21st century education refection pdf
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The document discusses a 21st century education assignment where students were split into groups and assigned one of six pillars to research and present. The student's group was assigned project based learning. They decided to create an app to present their pillar instead of a PowerPoint. Through creating the app, the group applied critical thinking and project based learning skills. The student reflected that creating the app allowed them to experience 21st century education approaches. They suggested improvements like dedicating class time and teacher support for similar group projects.
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Question 7
The author's preliminary task was creating a school magazine. In developing their full media product since then, the author feels they have improved their Photoshop skills including cropping and using tools more efficiently. They have also learned to work at a faster rate while maintaining effectiveness, compared to rushing at the end of their preliminary task.
Tech media product
Katie Dutton learned that technology is extremely important in developing and constructing media products. Programs like InDesign, Photoshop, Prezi, Blogger, and SlideShare were vital in creating her music magazine and documenting her research process. InDesign allowed her to layout the magazine pages, while Photoshop helped edit images. Prezi and Blogger helped present findings in an appealing way. Overall, she learned the critical role technology plays in bringing together various elements to create a cohesive media product.
Question 7
1) Looking back, the author sees significant improvements from their preliminary task to the main task, having learned new technologies and better use of programs like Photoshop.
2) Feedback from teachers and peers helped the group improve their work, addressing mistakes and creating higher quality pieces. They organized their time better and completed tasks on schedule.
3) Planning photoshoots in advance for the main task led to higher quality photos compared to the disorganized preliminary task photos. Overall, the author feels they have learned a great deal and progressed in their media studies knowledge and skills.
Question 7
I have learned several things from completing a preliminary magazine task and subsequent full magazine product:
Time management - For the preliminary task, I did not plan my time or schedule tasks effectively. However, for the main product I created a production schedule to better manage my time and complete tasks on time.
Layout and composition - The preliminary magazine contents page lacked sufficient content. For the main product, I ensured the contents page included much more text to properly inform readers about the magazine's interior.
Technology - The preliminary task only utilized three technologies. For the main product, I researched and applied a wider variety of new software and programs to make the work more engaging for audiences.
Q7
The student learned several things from their preliminary magazine task to the final product. Initially, the student's font style and colors were too simple and plain. The contents were typical of a college magazine but the strap lines were too bold. Additionally, images were not properly edited and the colors used were inconsistent. For the final product, the student learned to properly use software like Adobe InDesign and Photoshop. They also learned conventions for font sizes, image sizes, and proper image and text placement on pages to create more professional magazine pages.
Audit of skills
The student discusses their experience using various software programs like Photoshop, Prezi, and Blogger during their AS media studies course. They found Photoshop and Blogger particularly useful for editing images and organizing their work. PowerPoint was used to create questionnaires for audience research. The student aims to improve skills like drafting ideas, using sound, and time management for their A2 studies.
Q7
In the preliminary task, the student created a simple student magazine with plain fonts and colors to entertain readers. However, there were areas for improvement such as using bold strap lines that were inappropriate, overusing bevel and emboss effects, and not properly editing images. For the full product, the student learned how to use software like Adobe InDesign and Photoshop better to design magazine pages. They also learned about conventions like appropriate font sizes, image sizes, and placements. As a result, the student now understands how to create successful magazine pages and use suitable images.
Production diary
This document summarizes a student's 9 weeks of work on a project. In week 1, the student focused on audience research and profiling. In week 2, the group struggled with idea generation but eventually came up with a more modern design. In weeks 3 and 4, the student was ill with COVID and fell behind on work. In week 5, the student caught up by selecting images and working on a content pitch. Subsequent weeks were spent editing photos in different styles to create a collage in the style of David Hockney. The final week was spent completing an evaluation presentation and website to showcase the project work.
Recommended
Question 7
The author's preliminary task was creating a school magazine. In developing their full media product since then, the author feels they have improved their Photoshop skills including cropping and using tools more efficiently. They have also learned to work at a faster rate while maintaining effectiveness, compared to rushing at the end of their preliminary task.
Tech media product
Katie Dutton learned that technology is extremely important in developing and constructing media products. Programs like InDesign, Photoshop, Prezi, Blogger, and SlideShare were vital in creating her music magazine and documenting her research process. InDesign allowed her to layout the magazine pages, while Photoshop helped edit images. Prezi and Blogger helped present findings in an appealing way. Overall, she learned the critical role technology plays in bringing together various elements to create a cohesive media product.
Question 7
1) Looking back, the author sees significant improvements from their preliminary task to the main task, having learned new technologies and better use of programs like Photoshop.
2) Feedback from teachers and peers helped the group improve their work, addressing mistakes and creating higher quality pieces. They organized their time better and completed tasks on schedule.
3) Planning photoshoots in advance for the main task led to higher quality photos compared to the disorganized preliminary task photos. Overall, the author feels they have learned a great deal and progressed in their media studies knowledge and skills.
Question 7
I have learned several things from completing a preliminary magazine task and subsequent full magazine product:
Time management - For the preliminary task, I did not plan my time or schedule tasks effectively. However, for the main product I created a production schedule to better manage my time and complete tasks on time.
Layout and composition - The preliminary magazine contents page lacked sufficient content. For the main product, I ensured the contents page included much more text to properly inform readers about the magazine's interior.
Technology - The preliminary task only utilized three technologies. For the main product, I researched and applied a wider variety of new software and programs to make the work more engaging for audiences.
Q7
The student learned several things from their preliminary magazine task to the final product. Initially, the student's font style and colors were too simple and plain. The contents were typical of a college magazine but the strap lines were too bold. Additionally, images were not properly edited and the colors used were inconsistent. For the final product, the student learned to properly use software like Adobe InDesign and Photoshop. They also learned conventions for font sizes, image sizes, and proper image and text placement on pages to create more professional magazine pages.
Audit of skills
The student discusses their experience using various software programs like Photoshop, Prezi, and Blogger during their AS media studies course. They found Photoshop and Blogger particularly useful for editing images and organizing their work. PowerPoint was used to create questionnaires for audience research. The student aims to improve skills like drafting ideas, using sound, and time management for their A2 studies.
Q7
In the preliminary task, the student created a simple student magazine with plain fonts and colors to entertain readers. However, there were areas for improvement such as using bold strap lines that were inappropriate, overusing bevel and emboss effects, and not properly editing images. For the full product, the student learned how to use software like Adobe InDesign and Photoshop better to design magazine pages. They also learned about conventions like appropriate font sizes, image sizes, and placements. As a result, the student now understands how to create successful magazine pages and use suitable images.
Production diary
This document summarizes a student's 9 weeks of work on a project. In week 1, the student focused on audience research and profiling. In week 2, the group struggled with idea generation but eventually came up with a more modern design. In weeks 3 and 4, the student was ill with COVID and fell behind on work. In week 5, the student caught up by selecting images and working on a content pitch. Subsequent weeks were spent editing photos in different styles to create a collage in the style of David Hockney. The final week was spent completing an evaluation presentation and website to showcase the project work.
Evaluation for the grid complete
This document provides a template for evaluating creative media projects at Level 3. It includes sections for outlining the project aim and activities, research undertaken, development of ideas, final outcome, personal response, evaluation of strengths and weaknesses, analysis of success, feedback received, and an action plan for future projects. The template guides the user to focus on key points, analyze statements, and make judgements about the work rather than just describing the process.
Production diary
- In the first week, the student focused on creating an audience profile and conducting audience research, finishing the profile ahead of schedule.
- In the second week, the group struggled to begin planning idents until researching previous examples, and eventually selecting a more modern design fitting their target audience.
- In weeks 3 and 4, the student was ill with COVID and unable to attend classes or access necessary software from home, making completing the ident projection of an Instagram story as planned more difficult.
AS Media Studies - Evaluation - Question 7
I learnt the importance of planning and audience research from my preliminary magazine project. For my final magazine project, I created templates on the computer to edit and get feedback before finalizing. I also researched my target audience more deeply to better understand their interests and inform decisions about layout, content and presentation. Careful time management allowed me to spend more time tweaking and editing based on feedback once completed, though I had less time than planned due to weather issues.
WS8.4.3
The document provides an evaluation template for a student to assess their role and performance on a solo creative media project. The student explains that they took on all roles for the project as it was solo, including acting, directing, filming, producing and editing. They felt they adapted well to losing all their initial work and redoing it, and created something unique and creative within a tight timespan. However, they note their timing for filming didn't allow enough time for mistakes. Through completing the project, the student learned they can be productive and creative in difficult situations.
Unit Plan Reflection
This document discusses the author's experience creating a unit plan that incorporated various technological elements. They created a Glogster, podcast, and WebQuest for the first time and found the WebQuest especially challenging as it required extensive planning. The author believes tools like social media, blogs, and podcasts can be useful collaboration and learning aids in the classroom. Completing this unit plan helped the author gain confidence in their teaching abilities and knowledge of educational technology.
Unit Plan Assignment Reflection
The document discusses a unit plan assignment for an education class where students were instructed to create and expand on a unit plan throughout the semester. The author incorporated lessons learned about technology in the classroom to make their unit plan as comprehensive as possible. In a reflection, the author expresses that they are relieved the assignment was worked on incrementally over the semester and that the unit plan will be a useful resource for teaching ideas and tools in their future career. They are proud of their completed unit plan but note some final assignments had overlapping embedded codes.
Ws8.4.3[1]
The document provides a template for students to evaluate their role and performance on a creative media project where they worked individually. It prompts the student to explain their role in the project, what they did well and didn't do so well, and what they learned about themselves through completing the project. The student responds that their role was to create and plan all aspects of the project as they worked alone. They did well in collecting materials and doing research but could have improved their time management and not leaving things for the last minute. The student learned through the project that every task has its own challenges.
Appyhour1
The document summarizes an Appy Hour event where teachers shared and discussed various apps that could be useful for teaching and classroom management. Some of the apps highlighted included Bloomz for scheduling conferences and sharing information with parents, Powtoon for creating media presentations, Kahoot for creating formative assessments, Declara for saving articles to read later, and Class Dojo for tracking student behavior. The group also discussed using Twitter to engage in education chats and shared some apps they use personally for organization, health tracking, translation, and more. The next Appy Hour was announced for January to feature more app discussions and demonstrations.
Q7
The author has learned several skills in progressing from their preliminary college magazine task to creating a music magazine. They have improved their skills using Adobe Photoshop, such as importing images and removing backgrounds. They also incorporated more media convergence techniques into the music magazine, including features on social media and a magazine website. Additionally, the author gained experience using double page spreads, guides, and margins to lay out text and columns. Overall, their understanding of design software and skills have improved through frequent use in creating the more advanced music magazine compared to the preliminary college magazine task.
Question 3 - What have you learnt about technologies from constructing your p...
The document discusses various technologies the author learned while constructing a magazine as a school project. The technologies covered include InDesign, Photoshop, cameras, Blogger, PowerPoint, SlideShare, and Prezzi. For each technology, the author discusses specific skills learned, such as using InDesign to design magazine pages, removing backgrounds in Photoshop, operating professional cameras, organizing content on Blogger, customizing word art in PowerPoint, sharing presentations on SlideShare, and creating presentations on Prezzi. Overall, the author gained experience with multiple design, photo editing, and presentation tools that enhanced their magazine project.
Evaluation 2
Within the process of creating their final products, the author learned many new skills compared to their preliminary task. They learned how to use new creative programs like Adobe Photoshop and InDesign to make their front cover and contents page more professional. They also learned how to better meet the audience's interests through things like color representation and appealing layouts. The author's skills grew as they incorporated research and a target audience that was lacking in the preliminary task. This allowed them to realize their envisioned magazine.
Question 6
The document discusses the challenges of using a green screen for photography of a girl band and how a white wall worked better. It also describes how the author used Photoshop skills from GCSE media to edit the photos and give the band members a professional look by removing blemishes. While Photoshop has many effects, it can be difficult to find the right ones, but with experience it made putting together the magazine easier. Blogger was used to keep media work organized online, but uploading files was initially difficult and the author felt it limited creativity compared to using folders.
Evaluation question seven
The student's skills have developed over the course of the year through frequent practice and experience using the skills. As a result, the student's work is now more detailed and of higher quality. When first learning the software, the student created basic blog posts, but then produced more sophisticated work using interactive formats like Prezi once understanding conventions of the media. The student also managed their time better by meeting all deadlines, allowing time for improvements based on feedback. Work was well-planned using a progress tracker and self-assessment booklet to monitor grades and areas for improvement. Software and hardware skills improved, resulting in a more professional-looking second magazine product with better page layout, images, and font choices compared to the first attempt.
Evaluation question 7
The document discusses the author's process of completing an evaluation task. They gained experience using different design programs which helped boost their creativity. They took time to understand how professional magazines are detailed to recreate one of a similar standard. While time management skills could have been better, feedback on their rough cuts was constructive. Comparing their preliminary and main tasks, the main task shows significantly more design aspects, creativity, and attention to detail. Their skills have developed and increased as shown in their work.
From students to learners english youg learner 2
This document outlines 21st century skills and learning outcomes for K-12 education. It defines three categories of 21st century skills: learning and innovation skills, digital literacy skills, and career and life skills. It then provides examples of learning outcomes from two school districts, Sacramento and Napa, related to these skills. The document discusses how project-based learning can help foster 21st century skills, with students working in teams to solve complex, real-world problems. It describes the process of students engaging with a project, conducting research, collaborating, and presenting their work. Finally, it notes that new school designs are moving away from traditional classrooms towards more flexible learning environments.
Why Directors Don’t Get IT: The Changing Definition of Information Technology
The document discusses common problems that directors have with information technology (IT) departments. It identifies four main problems: 1) there is no clear and consistent definition of IT, 2) everyone thinks they understand what IT should be but have different opinions, 3) IT departments often define themselves and their priorities without input from others, and 4) budgets for long-term IT needs like upgrades, training, and security are often not planned properly. The document proposes some solutions like developing institution-wide IT strategies, creating IT-literate staff, and taking more collaborative approaches to defining and prioritizing IT projects.
Enhancing curriculum and instruction with the iPad
This document outlines how teachers can enhance curriculum and instruction with apps by integrating 21st century skills. It defines key concepts like the "Four Cs" of critical thinking, communication, collaboration and creativity. Teachers are encouraged to move beyond lower-level thinking and have students apply skills by creating projects. The presenter provides examples of apps in different categories and sample lessons integrating technology, like using iCell and Mitosis for a lesson on cancer cell biology. Overall, the presentation provides guidance and resources for teachers to design lessons promoting 21st century skills through educational technology and app integration.
Technology Training in the California Community College System
Currently, @ONE serves approximately 10% of the nearly 85,000 faculty and staff from all 112 community colleges in the system. @ONE’s goal is to provide relevant technology training to faculty and staff by providing these services at a minimal cost to both individuals and colleges/districts. In an effort to meet this goal, @ONE contracted a team of undergraduate College of Business students at California State University San Marcos to conduct a market study of California Community College faculty and staff regarding their current technology training, their personal preferences, and emerging technology needs and to then provide recommendations based on the data collected from that study.
Teaching and Training in the 21st Century: Trends, Triumphs, Tribulations and...
The document summarizes a presentation on trends in teaching and training in the 21st century. It discusses effective teaching methods, potential barriers to teaching, and how technology can help address challenges. It provides examples of technologies like blogs, social media, social bookmarking and networking that can enhance teaching. The presentation covered netiquette for online interactions and concluded with an audience poll to gather feedback.
Technology Training Tune Up: Computer and Technology Skills for All Library S...
Technology training should be an essential part of your library
routine. Topics covered include: examples of some of the latest
technology, examples of core competencies, and some ideas for how to
keep up with new technologies.
Presented April 10, 2008 at the Tennessee Library Association conference
20th and 21st century MUSIC
The 20th and 21st century saw a dramatic change in how music was recorded, distributed, and consumed. New technologies like recording, amplification, and broadcasting allowed music to reach global audiences and for new musical styles and forms to challenge traditional rules. Faster transportation also let musicians and fans travel more widely to perform or listen to different types of music. Overall, music became more accessible to both rich and poor due to inexpensive reproduction and transmission of high quality musical performances.
what is technology | technology definition
Technology refers to wireless security cameras, smart home devices like Amazon Fire, and other tech products. The website what-tech.com provides definitions of technology and reviews and ratings of these connected devices to help users determine the best options. It contains additional details about various technologies on its website.
More Related Content
What's hot
Evaluation for the grid complete
This document provides a template for evaluating creative media projects at Level 3. It includes sections for outlining the project aim and activities, research undertaken, development of ideas, final outcome, personal response, evaluation of strengths and weaknesses, analysis of success, feedback received, and an action plan for future projects. The template guides the user to focus on key points, analyze statements, and make judgements about the work rather than just describing the process.
Production diary
- In the first week, the student focused on creating an audience profile and conducting audience research, finishing the profile ahead of schedule.
- In the second week, the group struggled to begin planning idents until researching previous examples, and eventually selecting a more modern design fitting their target audience.
- In weeks 3 and 4, the student was ill with COVID and unable to attend classes or access necessary software from home, making completing the ident projection of an Instagram story as planned more difficult.
AS Media Studies - Evaluation - Question 7
I learnt the importance of planning and audience research from my preliminary magazine project. For my final magazine project, I created templates on the computer to edit and get feedback before finalizing. I also researched my target audience more deeply to better understand their interests and inform decisions about layout, content and presentation. Careful time management allowed me to spend more time tweaking and editing based on feedback once completed, though I had less time than planned due to weather issues.
WS8.4.3
The document provides an evaluation template for a student to assess their role and performance on a solo creative media project. The student explains that they took on all roles for the project as it was solo, including acting, directing, filming, producing and editing. They felt they adapted well to losing all their initial work and redoing it, and created something unique and creative within a tight timespan. However, they note their timing for filming didn't allow enough time for mistakes. Through completing the project, the student learned they can be productive and creative in difficult situations.
Unit Plan Reflection
This document discusses the author's experience creating a unit plan that incorporated various technological elements. They created a Glogster, podcast, and WebQuest for the first time and found the WebQuest especially challenging as it required extensive planning. The author believes tools like social media, blogs, and podcasts can be useful collaboration and learning aids in the classroom. Completing this unit plan helped the author gain confidence in their teaching abilities and knowledge of educational technology.
Unit Plan Assignment Reflection
The document discusses a unit plan assignment for an education class where students were instructed to create and expand on a unit plan throughout the semester. The author incorporated lessons learned about technology in the classroom to make their unit plan as comprehensive as possible. In a reflection, the author expresses that they are relieved the assignment was worked on incrementally over the semester and that the unit plan will be a useful resource for teaching ideas and tools in their future career. They are proud of their completed unit plan but note some final assignments had overlapping embedded codes.
Ws8.4.3[1]
The document provides a template for students to evaluate their role and performance on a creative media project where they worked individually. It prompts the student to explain their role in the project, what they did well and didn't do so well, and what they learned about themselves through completing the project. The student responds that their role was to create and plan all aspects of the project as they worked alone. They did well in collecting materials and doing research but could have improved their time management and not leaving things for the last minute. The student learned through the project that every task has its own challenges.
Appyhour1
The document summarizes an Appy Hour event where teachers shared and discussed various apps that could be useful for teaching and classroom management. Some of the apps highlighted included Bloomz for scheduling conferences and sharing information with parents, Powtoon for creating media presentations, Kahoot for creating formative assessments, Declara for saving articles to read later, and Class Dojo for tracking student behavior. The group also discussed using Twitter to engage in education chats and shared some apps they use personally for organization, health tracking, translation, and more. The next Appy Hour was announced for January to feature more app discussions and demonstrations.
Q7
The author has learned several skills in progressing from their preliminary college magazine task to creating a music magazine. They have improved their skills using Adobe Photoshop, such as importing images and removing backgrounds. They also incorporated more media convergence techniques into the music magazine, including features on social media and a magazine website. Additionally, the author gained experience using double page spreads, guides, and margins to lay out text and columns. Overall, their understanding of design software and skills have improved through frequent use in creating the more advanced music magazine compared to the preliminary college magazine task.
Question 3 - What have you learnt about technologies from constructing your p...
The document discusses various technologies the author learned while constructing a magazine as a school project. The technologies covered include InDesign, Photoshop, cameras, Blogger, PowerPoint, SlideShare, and Prezzi. For each technology, the author discusses specific skills learned, such as using InDesign to design magazine pages, removing backgrounds in Photoshop, operating professional cameras, organizing content on Blogger, customizing word art in PowerPoint, sharing presentations on SlideShare, and creating presentations on Prezzi. Overall, the author gained experience with multiple design, photo editing, and presentation tools that enhanced their magazine project.
Evaluation 2
Within the process of creating their final products, the author learned many new skills compared to their preliminary task. They learned how to use new creative programs like Adobe Photoshop and InDesign to make their front cover and contents page more professional. They also learned how to better meet the audience's interests through things like color representation and appealing layouts. The author's skills grew as they incorporated research and a target audience that was lacking in the preliminary task. This allowed them to realize their envisioned magazine.
Question 6
The document discusses the challenges of using a green screen for photography of a girl band and how a white wall worked better. It also describes how the author used Photoshop skills from GCSE media to edit the photos and give the band members a professional look by removing blemishes. While Photoshop has many effects, it can be difficult to find the right ones, but with experience it made putting together the magazine easier. Blogger was used to keep media work organized online, but uploading files was initially difficult and the author felt it limited creativity compared to using folders.
Evaluation question seven
The student's skills have developed over the course of the year through frequent practice and experience using the skills. As a result, the student's work is now more detailed and of higher quality. When first learning the software, the student created basic blog posts, but then produced more sophisticated work using interactive formats like Prezi once understanding conventions of the media. The student also managed their time better by meeting all deadlines, allowing time for improvements based on feedback. Work was well-planned using a progress tracker and self-assessment booklet to monitor grades and areas for improvement. Software and hardware skills improved, resulting in a more professional-looking second magazine product with better page layout, images, and font choices compared to the first attempt.
Evaluation question 7
The document discusses the author's process of completing an evaluation task. They gained experience using different design programs which helped boost their creativity. They took time to understand how professional magazines are detailed to recreate one of a similar standard. While time management skills could have been better, feedback on their rough cuts was constructive. Comparing their preliminary and main tasks, the main task shows significantly more design aspects, creativity, and attention to detail. Their skills have developed and increased as shown in their work.
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Question 3 - What have you learnt about technologies from constructing your p...
Question 3 - What have you learnt about technologies from constructing your p...
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From students to learners english youg learner 2
This document outlines 21st century skills and learning outcomes for K-12 education. It defines three categories of 21st century skills: learning and innovation skills, digital literacy skills, and career and life skills. It then provides examples of learning outcomes from two school districts, Sacramento and Napa, related to these skills. The document discusses how project-based learning can help foster 21st century skills, with students working in teams to solve complex, real-world problems. It describes the process of students engaging with a project, conducting research, collaborating, and presenting their work. Finally, it notes that new school designs are moving away from traditional classrooms towards more flexible learning environments.
Why Directors Don’t Get IT: The Changing Definition of Information Technology
The document discusses common problems that directors have with information technology (IT) departments. It identifies four main problems: 1) there is no clear and consistent definition of IT, 2) everyone thinks they understand what IT should be but have different opinions, 3) IT departments often define themselves and their priorities without input from others, and 4) budgets for long-term IT needs like upgrades, training, and security are often not planned properly. The document proposes some solutions like developing institution-wide IT strategies, creating IT-literate staff, and taking more collaborative approaches to defining and prioritizing IT projects.
Enhancing curriculum and instruction with the iPad
This document outlines how teachers can enhance curriculum and instruction with apps by integrating 21st century skills. It defines key concepts like the "Four Cs" of critical thinking, communication, collaboration and creativity. Teachers are encouraged to move beyond lower-level thinking and have students apply skills by creating projects. The presenter provides examples of apps in different categories and sample lessons integrating technology, like using iCell and Mitosis for a lesson on cancer cell biology. Overall, the presentation provides guidance and resources for teachers to design lessons promoting 21st century skills through educational technology and app integration.
Technology Training in the California Community College System
Currently, @ONE serves approximately 10% of the nearly 85,000 faculty and staff from all 112 community colleges in the system. @ONE’s goal is to provide relevant technology training to faculty and staff by providing these services at a minimal cost to both individuals and colleges/districts. In an effort to meet this goal, @ONE contracted a team of undergraduate College of Business students at California State University San Marcos to conduct a market study of California Community College faculty and staff regarding their current technology training, their personal preferences, and emerging technology needs and to then provide recommendations based on the data collected from that study.
Teaching and Training in the 21st Century: Trends, Triumphs, Tribulations and...
The document summarizes a presentation on trends in teaching and training in the 21st century. It discusses effective teaching methods, potential barriers to teaching, and how technology can help address challenges. It provides examples of technologies like blogs, social media, social bookmarking and networking that can enhance teaching. The presentation covered netiquette for online interactions and concluded with an audience poll to gather feedback.
Technology Training Tune Up: Computer and Technology Skills for All Library S...
Technology training should be an essential part of your library
routine. Topics covered include: examples of some of the latest
technology, examples of core competencies, and some ideas for how to
keep up with new technologies.
Presented April 10, 2008 at the Tennessee Library Association conference
20th and 21st century MUSIC
The 20th and 21st century saw a dramatic change in how music was recorded, distributed, and consumed. New technologies like recording, amplification, and broadcasting allowed music to reach global audiences and for new musical styles and forms to challenge traditional rules. Faster transportation also let musicians and fans travel more widely to perform or listen to different types of music. Overall, music became more accessible to both rich and poor due to inexpensive reproduction and transmission of high quality musical performances.
what is technology | technology definition
Technology refers to wireless security cameras, smart home devices like Amazon Fire, and other tech products. The website what-tech.com provides definitions of technology and reviews and ratings of these connected devices to help users determine the best options. It contains additional details about various technologies on its website.
Information Communication Technology in the 21st Century English Classroom
This slideshow presentation explores the challenges and opportunities of integrating technology into the English classroom. It discusses how technology has changed communication from the printing press to the internet. It argues that today's students are digital natives who communicate via social media, requiring teachers to become digital-age teachers who utilize technology. Some ways teachers can do this include having students summarize Shakespeare via text or tweet, use wikis for collaboration, and create digital resources for independent learning. The presentation concludes that English teachers must understand and apply new technologies to create a digital learning space.
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Why Directors Don’t Get IT: The Changing Definition of Information Technology
Why Directors Don’t Get IT: The Changing Definition of Information Technology
Enhancing curriculum and instruction with the iPad
Enhancing curriculum and instruction with the iPad
Technology Training in the California Community College System
Technology Training in the California Community College System
Teaching and Training in the 21st Century: Trends, Triumphs, Tribulations and...
Teaching and Training in the 21st Century: Trends, Triumphs, Tribulations and...
Technology Training Tune Up: Computer and Technology Skills for All Library S...
Technology Training Tune Up: Computer and Technology Skills for All Library S...
Information Communication Technology in the 21st Century English Classroom
Information Communication Technology in the 21st Century English Classroom
Similar to 21st century education refection pdf
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The student completed their teaching practice during the COVID-19 pandemic, which presented extraordinary challenges. They had to teach online without real students at first. The student explored different online teaching tools and designed engaging lesson plans with interactive activities and games. This allowed the student to develop their creativity and autonomy. Based on their experience, the student learned the central role technology and interactive tools play in online learning. Moving forward, the student plans to further develop their skills with online educational platforms and experiment with different tools and strategies to improve their practice, as mixed online/in-person classes will likely continue.
Dciu class 2010
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Final presentation done
Jason Maxwell created a presentation summarizing his experience using social media for educational purposes. He found Twitter, Pinterest, and Schoology to be the most useful tools. Twitter allowed him to easily connect and share announcements with students, Pinterest helped him organize ideas and plans, and Schoology provided a comprehensive platform for assignments. Although Delicious presented challenges, Diigo became a valuable resource for continued professional development. The online format of the class allowed Maxwell to learn at his own pace and explore new tools outside his comfort zone. He is now better prepared to incorporate technology into his teaching and engage with digital native students.
Eds 137 Final Reflection
Linda Sok reflects on her experience mentoring online high school students through a course at SDSU. She was assigned to three student groups working on a science project but faced challenges connecting with the students. Over 11 weeks, Sok received only two responses from students despite posting resources and trying different methods to engage them. While disappointed by the lack of interaction, Sok is grateful for the opportunity and hopes her contributions were still helpful to the students' project.
Assessment ppt (2)
1) The document describes an ICT lesson where Year 1 students used iPads and the Pic Collage app to create wedding invitations based on plans they had drafted.
2) The teacher demonstrated how to use Pic Collage and had students work in pairs to combine their invitation ideas into a single digital invitation.
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This document summarizes the findings of a teacher-librarian's inquiry project exploring the development of personal online learning networks. The teacher-librarian began by building their own network in order to better understand the tools and process. They then introduced network concepts to colleagues through surveys and collaboration tools. While most colleagues were interested, few began actively building networks initially. The teacher-librarian concluded that ongoing modeling and support is needed for colleagues to fully develop online networks, but that the project started important conversations and early adoption for some. Their next steps involve continuing to expand network use and keeping dialogue open with colleagues.
Social Technology Final
We both found that exploring our learning preferences and using social technologies for collaboration helped us be more successful students. Nelson preferred using technologies like Google Docs and tablets for notes, while Robin benefited from video chat for verbal explanations. Though we had different preferences, we agreed social networks allowed us to work together remotely. Going forward, we will apply these skills in our careers by collaborating with networks anywhere in the world using video, documents, and other shared platforms for discussions, presentations, and spreading knowledge. While some social tools like Twitter were less effective for in-depth learning, platforms allowing real-time collaboration helped us most.
Daphne's Synthesis Project about Social Learning
Daphne took a learning preferences survey and found she is reflective, visual, and sequential learner. She realized working in a group using visual aids on Facebook helped her learn. She chose the Learning Sage pathway to learn how technologies can aid learning. She found educational videos on YouTube and using apps on her iPod helpful. She explored social bookmarking on Delicious but found databases and Google searches more useful. Daphne will continue using sensing, reflection, iPods, and Facebook in the future for communication, recording lectures, and finding study groups as a nurse.
Survey Results General Comments
The document discusses teachers' experiences using ICT in the classroom. It finds that while confidence has increased with training and practice, more time and reliable equipment are still needed. Teachers use ICT for administrative tasks, research, communication and assessing student learning in activities like podcasts, movies, and digital stories. Barriers to implementation include limited equipment, time constraints, and infrastructure challenges. The ICT management team is encouraged to consider goals like consistent equipment availability, dedicated classroom computers, and benchmarking digital skills by year level.
#Braztesol10
BRAZTESOL10 CLTWEEPLE presentation.
It is about the Twitte/r Twibe project I've been developing together to my students. They are my partners! Enjoy the trip :)
Cultweeple – Enhancing Interaction And Collaboration In Written English Among...
Exploratory Practice piece of work. #EFL
presented at Sociedade Brasileira de Cultura Inglesa Teachers Seminar 2010.1
Reflection
Mae Guerra reflects on the challenges of online learning this past semester. She struggled with time management, keeping track of assignments and due dates. However, she learned valuable lessons about time management, setting aside a specific time each day to focus on classwork. She also learned to communicate better with group members by scheduling synchronous meetings. Despite the frustrations, she is excited about what she learned through the eLearning program, including using social media tools, document sharing, blogging, writing objectives, instructional design principles and presenting information online. Looking ahead, she is eager to apply these lessons next semester.
Silvia Bruno-Final Reflection
1. The document reflects on the experience of a trainee teacher completing their third practicum during the COVID-19 pandemic, which required adapting teaching practices to an online format.
2. Completing assignments like creating didactic units online was initially challenging but helped the trainee learn new skills for distance teaching with different tools and platforms.
3. While missing real interaction with students, the trainee found the experience of imagining teaching online lessons engaging and was able to consider contingencies for online teaching and combining tools to meet different needs.
Abstract
An elementary education student created a 5-day unit plan for teaching greater than and less than math concepts to kindergarteners. The unit plan incorporates various technology tools the student learned about in class, including social media, Photoshop, Wikis, blogs, podcasts, YouTube, and media posters. The plan also includes an ASSURE model to outline the daily lessons and activities students would complete to learn the math concepts.
Implementing A Model Lesson Plan
This document summarizes a lesson plan for evaluating website design that was implemented in a college freshman composition class. The lesson had students: 1) Evaluate the college homepage in groups, discussing likes/dislikes; 2) Learn five elements of effective web design; 3) Re-evaluate the college homepage using those elements; 4) Evaluate another website of their choosing in the same way. The benefits were active learning through hands-on website analysis and collaboration. The main challenge was a technology issue that disrupted guidance between groups. In the future, the teacher will choose the second website and assign personal analysis as homework.
Evaluation, reflection, critics & proposals Evaluaton survey& form answers
This document discusses using technology in English language teaching. It explores incorporating tools like webquests, photo essays, Google Drive, and word clouds. These tools can help make teaching more engaging and motivate students. The document also discusses collaborative learning and connected learning approaches facilitated by technology. Overall, the seminar introduced many useful tools and websites that teachers can apply in the classroom to teach in innovative ways. Some suggestions were made to provide more guidance on tool use and explore resources more deeply.
Facebookguideforeducators
This document provides a guide for using Facebook as a tool for teaching and learning. It discusses how Facebook can be used in formal classroom settings to support subject teaching, facilitate homework and peer learning. It also explores how Facebook enables informal social learning outside of school, such as for organizing clubs and communicating with parents. The guide includes case studies of two schools that have successfully integrated Facebook in their history and biology classes. It provides examples of using Facebook Groups for sharing revision materials and organizing sports teams. Overall, the document argues that Facebook has great potential as a modern teaching tool that engages students and enhances collaboration.
Personify !
The document discusses an elementary school teacher's experience with remote teaching during the COVID-19 pandemic. It describes the challenges of moving classes online last year, including keeping students engaged over video calls. The teacher was apprehensive about starting a new school year remotely. They discovered the Personify Presenter software, which allows inserting one's face into presentations. The teacher found it helped make classes more interactive and collaborative by allowing a live virtual presence. It concludes the software helps make lessons more engaging for remote learning.
The Art Of Learning E Portfolio D2l
This 12-week pilot course taught course developers and instructors how to teach online using the Desire 2 Learn (D2L) platform. Participants learned how to use various tools in D2L as well as other online teaching tools. They created online course materials like syllabi, discussions, and quizzes. Participants shared tips on using tools like Audacity, Elluminate, and creating accessible PowerPoint presentations. They explored new technologies and reflected on turning face-to-face courses into online formats. The goal was to learn practical online teaching skills and experience online learning from the student perspective.
Edmodo for 505
This document discusses using the social learning platform Edmodo as the primary communication tool for a classroom. It provides background on Edmodo, describing how it was created by educators as an alternative to commercial social media sites. The author then explains how they set up an Edmodo classroom page for their media literacy course and directed all class discussions, assignments, and communications through Edmodo. This allowed students to access course materials and get help from the teacher anytime, even when not in the physical classroom.
Similar to 21st century education refection pdf (20)
Online Learning Networks & School Based Leadership
Online Learning Networks & School Based Leadership
Cultweeple – Enhancing Interaction And Collaboration In Written English Among...
Cultweeple – Enhancing Interaction And Collaboration In Written English Among...
Evaluation, reflection, critics & proposals Evaluaton survey& form answers
Evaluation, reflection, critics & proposals Evaluaton survey& form answers
More from Emily Harmon
Unit Plan Abstract
This unit plan uses various technologies to help students recognize traits of fables, form opinions on Aesop's fables and his historical existence, and then write, illustrate, and present their own original fable to the teacher and class.
ASSURE Method Assignment Reflection
This document discusses an assignment to create a lesson plan using the ASSURE Method. The author had not previously heard of this method but learned it involves developing lessons with a high level of detail and attention to ensure students' needs are met. The assignment required choosing a classroom scenario and developing a lesson plan using the ASSURE Method. In their reflection, the author believes this method promotes critical thinking as it requires abstract thinking to generate ideas to effectively present topics to students. They feel it will be useful for their own teaching career as it creates comprehensive lessons that address weaknesses and uncertainties.
ASSURE Method Assignment
1) The teacher will teach 17 first grade special education students the months of the year through engaging activities like discussing their birth months, drawing pictures of themselves each month to make calendars, and singing a song while viewing a virtual calendar.
2) The objective is for students to recite the months with 100% accuracy by the end of the week. Materials will include computers for the virtual calendars, speakers for the song, and a smart board to display the teacher's silly photoshopped picture.
3) In case of technology issues, the teacher will have print backups and will teach the song by singing rather than using the mp3. Students will participate by discussing birth months, flipping their own calendars with the song
Friday ASSURE Method
My students will create and present their own fables using PowerPoint. They will watch a video on creating stories in PowerPoint and then use iPads or computers to design their own fables. The lesson utilizes technology like YouTube, SmartBoard, and PowerPoint to engage my 3rd grade students. I will prepare the materials and environment, explain the task, and provide support and feedback to help students participate and successfully complete the presentation of their fables.
Thursday ASSURE Method
1) The document outlines a lesson plan for teaching 3rd grade students how to write and illustrate their own fable.
2) Key aspects of the plan include having students watch a YouTube video on writing fables, accessing project guidelines on a class Facebook page, and creating their own fable by the end of the lesson.
3) A variety of technologies will be used, including YouTube, QR codes, Facebook, a smart board, and student iPads or computers to ensure student engagement. Backups are in place if any technologies fail.
Wednesday ASSURE Method
My students will learn about Aesop's fables and discuss whether Aesop actually existed by completing two WebQuests. The WebQuests will be accessed using iPads or computers and will explore how fables came to be and question Aesop's existence. To prepare, the teacher will test the technology, prepare all online materials and links, and explain how to complete a WebQuest. Students will be monitored as they work to ensure participation and progress through the assignments. Upon completion, students will present their findings to evaluate their understanding.
Tuesday ASSURE Method
This document outlines a lesson plan for teaching 3rd grade students about fables using various technologies. The teacher will:
1. Analyze the students - there are 20 students aged 8-9 from a rural area, with most being white.
2. State the objective - for students to recognize fable characteristics and identify stories as fables or not fables using a Voki, photo editing, Second Life, a podcast, and Twitter game.
3. Select methods and materials - various technologies like a Smartboard and computer to engage students and meet their ability level. Backup plans are in place if technology fails.
Monday ASSURE Method
This document outlines a lesson plan for teaching 3rd grade students about fables using the ASSURE method. The teacher will have the students watch a video fable, view a poster about fables, and complete a graphic organizer to compare fables to other literature. The lesson will use a SmartBoard, computer, and large graphic organizer paper. Alternate printed materials will be available in case of technology issues. The teacher will evaluate learning through student-created comparative graphic organizers.
Unit Plan Friday
This unit plan is for a 3rd grade class of 20 students, most of whom are white, to create and present their own fables using PowerPoint. On Friday, the students will watch a video on how to make a story in PowerPoint, then use PowerPoint to bring their fable to life. Each student will present their fable PowerPoint to the class by the end of the day. Technology such as YouTube, SmartBoard and PowerPoint will be used throughout the lesson.
Unit Plan Thursday
This document outlines a lesson plan for a 3rd grade class to create their own fables. It includes analyzing the class of 20 students who are mostly white with some African American students from an Appalachian area. The main objective is for all students to write, illustrate, and create their own fable by watching an instructional video, accessing guidelines on the class Facebook page, and completing the project with 100% accuracy by the end of the class on Thursday. Technology used includes a how-to video on YouTube accessed via QR code and guidelines posted to the class Facebook group.
Unit Plan Tuesday
The document outlines a lesson plan for teaching 3rd grade students about fables on Tuesday. The lesson plan aims to help students recognize characteristics of fables and distinguish fables from non-fables. It involves using various technologies like Voki, a photo edit, Second Life, a podcast, and Twitter to introduce personification, analyze stories, and participate in an interactive labeling game. The lesson plan expects students to understand the difference between fables and non-fables with 100% accuracy by the end of Tuesday's lesson.
Unit Plan: Monday
This document outlines a lesson plan for a 3rd grade class to learn about fables. On Monday, the teacher will have students watch a video fable, view and discuss a fables poster, and complete a graphic organizer to compare fables to other literature. The lesson aims to teach students to recognize fables and differentiate them from other genres with 100% accuracy by the end of the class period. Technology like a SmartBoard, blog, and Pinterest will be used to aid instruction.
Secondlife Assignment Reflection
For their Secondlife assignment, students were introduced to the virtual world of Secondlife and shown examples of how realistic and detailed the virtual environment is, including a recreation of Marshall University's campus. Students created their own avatars and were able to freely explore the virtual world using the Secondlife viewer.
In their reflection, one student was initially hesitant about Secondlife but became more interested after seeing the realistic graphics and ability to virtually go anywhere. They felt Secondlife could be used for critical thinking and education by allowing exploration of different places and ideas. However, they would be hesitant to have students create their own accounts due to concerns about unsupervised access, but think censoring options could help address this issue and make Second
Web 2.0 Assignment Reflection
The student completed a Web 2.0 assignment for class using Pinterest, which they were already familiar with. They created three boards with three pins each related to their unit plan. For the assignment reflection, the student discussed how they enjoyed using Pinterest for the project and being able to organize teaching ideas. They plan to continue using Pinterest in the future to collect and share ideas with other educators.
Following Michael Zimmer on Twitter
Michael Zimmer is a curriculum coordinator and former social studies teacher who tweets helpful articles and resources for educators. He shares information about new educational technologies and how to use them in lessons, as well as project ideas across subjects from science to art. His tweets provide teachers with new technology integration ideas and ways to enhance their lessons with various media.
Following Shannon Smith on Twitter
Shannon Smith is the principal of Glen Cairn Public School in Ottawa, Canada, where she oversees grades 7 and 8. Her Twitter account focuses on education, sharing links that could help teachers and supporting technology use in classrooms. She questions traditional grading methods and is supportive of new approaches in education. She often retweets posts from her school and other education experts to engage parents and provide a resource for new teachers.
Following George Couros on Twitter
George Couros is a school principal who uses Twitter professionally to share education-related links and personally to engage with followers. His Twitter feed contains links on a variety of topics, including educational technology, research, and leadership. He tweets frequently to crowdsource resources from followers, such as asking them to contribute to an open Google Doc listing iPad apps for grades 4-5. His Twitter provides a blend of the professional and personal by also sharing funny links and non-education topics.
Blog Assignment Reflection
The document discusses a blog assignment where students were instructed to create their own blog on Blogger about an education topic they chose. The author chose to argue for the need for teacher aids in schools. Students also had to read and comment on two classmates' blogs.
In reflecting on the assignment, the author notes they enjoyed creating their first blog and found Blogger's formatting easy to use. They felt strongly about their topic on teacher aids. The ability to connect with classmates by reading and commenting on each other's posts was appealing. The author sees potential uses for blogs as a teacher, such as creating blogs for students to follow with assignments, materials, and news or for facilitating discussions on subject areas.
Podcast Assignment Reflection
For a class assignment, the student was asked to record their first podcast and post it online for others to listen to. Through completing the assignment, the student learned about the usefulness of podcasts for both education and the classroom. As a teacher, the student thinks podcasts could be used to reteach lessons, provide more details on topics, or tell stories. Podcasts would allow information to be accessible for students to listen to anywhere and revisit when needed. The student sees value in using podcasts across different subject areas and having students create their own podcasts to review information in their own words.
Digital Imaging Reflection
For a digital imaging assignment, the student completed three edits using Photoshop: 1) Following instructional videos on Lynda to edit a picture, 2) Freely editing any picture as desired, and 3) Editing a picture for a class unit plan to apply Photoshop skills. In a reflection, the student discussed having prior Photoshop experience, learning new version skills from Lynda videos, and how Photoshop can be used in classroom lessons to strengthen critical thinking through experimentation and graphic creation.
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- 1. 21st Century Education Assignment: Pillar Group Project ! For this assignment, we learned about the true definition of 21st Century Education. We learned the six pillars that made up this whole idea, and were assigned to research and present one of the pillars in more detail. We were split up into groups and each group had their own pillar to work with. My group was assigned project based learning. To complete this assignment my group had to explain what project based learning was, how it applied to 21st century education, then how and why you should apply technology to it. Most groups were making a powerpoint to present their work, but we decided to try something a little bit different, by making our own app. ! 21st Century Education Pillar Group Reflection: In the beginning of this assignment, my group didn't have much enthusiasm about completing it. We had not really had any outside communication about it, because email isn’t something that anyone in our group was too prone to using. For this reason, we decided to create a group Facebook as a place to discuss our project and post anything that we were working on for it. We finally decided to meet, outside of class to even decide what to do, and thats when we had the idea of trying something different that a plain old powerpoint. We started researching ways to create an app, and we found a website that allowed you to do that. Not really understanding exactly what we were doing, we started experimenting with it. Now, looking back at it, we were actually applying the critical thinking pillar and the project based
- 2. learning pillar, while completing this assignment. The way that we found new ways to work and connect with each other to create our app together, was very much, what we had been discussing as 21st education in class. The only improvements that I would make for this assignment, if I were applying it in my classroom, would be to assign days that my students would work on it together in school. It is much more difficult for younger students, who can’t drive to reach each other outside of class. I could also help them create pages for their group to discuss, on Facebook, to use with their classmates, rather than them having to create one on their own. As an educator, I could also use tools i leaned from this assignment, such as creating a page on Facebook to work with my peers, and the whole idea of an app. Many classrooms that I have been in recently, have either a classroom set of iPads, or a traveling set for the school to share. Students would be so much more excited to learn about a topic using an app, or even by creating an app of their very own. !