The document summarizes key points from a parent evening presentation about e-learning at Devonport Primary School. It discusses the government's investment in providing teachers with laptops to improve teaching, and frameworks to guide the school's e-learning vision. It also lists topics covered such as how digital media shapes brain development, different reading patterns online, and new digital skills of solution fluency, information fluency, collaboration fluency, creativity fluency and media fluency. Digital citizenship is highlighted as a community partnership between students, teachers, school and community.
Many see the iPad as having the potential to transform learning and teaching in schools, although deployment raises a number of issues, not least in terms of pedagogy.
We return to the theme of mobile and hand-held learning from Lecture 4, but focusing specifically on the iPad as a platform for learning and teaching. You consider some of the ways in which iPad apps can be used to support learning across the curriculum, both within and beyond school, considering both individual and shared access to devices.
You work as a group to compile a wiki of recommended apps for the primary curriculum.
Curriculum Design: leading learning in ICT lecture 11Miles Berry
The document discusses curriculum design for teaching ICT subjects like digital literacy, information technology, and computer science based on the UK's National Curriculum. It provides an overview of the key concepts and skills students should learn at different key stages, from early years to key stage 2. Students are encouraged to discuss their placement school's ICT policies and curriculum with colleagues and reflect on the strengths and weaknesses of the school's technology vision and provision.
Innovation and professional development - Y3 L7Miles Berry
This document discusses innovation and professional development in education, with a focus on the use of information and communications technology (ICT). It covers several topics:
- The potential for different technologies like smartphones, video games, and data analytics to improve learning when used to augment proven teaching methods.
- Factors that constrain attempts to innovatively use ICT, like high-stakes testing and school cultures, but notes that innovations can spread rapidly when tied to assessments.
- The importance of collaborative professional development and an "open classroom" culture for improving teaching, as opposed to passive learning through presentations.
- Teachers acting as "design scientists" to continuously improve practice by building on others' work and sharing outcomes.
This document discusses the need for technology-enabled education in India to address resource deficits. It notes that broadband connectivity, falling prices of tablets and smartphones have created enabling conditions. There is a need for creative approaches like flipped classrooms, virtual labs, and tools to improve teacher accountability. The document then outlines emerging technologies over the next 5 years like MOOCs, mobile learning, learning analytics, open content, games and gamification, 3D printing, virtual labs, and wearable technology that could impact K-12 and higher education. It notes challenges to innovation in the Indian scenario but also opportunities for funding if proposals demonstrate need-gap, scalability, pace and a strong business plan.
2 Case Studies at National Level: 1:1 Educational Computing Initiatives in So...Steve Vosloo
This document summarizes two educational technology initiatives in South Africa that provided tablets and digital content to students. The first initiative provided tablets to two higher education institutions with about 14,000 students total. It aimed to transition to more flexible, technology-enhanced learning. Key challenges included limited bandwidth, converting existing content to digital formats, and managing communication across stakeholders. The second initiative provided tablets to schools in a rural district, emphasizing alignment with education policy and gaining support through teacher training. Both projects provide lessons for implementing 1:1 educational technology initiatives on a large scale in South Africa.
This document discusses the evolution of technology use at a Jesuit high school over recent years, moving from computer carts to leasing iPads to a BYOD model. It outlines the goals and challenges of each approach. The school initially had computer labs and carts of iPads and laptops, but faced high maintenance and replacement costs. It then leased 1600 iPads over two years, but incurred costs from device damage and upkeep. A BYOD model introduced equity issues. The document argues that true transformation requires accepting disruption, expecting systemic change, and recognizing the human element of change rather than technology itself.
Trending in I.T - Reflections from ISTE2017SchoolNet SA
This is the presentation used ina webinar presented by Tracy Heath. Tracy says: "I was privileged to attend ISTE 2017 in San Antonio, Texas and was blown away by the positive and excited educators that I met there. There were over 1100 sessions to attend and so much to see and learn. My presentation will be on the general trends in education that I saw while at ISTE. I will cover coding, AR, VR, libraries and the maker movement as well as touching on professional development."
The document summarizes key points from a parent evening presentation about e-learning at Devonport Primary School. It discusses the government's investment in providing teachers with laptops to improve teaching, and frameworks to guide the school's e-learning vision. It also lists topics covered such as how digital media shapes brain development, different reading patterns online, and new digital skills of solution fluency, information fluency, collaboration fluency, creativity fluency and media fluency. Digital citizenship is highlighted as a community partnership between students, teachers, school and community.
Many see the iPad as having the potential to transform learning and teaching in schools, although deployment raises a number of issues, not least in terms of pedagogy.
We return to the theme of mobile and hand-held learning from Lecture 4, but focusing specifically on the iPad as a platform for learning and teaching. You consider some of the ways in which iPad apps can be used to support learning across the curriculum, both within and beyond school, considering both individual and shared access to devices.
You work as a group to compile a wiki of recommended apps for the primary curriculum.
Curriculum Design: leading learning in ICT lecture 11Miles Berry
The document discusses curriculum design for teaching ICT subjects like digital literacy, information technology, and computer science based on the UK's National Curriculum. It provides an overview of the key concepts and skills students should learn at different key stages, from early years to key stage 2. Students are encouraged to discuss their placement school's ICT policies and curriculum with colleagues and reflect on the strengths and weaknesses of the school's technology vision and provision.
Innovation and professional development - Y3 L7Miles Berry
This document discusses innovation and professional development in education, with a focus on the use of information and communications technology (ICT). It covers several topics:
- The potential for different technologies like smartphones, video games, and data analytics to improve learning when used to augment proven teaching methods.
- Factors that constrain attempts to innovatively use ICT, like high-stakes testing and school cultures, but notes that innovations can spread rapidly when tied to assessments.
- The importance of collaborative professional development and an "open classroom" culture for improving teaching, as opposed to passive learning through presentations.
- Teachers acting as "design scientists" to continuously improve practice by building on others' work and sharing outcomes.
This document discusses the need for technology-enabled education in India to address resource deficits. It notes that broadband connectivity, falling prices of tablets and smartphones have created enabling conditions. There is a need for creative approaches like flipped classrooms, virtual labs, and tools to improve teacher accountability. The document then outlines emerging technologies over the next 5 years like MOOCs, mobile learning, learning analytics, open content, games and gamification, 3D printing, virtual labs, and wearable technology that could impact K-12 and higher education. It notes challenges to innovation in the Indian scenario but also opportunities for funding if proposals demonstrate need-gap, scalability, pace and a strong business plan.
2 Case Studies at National Level: 1:1 Educational Computing Initiatives in So...Steve Vosloo
This document summarizes two educational technology initiatives in South Africa that provided tablets and digital content to students. The first initiative provided tablets to two higher education institutions with about 14,000 students total. It aimed to transition to more flexible, technology-enhanced learning. Key challenges included limited bandwidth, converting existing content to digital formats, and managing communication across stakeholders. The second initiative provided tablets to schools in a rural district, emphasizing alignment with education policy and gaining support through teacher training. Both projects provide lessons for implementing 1:1 educational technology initiatives on a large scale in South Africa.
This document discusses the evolution of technology use at a Jesuit high school over recent years, moving from computer carts to leasing iPads to a BYOD model. It outlines the goals and challenges of each approach. The school initially had computer labs and carts of iPads and laptops, but faced high maintenance and replacement costs. It then leased 1600 iPads over two years, but incurred costs from device damage and upkeep. A BYOD model introduced equity issues. The document argues that true transformation requires accepting disruption, expecting systemic change, and recognizing the human element of change rather than technology itself.
Trending in I.T - Reflections from ISTE2017SchoolNet SA
This is the presentation used ina webinar presented by Tracy Heath. Tracy says: "I was privileged to attend ISTE 2017 in San Antonio, Texas and was blown away by the positive and excited educators that I met there. There were over 1100 sessions to attend and so much to see and learn. My presentation will be on the general trends in education that I saw while at ISTE. I will cover coding, AR, VR, libraries and the maker movement as well as touching on professional development."
1GWSPS 1:1 Launch Presentation June 5, 2013ICTGWSPS
This is the Parent Presentation given at the Glen Waverley South Primary School 1:1 Netbook Program Launch. It is provided for information purposes only, some details may differ to the currently offered contract.
The document discusses initiatives to introduce netbooks and one-to-one computing in European schools. It provides an overview of one-to-one computing, where each student has their own netbook or laptop connected to the internet. The document also describes the Acer-EUN pilot project which aims to study how one-to-one netbook use can improve teaching and learning both in and outside of school. It explores factors like location of use, collaborative vs individual learning, and educational vs leisure purposes.
Ipad use testing - Sustainable mobile learninglnash
Presentation at Sustainable Mobile learning conference around the research and work being done at Catholic Education Diocese to support quality learning outcomes from the use of iPads in teaching and learning.
Learning analytics interprets educational data to advance learning. It is gaining popularity with online and mobile learning trends. InBloom connects learning analytics and is funded by philanthropic organizations. Learning analytics make data integral to planning, designing, and assessing learning experiences. Various tools apply analytics to subjects like math, reading, and special education. Analytics help recommend educational content and resources. The document discusses emerging opportunities and issues around collecting student data.
The document discusses information ecologies using the metaphor of the 1927 film Metropolis. It explores how technology impacts lives and defines an information ecology as a system of people, practices, values and technologies in a local environment focused on serving human activities. Different views on technology are discussed, from those who welcome its inevitability to those who see its invasive effects, with many perspectives in between. Examples of information ecologies in libraries, virtual worlds, classrooms, and hospitals are provided.
Technology for Education Vision presentationDawn Anthony
This document discusses a 1:1 iPad mobile learning project for a school. It outlines how mobile learning allows for individualized and collaborative learning beyond the classroom. The iPad is highlighted as a cost-effective portable device that can provide digital textbooks, virtual tutors and study groups. Research from the Berkshire Wireless Learning Initiative found that students using iPads put more effort into assignments, produced better work, and were more willing to revise. The conclusion is that the project will help students become lifelong learners and meet Common Core Standards while preparing them for college and careers.
This document discusses how technology can be used to promote learning through play in schools. It provides an overview of South Africa's provincial SchoolNets program established in the 1990s with funding from various partners to connect teachers online. The focus is on using technology not just to teach students how to use it, but to improve learning, literacy, and cognitive development by giving teachers new tools and engaging students through play, games, videos and e-books related to subjects like math, reading, and music. It acknowledges thanks to organizations that donated and supported resources like Xbox systems, tablets for learners, and access to educational materials.
Universal Design for Learning (UDL) is an educational framework that provides flexible approaches to curriculum design and delivery. The three main principles of UDL are to provide multiple means of representation, action and expression, and engagement. UDL aims to give all students equal opportunities to learn by addressing different learning styles, strengths, and needs. Technologies can help apply UDL principles to make curriculum more accessible, personalized, and engaging for diverse groups of students.
Universal Design for Learning (UDL) is an educational framework that provides flexible approaches to curriculum design and delivery. The three main principles of UDL are to provide multiple means of representation, action and expression, and engagement. UDL aims to give all students equal opportunities to learn by addressing different learning styles, strengths, and needs. Technology plays an important role in UDL by providing quick and cost-effective solutions to individualize instruction, scaffold learning, and increase student engagement both inside and outside the classroom.
The document discusses technology integration in the classroom, which refers to using technology tools like computers, digital cameras, and online resources as part of daily classroom lessons and curriculum, rather than as separate, occasional projects. It provides examples of integrating technology by using an online weather forecast for a weather unit, online math problems, news websites for current events lessons, and educational games to supplement lessons. The document emphasizes that technology should be seamlessly integrated into lessons, not just present but disconnected from what is being taught.
Augmenting Formal and Semi-formal Learning Spaces by Creating 'Learning Zones...James Clay
Dr. Ian Glover implemented Bluetooth beacons at the Graphic Design studio at Sheffield Hallam University to create "learning zones" and foster the development of learning communities. The beacons were used to curate and share resources between peers, provide guidance from tutors, and connect students to professional design communities. Students reported an increased sense of community and understanding of design processes. Staff were interested in further integrating technology into the physical learning space. The project blog provides more details on using beacon technology in educational settings.
The document discusses trends in educational apps and technology. It notes that students are increasingly writing and learning in digital contexts, facilitated by ubiquitous social and new media. These technologies promote collaborative, participatory learning through project-based and wiki-based activities, digital storytelling, and more opportunities for practice and feedback. The document outlines future trends like adaptive learning, augmented and virtual reality experiences, integration of the internet of things into education, and artificial intelligence potentially changing how and where students learn.
The document discusses two solvable challenges in education: authentic learning experiences and improving digital literacy. Authentic learning experiences bring students into real-world problem solving and applications of knowledge, but they are not widely used due to resistance to less conventional teaching methods. Improving digital literacy, defined as using technology to find, evaluate, create and communicate information, is a challenge as many lack skills in areas like identifying verified online information and countries like India face a digital divide. Solutions discussed include internships, community projects, integrating technology into lessons, setting standards for digital literacy, and providing teacher training.
The document discusses how iPads can be used in K-12 classrooms to enhance education, providing examples of apps that teachers are using for activities like interactive e-books, math practice, spelling tests, and reading comprehension quizzes. It also reviews research findings that handheld devices can increase student achievement in areas like spelling and developing math testing skills when incorporated into classroom learning. The presentation aims to demonstrate how iPads are engaging students and supporting a variety of subjects in schools today.
Digital Continuity Launching Into Action Ndf PptStephenClarke
The Digital Continuity Action Plan is a collaborative, cross-agency effort to address the challenge of maintaining access to New Zealand's growing volume of digital public sector information over time. The plan has six high-level goals: ensuring common understanding of the problem, well-managed records from creation, robust infrastructure, identifying high-value information, trusted public access now and in the future, and good governance. The plan will be implemented over three years through cooperation across archives, libraries, and other cultural heritage institutions.
The document outlines the vision and goals for technology at Charlotte Country Day School. The vision is for technology to support the school's mission and values by facilitating access to information, ideas, and opportunities for learning, communication, and service. Some key goals mentioned are to ensure technology is integrated into curriculum, provide comprehensive professional development for staff, standardize a technology continuum across grades, and foster research on educational technology trends. It also lists members of the school's technology committee.
The Calcasieu Parish Technology Plan for 2007-2014 outlines four action steps to improve technology integration: 1) strengthen leadership through systems and training, 2) improve teacher training on seamless integration, 3) support e-learning and virtual schools through stakeholder information and funding, and 4) provide improved student access to technology and wireless connectivity. The plan also discusses national technology plans' goals of engaging students, assessing skills, preparing teachers, and improving infrastructure access.
As technology integration continues to grow, so does the need to encourage students to become responsible, safe, and effective digital citizens both in and outside of the classroom. What does digital citizenship mean? And how can you encourage your students to be good digital citizens?
The document summarizes how educational tools can be used for collaboration, capturing student voice, and publishing student work in the classroom. It describes clustering students into virtual collaborative spaces, using tools like "board markers" to rapidly share ideas, and treating student posts like pages in an exercise book. It then provides two examples of lesson plans using tools like Define Map, Wallwisher, and Audioboo to plan an immersion lesson and using student work to further focus inquiries. Key aspects are noted like frequent publishing of student work to scaffold further learning.
Presentation to Waikato Principals Association conference, May 2013. Discussing how our students are wired differently and it is up to us to ensure that we move and modify our pedagogies and not insist that students learn in the way that we have always taught.
1GWSPS 1:1 Launch Presentation June 5, 2013ICTGWSPS
This is the Parent Presentation given at the Glen Waverley South Primary School 1:1 Netbook Program Launch. It is provided for information purposes only, some details may differ to the currently offered contract.
The document discusses initiatives to introduce netbooks and one-to-one computing in European schools. It provides an overview of one-to-one computing, where each student has their own netbook or laptop connected to the internet. The document also describes the Acer-EUN pilot project which aims to study how one-to-one netbook use can improve teaching and learning both in and outside of school. It explores factors like location of use, collaborative vs individual learning, and educational vs leisure purposes.
Ipad use testing - Sustainable mobile learninglnash
Presentation at Sustainable Mobile learning conference around the research and work being done at Catholic Education Diocese to support quality learning outcomes from the use of iPads in teaching and learning.
Learning analytics interprets educational data to advance learning. It is gaining popularity with online and mobile learning trends. InBloom connects learning analytics and is funded by philanthropic organizations. Learning analytics make data integral to planning, designing, and assessing learning experiences. Various tools apply analytics to subjects like math, reading, and special education. Analytics help recommend educational content and resources. The document discusses emerging opportunities and issues around collecting student data.
The document discusses information ecologies using the metaphor of the 1927 film Metropolis. It explores how technology impacts lives and defines an information ecology as a system of people, practices, values and technologies in a local environment focused on serving human activities. Different views on technology are discussed, from those who welcome its inevitability to those who see its invasive effects, with many perspectives in between. Examples of information ecologies in libraries, virtual worlds, classrooms, and hospitals are provided.
Technology for Education Vision presentationDawn Anthony
This document discusses a 1:1 iPad mobile learning project for a school. It outlines how mobile learning allows for individualized and collaborative learning beyond the classroom. The iPad is highlighted as a cost-effective portable device that can provide digital textbooks, virtual tutors and study groups. Research from the Berkshire Wireless Learning Initiative found that students using iPads put more effort into assignments, produced better work, and were more willing to revise. The conclusion is that the project will help students become lifelong learners and meet Common Core Standards while preparing them for college and careers.
This document discusses how technology can be used to promote learning through play in schools. It provides an overview of South Africa's provincial SchoolNets program established in the 1990s with funding from various partners to connect teachers online. The focus is on using technology not just to teach students how to use it, but to improve learning, literacy, and cognitive development by giving teachers new tools and engaging students through play, games, videos and e-books related to subjects like math, reading, and music. It acknowledges thanks to organizations that donated and supported resources like Xbox systems, tablets for learners, and access to educational materials.
Universal Design for Learning (UDL) is an educational framework that provides flexible approaches to curriculum design and delivery. The three main principles of UDL are to provide multiple means of representation, action and expression, and engagement. UDL aims to give all students equal opportunities to learn by addressing different learning styles, strengths, and needs. Technologies can help apply UDL principles to make curriculum more accessible, personalized, and engaging for diverse groups of students.
Universal Design for Learning (UDL) is an educational framework that provides flexible approaches to curriculum design and delivery. The three main principles of UDL are to provide multiple means of representation, action and expression, and engagement. UDL aims to give all students equal opportunities to learn by addressing different learning styles, strengths, and needs. Technology plays an important role in UDL by providing quick and cost-effective solutions to individualize instruction, scaffold learning, and increase student engagement both inside and outside the classroom.
The document discusses technology integration in the classroom, which refers to using technology tools like computers, digital cameras, and online resources as part of daily classroom lessons and curriculum, rather than as separate, occasional projects. It provides examples of integrating technology by using an online weather forecast for a weather unit, online math problems, news websites for current events lessons, and educational games to supplement lessons. The document emphasizes that technology should be seamlessly integrated into lessons, not just present but disconnected from what is being taught.
Augmenting Formal and Semi-formal Learning Spaces by Creating 'Learning Zones...James Clay
Dr. Ian Glover implemented Bluetooth beacons at the Graphic Design studio at Sheffield Hallam University to create "learning zones" and foster the development of learning communities. The beacons were used to curate and share resources between peers, provide guidance from tutors, and connect students to professional design communities. Students reported an increased sense of community and understanding of design processes. Staff were interested in further integrating technology into the physical learning space. The project blog provides more details on using beacon technology in educational settings.
The document discusses trends in educational apps and technology. It notes that students are increasingly writing and learning in digital contexts, facilitated by ubiquitous social and new media. These technologies promote collaborative, participatory learning through project-based and wiki-based activities, digital storytelling, and more opportunities for practice and feedback. The document outlines future trends like adaptive learning, augmented and virtual reality experiences, integration of the internet of things into education, and artificial intelligence potentially changing how and where students learn.
The document discusses two solvable challenges in education: authentic learning experiences and improving digital literacy. Authentic learning experiences bring students into real-world problem solving and applications of knowledge, but they are not widely used due to resistance to less conventional teaching methods. Improving digital literacy, defined as using technology to find, evaluate, create and communicate information, is a challenge as many lack skills in areas like identifying verified online information and countries like India face a digital divide. Solutions discussed include internships, community projects, integrating technology into lessons, setting standards for digital literacy, and providing teacher training.
The document discusses how iPads can be used in K-12 classrooms to enhance education, providing examples of apps that teachers are using for activities like interactive e-books, math practice, spelling tests, and reading comprehension quizzes. It also reviews research findings that handheld devices can increase student achievement in areas like spelling and developing math testing skills when incorporated into classroom learning. The presentation aims to demonstrate how iPads are engaging students and supporting a variety of subjects in schools today.
Digital Continuity Launching Into Action Ndf PptStephenClarke
The Digital Continuity Action Plan is a collaborative, cross-agency effort to address the challenge of maintaining access to New Zealand's growing volume of digital public sector information over time. The plan has six high-level goals: ensuring common understanding of the problem, well-managed records from creation, robust infrastructure, identifying high-value information, trusted public access now and in the future, and good governance. The plan will be implemented over three years through cooperation across archives, libraries, and other cultural heritage institutions.
The document outlines the vision and goals for technology at Charlotte Country Day School. The vision is for technology to support the school's mission and values by facilitating access to information, ideas, and opportunities for learning, communication, and service. Some key goals mentioned are to ensure technology is integrated into curriculum, provide comprehensive professional development for staff, standardize a technology continuum across grades, and foster research on educational technology trends. It also lists members of the school's technology committee.
The Calcasieu Parish Technology Plan for 2007-2014 outlines four action steps to improve technology integration: 1) strengthen leadership through systems and training, 2) improve teacher training on seamless integration, 3) support e-learning and virtual schools through stakeholder information and funding, and 4) provide improved student access to technology and wireless connectivity. The plan also discusses national technology plans' goals of engaging students, assessing skills, preparing teachers, and improving infrastructure access.
As technology integration continues to grow, so does the need to encourage students to become responsible, safe, and effective digital citizens both in and outside of the classroom. What does digital citizenship mean? And how can you encourage your students to be good digital citizens?
The document summarizes how educational tools can be used for collaboration, capturing student voice, and publishing student work in the classroom. It describes clustering students into virtual collaborative spaces, using tools like "board markers" to rapidly share ideas, and treating student posts like pages in an exercise book. It then provides two examples of lesson plans using tools like Define Map, Wallwisher, and Audioboo to plan an immersion lesson and using student work to further focus inquiries. Key aspects are noted like frequent publishing of student work to scaffold further learning.
Presentation to Waikato Principals Association conference, May 2013. Discussing how our students are wired differently and it is up to us to ensure that we move and modify our pedagogies and not insist that students learn in the way that we have always taught.
The document discusses ingredients for successful e-learning, including students developing e-learning skills, teachers effectively using technology, and adapting student learning models. It also discusses the importance of explicitly planning for the e-learning cycle and ensuring students and teachers are supported at different points in the cycle. Finally, it provides examples of tools that can be used to facilitate capturing student voice and sharing content through platforms like Google Drive and Google Sites.
The document discusses 5 tools that can be used to capture student voice: Audioboo, SoundCloud, VoiceThread, Educreations, and Jing. It provides information on the pros and cons of each tool as well as examples of how they could be used in the classroom for activities like running reading records, brainstorming ideas, explaining concepts, and setting goals. The overall message is that the variety of devices students use enables great learning opportunities and these tools allow creativity to be untethered from one device or format.
This document summarizes a teacher training session on protecting student digital footprints and privacy. It discusses how the NSA collects and stores personal digital data, including emails, photos, social media posts, and location data from cell phones. It emphasizes the importance of schools also archiving important student data safely and privately. The session covers developing rules for students' digital citizenship regarding privacy, sharing, and making mistakes online. Teachers discuss managing digital etiquette in their classrooms and defining appropriate personal and professional social media personas. Resources for teaching digital citizenship concepts to students are shared.
This document provides an overview of e-learning strategies and principles for ITE students. It discusses key skills needed for the 21st century like critical thinking, problem solving, communication and creativity. It outlines seven principles of learning with a focus on learners, social learning and recognizing individual differences. Key shifts in education are noted, including technology, self-directed learning and building blocks for interactive learning environments. Examples of e-learning tools and strategies are given, like cooperative learning, formative assessment and the SAMR model for technology integration. The document emphasizes developing student independence and applying learning across disciplines through adaptive expertise.
The document discusses facilitating student learning through technology. It covers 7 principles of learning, key shifts in the 21st century, and building blocks for interactive learning environments. These building blocks include cooperative learning, service learning, learning with technology, inquiry-based approaches, formative assessment, home-school partnerships, and re-mixing learning. The document also discusses ingredients for eLearning success, the eLearning cycle, and tools to develop a culture of student commenting and critical thinking.
The document discusses students as facilitators of learning and the use of technology in education. It covers seven principles of learning, key shifts in 21st century education, and building blocks for inquiry learning environments. Examples are provided of tools that can be used to build a culture of commenting and feedback among students. Metrics are presented showing improvements in student achievement in numeracy and literacy over time, which the author attributes to changes in teacher pedagogy with external support and increased focus on student time on task.
This document summarizes key points from a Waikato Principals Association conference on engaging students. It notes that 20% of students leave school by age 16 and disengagement is linked to how education has developed. It discusses how today's students are "digital natives" who prefer learning from multiple online sources simultaneously. The document advocates teaching digital fluencies and facilitating student-led, interactive, collaborative learning using tools like YouTube, robotics and online writing platforms. It stresses the importance of authentic, relevant e-learning and teachers acting as facilitators.
This document summarizes key topics in educational technology presented by Derek Wenmoth at a learning conference in 2007. It discusses 1) upgrading school networks and infrastructure, 2) personalizing learning through technology, 3) ensuring systems are interoperable, 4) the role of ICT in early childhood education, 5) using e-portfolios, 6) addressing cyberbullying, 7) incorporating informal learning, 8) using games and simulations, 9) developing 21st century skills, and 10) managing ICT systems in schools. The document provides an overview and relevant links for further information on each topic.
10 Steps to an Affordable Educational Technology PlanSam Gliksman
Affordable educational technology needs to first be effective and therefore requires a clear educational vision that addresses the needs of 21st century learners. This holistic educational approach will then guide the direction for technology expenditures and use.
ICT has positively impacted education by making lessons more engaging, motivating students, and helping those with special needs. It has enabled new ways of teaching and learning through tools like online resources, simulations, and digital portfolios. While progress has been made in adopting ICT, many schools still have low levels of effective use and lack sufficient resources. For ICT to be most beneficial, teachers require training on integrating it into their lessons to improve student performance. When used appropriately, ICT can help reduce disparities and empower students in developing countries by increasing access to information and opportunities for learning.
Presentation provided at METC2011 that covers and expands mobile computing and a 1:1 environment with strategies, assessments, resources, testimonies - from Villa Duchesne and Oak Hill School where students use MiniNotes, laptops and Tablet PCs
This document discusses how IICD uses ICT to improve education in developing countries. IICD takes a holistic approach, equipping schools with appropriate technologies, training teachers, helping create relevant educational content, and ensuring supportive environments. IICD trains teachers in digital skills, content creation, and ICT-enabled teaching methods. This helps increase student and teacher engagement, ease classroom tasks, and develop teaching practices. IICD also addresses infrastructure challenges in off-grid schools by advising on mobile internet and solar energy solutions. The goal is to make education more relevant and improve quality through locally-generated content and interactive learning tools.
This document provides an overview of adapting digital storytelling in Moroccan classrooms. It begins with definitions of digital storytelling and discusses why it is being incorporated into education. Digital storytelling takes a constructivist approach to learning by encouraging collaboration, problem solving, and deep learning. The document outlines the seven elements of digital storytelling and how it can be used as an effective instructional tool for teachers and learning tool for students. It discusses 21st century skills developed through digital storytelling and provides suggestions for how to implement it in the classroom.
The school's ICT policy aims to develop students' ICT skills while ensuring their safe and responsible use of technology. It outlines integrating ICT across the curriculum, procuring appropriate resources, training teachers in innovative practices, and designating an e-learning coordinator to manage the program and assess student progress in achieving stated computing objectives. References to support the policy are included from literature on effective ICT pedagogy, online safety, and the role of technology in primary education.
The document summarizes a final year project on Copernicus, a 3D interactive learning application. It discusses researching the education sector, conducting teacher and student surveys which showed strong interest, and interviewing teachers who felt it could enhance learning. It also details attending a science fair to demonstrate Copernicus, connecting with an educational organization, and plans to seek investment from innovation funding or companies to help bring Copernicus to market.
1) Current trends in K-12 assistive technology include the increased use of mobile devices, issues around funding assistive technology with sequestration cuts, and preparing for changes with the Common Core standards.
2) Key issues in assistive technology are convergence of technologies, customizability, research-based design, portability, and interoperability.
3) The future of assistive technology depends on collaboration, increasing awareness of devices and services, and sharing the goal of appropriate technology for students.
Innovation and the future: Y3 ssp 12 13 l15Miles Berry
The technologies whose study properly forms a part of ICT education develop at an exponential rate, with Moore’s law promising a doubling of computing capacity every couple of years, and global industries and innovative individuals continually finding new applications to use such capacity. The extent to which your school makes use of such innovation is, to some degree, in your hands.
After hearing your presentations, we’ll look at some of the issues raised by the rapid pace of technological change and explore some ways in which schools can best make discerning use of new technology. I also explore some current trends and we look at some technologies that may well find a place in the classroom of the not too distant future, or whatever may replace it.
We conclude with a review of the assessment requirements and an opportunity to reflect on the module.
This document provides an overview of technology planning and instructional planning. It discusses how the world has changed and become more digital, unpredictable, and unforgiving to the unskilled. It emphasizes shifting from single source to crowd sourcing information and from testing to assessing proficiency. The document outlines basic principles of planning that engage and empower learners. It argues that the challenges of transitioning to a new instructional model are worth addressing inequities in the current system. Moving beyond just purchasing devices, the focus should be on using technology as an instructional tool to develop critical lifelong skills.
Naace Strategic Conference 2009 - Bill Tagg Bursary - Ray TolleyNaace Naace
The document discusses the current state of virtual learning environments (VLEs) in schools in the UK. It notes that there is a wide variety in adoption and use of VLEs across schools, with many not using the systems they have installed effectively. It recommends that the government and regulatory bodies provide clearer guidance and support to help standardize best practices for VLE implementation and staff training. It also calls for more research on emerging technologies and their potential to further enhance teaching and learning.
Free Laptops for Pupils in Kenya; A Guide on Implementing the ProjectMuthuri Kinyamu
The document discusses strategies for disrupting education in Africa through eLearning programs. It outlines four eLearning environments, components of an effective program including technology, content, teaching methods, and support systems. It describes what teachers, students, parents, and administrators would need to take on roles in an eLearning system, including activities, requirements, and potential results like increased access to information and development of 21st century skills. It also notes constraints and limitations that could impact an eLearning program.
The document discusses Malaysia's Smart School initiative which aims to reform education systems and prepare students for the information age. Some key points:
- Launched in 1997 as one of Malaysia's Multimedia Super Corridor flagship applications, with 90 pilot schools in 1999 and full nationwide rollout by 2002.
- Focuses on providing well-rounded student development, strengthening individual abilities, and producing a technologically-literate workforce.
- Emphasizes student-centered and innovative teaching methods, mixed learning strategies, and holistic assessment approaches.
- Implements ICT tools like networked computers, courseware, and videoconferencing to enhance the teaching and learning process.
This document summarizes a presentation on digital literacy. It defines digital literacy as having the capabilities to live, learn and work in a digital society. This involves digital tool knowledge, critical thinking, and social engagement. The presentation discusses how the Welsh government established a steering group to review digital literacy education. Their recommendations included implementing a statutory digital literacy framework across all education levels and ensuring all teachers help develop digital literacy skills. As a result, digital literacy replaced ICT as the third essential skill in Wales. The benefits of digital literacy discussed include increased social interaction, developing valuable skills, and engaging learning. Online tools like Nearpod and Google Docs were presented as ways to embed digital literacy into teaching practice.
15 Pros and 5 Cons of Artificial Intelligence in the ClassroomLiveTiles
Technology has provided us with many new ways to learn. In the classroom, there are both pros and cons of the artificial intelligence that technology offers.
Digital Technologies in the NZ classroomDavid Kinane
This document discusses digital learning and the importance of developing students' soft skills and preparing them for future careers. It emphasizes student-centered and constructionist approaches to learning using computational thinking and digital technologies. Key points include developing students' agency, embracing pedagogical disruption, focusing on principles of 21st century learning, and implementing the new Digital Technologies curriculum through cross-curricular and unplugged activities. Examples provided aim to move beyond traditional teaching and empower students as creators through innovative and constructionist learning experiences.
Integrating Digital Technologies into Teacher PedagogyDavid Kinane
This document discusses innovations in digital learning and the ITE digital technologies curriculum. It outlines key shifts towards more student-centered, collaborative, creative and problem-solving approaches. The curriculum will focus on computational thinking skills like decomposing problems, pattern matching, and creating algorithms. It emphasizes giving students agency to pursue their interests through open-ended digital projects. Full implementation is planned for 2020, with voluntary adoption in 2018-2019.
2018 west coast_using_tech_social_mediaDavid Kinane
This document provides guidance on using social media and technology to market products. It discusses defining goals for social media use and targeting the right audiences. Tips are provided on creating visual content like images and video to engage audiences. The document also includes case studies of companies like Air New Zealand, ASB bank, and tourism businesses that demonstrate effective social media strategies. These strategies emphasize creating communities, educating customers, driving traffic to websites, and using hashtags and media calendars to plan content marketing.
2018 west coast_creating_multimedia_contentDavid Kinane
The document discusses strategies for creating effective multimedia content and managing social media campaigns. It provides tips for taking good photos with a phone by following rules of composition, lighting and using tools like rule of thirds. Specific advice is given for lighting indoor and outdoor photos. Guidelines are presented for creating engaging "flat lay" photo compositions and video content to drive social media engagement. Methods are outlined for editing images and presenting an appealing Instagram feed.
The document discusses making eLearning powerful. It provides information about the Digital Horizons Conference in June 2016 focused on this topic. It lists email addresses for david@dakinane.com and marcr@northcross.school.nz and includes headings about the eLearning cycle, where teachers and students are on the loop, re-mixing learning, ingredients for eLearning success, and tools to facilitate capturing student voice. It also references sharing content via Google Drive and Sites and using rubrics to support students.
elearning lecture for Massey ITE students 2015David Kinane
Lecture given to students in August 2015. How to integrate elearning into a class programme, identifying the blocks, suggested solutions and examples of best practice.
Student Privacy - Teaching's New Moral DilemaDavid Kinane
The document discusses issues around privacy and data collection in the digital age. It notes that the NSA collects emails, social media posts, and other personal data on millions of people daily. It raises concerns that information shared online can be routinely shared, sold, and manipulated by corporations for profit. The document argues that individuals have digital rights that should be protected, including privacy, freedom of expression, and access to information. It stresses the importance of teaching digital citizenship and responsibility to students, including protecting their digital footprint and privacy online.
Squeezing Learning Juice out of iPads - "Layering Apps"David Kinane
dakinane shows you how to create a layer cake of learning to "layer apps" to squeeze the best learning out of an app by exploiting the best of every app to facilitate greater learning.
Integrating an iPad into Literacy LessonsDavid Kinane
Royal Oak Primary School teacher only day presentation. How to integrate an iPad into a literacy tumble. How to manage work flows, skills and to re-purpose student work.
The document discusses the evolution of education and learning in the digital age. It notes that digital learners prefer receiving information quickly from multiple sources, in multimedia formats like pictures and video. However, many current classroom practices still focus on slow information release and independent work. The document advocates collaborative learning spaces and developing students' digital fluencies through authentic and engaging projects that can be shared online.
The document discusses topics related to digital fluencies and 21st century skills, including solution fluency, information fluency, collaboration fluency, creativity fluency, and media fluency. It also addresses truthiness and bias in media, building collaboration, higher order thinking, and using student work. Gamification and computational thinking are mentioned in the context of problem-based learning scenarios using real data.
The document discusses creating a sustainable e-learning environment in schools. It summarizes that in 2002, a scheme was introduced that provided teachers with laptops to improve their ICT skills and support lesson preparation. It then discusses how to grow e-learning capacity school-wide after conferences or professional development by cascading ideas to other teachers. It emphasizes the importance of capturing the intellectual property (IP) of skilled teachers and providing resources for new teachers to quickly gain e-learning skills to maintain sustainability, as losing skilled teachers has a large impact. It suggests auditing leadership support, professional learning, infrastructure, teaching and learning, and capturing IP to ensure sustainability.
SmartPhone 101 workshop - Selwyn August 2012David Kinane
The document discusses setting up and getting the most out of a new smartphone. It provides tips for customizing the home screen and navigation, setting up WiFi, passwords, Bluetooth, and mail accounts. It also recommends productivity apps for tasks like messaging, file storage, reading QR codes and business cards, finding lost phones, and managing social media accounts. The document encourages contacting the author for mobile technology workshops covering using apps for business, social media strategy, and platforms like Twitter and Facebook.
The document discusses how technology has changed the way children learn and interact with the world. It notes that for today's children, technology is intuitive, ubiquitous, and fast-paced. It highlights how children are now digital natives who read and learn differently compared to past generations. Specifically, it mentions the rise of social media for young children and video platforms like YouTube which has over 2 billion daily views. The document argues that education needs to adapt to these changes by teaching 21st century skills like collaboration, problem solving, and digital citizenship to prepare children for future careers that may be different and more collaborative than today.
The document discusses issues around e-learning and changing educational paradigms. It notes that society is becoming increasingly connected and digital, with most New Zealanders now online. However, it questions whether e-learning is just an educational fad or whether it enables more engaging, relevant and authentic learning styles that today's digital students prefer. It highlights the need to reconsider traditional teaching approaches and how technology could help build new types of student-centered learning environments.
The document discusses blogs and social media tools that can be used in the classroom. It defines what a blog is and describes blog anatomy such as posts, comments, and tags. It also discusses popular blogging platforms like Tumblr and WordPress. The document then covers social media tools like Twitter, Facebook, YouTube, QR codes, and their potential uses for enhancing student experiences and marketing.
The document discusses QR codes and how they can be used in educational settings. It provides information on how QR codes work, how to create them, and software that can read them. It then gives several examples of how QR codes can enhance learning in the classroom, such as for literacy story starters, social studies scavenger hunts, and linking to online revision notes and resources. Contact information is provided for further information on QR codes.
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
2. The Government’s Investment in e-Learning
“….teacher access to a laptop for their individual professional use would
lead to gains in confidence and expertise in the use of ICTs, to efficiencies
in administration, would contribute to teacher collaboration and support
the preparation of high quality lesson resources. It was also anticipated
that teacher would use their laptop in the classroom for teaching and
learning.” http://bit.ly/Sd1644
2002 – TELA scheme introduced
SNUP
9. The New Basic Skills – Digital Fluencies
Solution Fluency:
Creative thinking and real time problem solving
by defining the problem and designing appropriate
solutions.
Information Fluency:
a) access digital information
b) effectively assess and interpret digital
information
Collaboration Fluency:
Teamworking proficiency with virtual and real partners
Creativity Fluency:
Adding meaning through design, art, and storytelling
Media Fluency:
a) Look at any media and interpret critically
b) Create and publish original digital products
matching appropriate media to intended
message
10. Digital Citizenship – A Community Partnership
http://www.bbc.co.uk/news/business-22209818
Editor's Notes
The Government has invested millions into ICT/elearning over the last decadeIt has been putting infrastructure in place to enable us to use technologies to enhance the teaching and learning for our studentsHas teacher pedagogy kept up/ adapted to this investmentHow do we grow capacity for elearning in our schoolsHow do we maintain capacityHow do we keep moving forward and not suffer from the boom and bust cycle of elearning that initiative such as the ICTPD project Or through the loss of key elearning exponents within individual schools
These are our clients of today, the near future and beyond, how ready are you for them?Each of us can point to pockets of success in schoolHow can we make this success more ubiquitous?How can we ensure that the knowledge of our star performers remains in school, long after they have gone
These are our clients of today, the near future and beyond, how ready are you for them?Each of us can point to pockets of success in schoolHow can we make this success more ubiquitous?How can we ensure that the knowledge of our star performers remains in school, long after they have gone
Games tell us muchReward structure, clear objectives, with many paths to obtain the goals, multi threaded, multimedia, collaborativeNo instructions, discovery learning by trial and errorEducation needs to harness the potential for learning that games can offerSim City exampleWhy does a seven year old soak up the intricacies of industrial economics in game form, when the same subject would send him screaming for the exits in a classrooom?“novels may activate our imagination and music may conjure up powerful emotions, but games force you to decide, to choose, to priorotise.”Game learning cycle:Probe, hypothesise, re-probe, re-thinkReflects scientific thinkingOur children are growing up in a non-linear, light and sound based culture. Are our classrooms reflecting this change?
Neuroplasticity research that the brain is not immutable and fixed, but dynamic and self healingNew neural pathways are created as a result of intensive inputs and constant stimulationOur children have spent 1000s of screen hours honing enhanced digital skills such as parallel processing, graphics awareness and random access all sophisticated and valuable thinking skills and we largely ignore or do not cater for these skills in educationPrensky calculates that by the time they are 21 the average student will have spent10 000 hours on video gamesSent 250 000 emails, textsWatched 20 000 hours of TVThey are visual, multi media centric learners
Study by Heather Kirkorian“Kids who are interacting with the screen get better much faster, make fewer mistakes and learn faster”The more interaction the better. Kids not getting smarter, just acquiring the skills and knowledge faster and with a greater degree of accuracyThis knowledge is crucial for teachers, they should reflect on their pedagogies to see how their actions are impacting upon their studentsIs the delivery to slow, to linear, not interactive enough to engage and keep engaged their students?This is great news for time poor teachers, interactivity enables students to get through work faster, but we need to change our pedagogies in order to take advantage of thisThe digital divide – is it a myth?In UK only 9% of students do not have access to computers at home or at school. The debate over screen time is over, students aspire to this way of learning, interacting and communicating and are finding ways to engage with it at all times
If they approach text differently from us, how much information are they missing by us not knowing how they attack information on a page?If we put too much emphasis on text and they rely on images first, we are already talking past each other
WE need to give our students time, the work we get them to do needs to be student led/centricIt needs to be open ended and it needs to allow them to explore and express themselves digitiallyWe need to design situations, scenarios where the students get stuck, where they can collaborate with virtual and physical peers to solve problems that have real meaning to themWe need to teach them to dive deep, not to skip lightlyWe need to respect their need for information from multiple sourcesWe need to teach them skills Just in TimeWe need to facilitate their learning and not lead the learning in a pre-determined linear way
We need to recognise that the Internet its collaborative, multimdeia, social networking opportunities has won the competition for the attention of our studentsTo keep re-gurgitating the same old stuff will further alienate us from themWe need to bring the tools and resources of the internet, the social media, the collaboration opportinities into the classroom and harness these tools to the learning we want the students to attain
We need to recognise that the Internet its collaborative, multimdeia, social networking opportunities has won the competition for the attention of our studentsTo keep re-gurgitating the same old stuff will further alienate us from themWe need to bring the tools and resources of the internet, the social media, the collaboration opportinities into the classroom and harness these tools to the learning we want the students to attain