental pedagogical tool for practical subjects where procedural knowledge is developed over time from observation and imitation to independence and adaption of technique. As such, it tends to align itself at the restrictive end of an expansive-restrictive continuum. This study builds on the developing exploration of the nature of the demonstration, exploring the subjective values of teacher educators. Q Methodology is used to compare and analyse the responses of the participating teacher educators. A Q-Set of statements, developed and refined with D&T teacher educators, relating to modelling and explaining, represents the concourse of opinions and perspectives. The sample is purposive, comprised of teacher educators. The findings represent a snapshot of subjective values, informing the wider discourse on signature pedagogies in design and technology education.
School surveys were introduced into the Young Lives research study in 2010 in order to capture detailed information about children’s experiences of schooling, and to improve our understanding of:
- the relationships between learning outcomes, and children's home backgrounds, gender, work, schools, teachers and class and school peer-groups.
- school effectiveness, by analysing factors explaining the development of cognitive and non-cognitive skills in school, including value-added analysis of schooling and comparative analysis of school-systems.
- equity issues (including gender) in relation to learning outcomes and the evolution of inequalities within education
This presentation gives details of the 2016 Survey.
Similar to 1:1 in the Elementary Setting: One Year Later (20)
Scholarship of Teaching and Learning - Data AnalysisStaci Trekles
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Using Mnemonics to Engage Students and Improve Recall: The Simersong Story Staci Trekles
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A workshop about the ins and outs of assessment, including formative vs. summative assessment, and following each of Kirkpatrick's 4 levels, even in education, to produce higher-quality courses and programs that truly measure what they set out to measure.
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A workshop on some of the testing and survey tools available at Purdue, including Qualtrics for anonymous surveys, BlackBoard for classroom testing, and Respondus for importing text documents into BlackBoard as tests.
A workshop on how to work with all students on an equal playing field, including making sure your courses are accessible to students with disabilities.
A brief view of the Scenario Based Learning and Computational Thinking model of developing lessons created in partnership with a number of universities during the ASSECT NSF grant.
A workshop on specific tools that help mitigate academic integrity violations. Strategies for pedagogical ways to handle this issue are shared as well. Tools covered include SafeAssign, Respondus Lockdown Browser and Monitor, Remote Proctor Now, and ProctorU.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
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The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
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1. 1:1 IN THE ELEMENTARY SETTING:
ONE YEAR LATER
Denise Frazier, Ph.D.
Staci Trekles, Ph.D.
Purdue University Northwest
School of Education and Counseling
2. The Purpose
• Share an overview of the research results
• Describe K-5 teacher perceptions and use of iPads during Year
One and Two
• Discuss key issues related to Year One iPad implementation in an
elementary setting
• Provide 1:1 lessons and strategies
3. Our Method
• Mixed-methods case study as a follow-up to Year One, which
included focus groups (K-2, and 3-5) and survey data looking at
the first year of adoption of 1:1 in an elementary school
• Year Two Survey – Likert items and one short response item
• Compared survey responses from Year One to Year Two
4. The Setting
• Small suburban-rural elementary
school
• Approximately 600 students,
balanced calendar
• 26 teachers K-5
• Relatively affluent community,
limited diversity
• Why this school?
• Access to teachers and school
• Recently started program (good
timing)
• 1:1 implemented in all grades,
including kindergarten
5. RESEARCH QUESTIONS
• How are elementary teachers using iPads in their classrooms during the
second year of implementation as compared to year one?
• What issues are occurring during year two of 1:1 iPad adoption?
• What benefits and challenges of 1:1 iPads are perceived by elementary
teachers who have more than one year of experience with them?
• How do elementary teachers’ perceptions change between the first year and
the second year of 1:1 iPad adoption?
6. A little background: First year info
• Decision to go 1:1 came at the
end of the previous school year
under a new superintendent
(Apple iPad chosen as device, no
LMS)
• Teachers had minimal time to
prepare for the change, little PD
provided
• Many teachers felt “rushed” into
the new 1:1 environment, but
anticipated using the iPads a
great deal during the year
7. Teachers and Students using the iPads: Year One
Advantages
• Differentiation
• Groups and centers
• Access to more information more
easily
• Multimedia and apps that help with
learning
• Improved teacher confidence in
using iPads in the classroom*
Disadvantages
• Lack of professional development
• Classroom management problems*
• No district-wide digital citizenship
program
• Technology not always working as
promised
• High administrative expectations
put pressure on teachers
8. Going Beyond Year One
• A follow-up survey of similar questions from Year One was sent out in the end
of Year Two to find out how teachers were doing with their iPads, and the data
were compared from last year to the new year
• Some interesting comparisons were found, including:
• Professional development is still lacking and in fact, opinions of the benefits of Late Start
Wednesday PD have decreased from 74% to 94% disagreement
• More teachers are feeling confident with their iPads in the classroom, from 66% to 88%
agreement
• Perceptions of having administrative support improved (52% to 65% agreement) as well as
technical support (a dramatic increase from 39% to 92% agreement)
• Interestingly, despite more support, anticipated increased use of iPads in the classroom has
gone down in Year Two as opposed to Year One (from 83% to 59%)
9. Keyword: Balance
• Adopting 1:1 devices does not inherently change the classroom – teachers
must make the conscious effort to change how they teach
• Teachers don’t just “pick up” tech integration skills on their own
• Time and training are needed, and teachers must also learn through
experience
• After two years, many teachers have struck a balance, and iPad usage went
down in many categories
10. Comparisons: Using iPads to Teach Subjects
• Usage in subjects overall went down
dramatically from the first to the
second year
• Highest level of significant
difference: Language, Math, Social
Studies, and Comprehension
• Lowest level of difference: Word
Study, Fine Arts, Writing, and “Other”
• No statistical relationship amongst
11 categories between year 1 and 2
– drop was overall relatively uniform
11. Other statistically significant Year Two trends in the data
• Positive trends:
• I feel confident using the iPad in my
classroom (88%)
• Using iPads for assessment (77%)
• The district has provided adequate
applications (apps.) for student use
(82%)
• Negative trends:
• Late Start Wednesdays providing
beneficial PD (94%) for classroom
iPad use
• technical issues with iPads in my
classroom (88%)
• Stable (unchanging):
• use of iPads to differentiate instruction
(to support and to challenge students)
(71%)
• plans to increase iPad use during the
succeeding school year (59%)
12. Why the change?
• We might assume iPad usage
would increase as teachers
became more comfortable
• Instead, usage went down
significantly – why?
• Gartner’s Hype Cycle – trough of
disillusionment or plateau of
productivity?
• Fullan’s change knowledge –
technology and pedagogy must work
together to create lasting change
• Early learning – excessive screen
time concerns for grades K-3
13. Discussion
• Think-Pair-Share: What is your experience with 1:1?
• Whole Group: What are your major takeaways from 1:1 implementations
during the first year and beyond?
• What similar/dissimilar experiences have you had compared to our case
study?
14. Selected References
• Clark, R.E. (2001). Media are “mere vehicles”: The opening argument. In R.E. Clark (Ed.),
Learning from media: Arguments, analyses, and evidence (pp. 1-12). Charlotte, NC:
Information Age Publishing.
• Darling-Hammond, L., Wei, R.C., Andree, A., Richardson, N., & Orphanos, S. (2009).
Professional learning in the learning profession: A status report on teacher development in the
United States and abroad. Dallas, TX: National Staff Development Council.
• Donovan, L., Hartley, K., & Strudler, N. (2007). Teacher concerns during initial implementation
of a one-to-one laptop initiative at the middle school level. Journal of Research on Technology
in Education, 39(3), 263-286.
• Freeman, A., Adams Becker, S., Cummins, M., Davis, A., and Hall Giesinger, C. (2017).
NMC/CoSN Horizon Report: 2017 K–12 edition. Austin, TX: The New Media Consortium.
• Fullan, M. (2013). Stratosphere: Integrating technology, pedagogy, and change knowledge.
Toronto, Canada: Pearson.
• Lei (2010). Conditions for ubiquitous computing: What can be learned from a longitudinal
study. Computers in the Schools, 27(1), 35-53. DOI:10.1080/07380560903536264
• Swallow, M. (2015). The year-two decline: Exploring the incremental experiences of a 1:1
technology initiative. Journal of Research on Technology in Education, 47(2), 122-137. doi:
10.1080/15391523.2015.999641
Ranged from low of 54% in word study to !00% anticipated use in math, phonics, and language arts
Staci-K-2 went back to paper/pencil tests in some cases, so I removed the “assessment” comment in advantages. We may discuss that during the presentation.
**statistically significant items: improved teacher confidence and classroom mgmt issues