This document summarizes a workshop about engaging technologies and student achievement. The workshop introduced interactive technologies like Poll Everywhere, QuizBreak!, Quiz Revolution, StudyBlue, and SurveyMonkey that can be used for formative assessment. Instructors participated in activities using these tools and discussed how they can help determine what students know before exams and improve learning. The technologies promote active learning and student engagement, which are linked to higher achievement.
The document discusses creating a classroom environment where students feel secure and have opportunities to explore, make mistakes, and learn from them without fear of failure. It questions whether the classroom focuses only on completing assignments at a constant pace or allows students to feel appropriately challenged. The document also lists different approaches to teaching and learning, including providing just enough resources, resources just in time, and resources just in case they are needed, as well as encouraging students to just try different techniques.
This document outlines the advantages and disadvantages of online education. Some of the key advantages include reaching a larger and more geographically diverse audience, helping disabled or isolated students, offering flexibility, and reducing costs. However, there are also challenges such as selecting the right technology, dealing with compatibility issues, submitting assignments online, requiring equipment that some students cannot afford, and the possibility of cheating. Motivation and self-discipline are also important factors for online students.
The colloquially known principle "Survival of the Fittest" proposed by Charles Darwin is a very noted theory based on natural selection, which has mutated itself to "Survival On-Demand". Do you agree? For more detail http://www.teens4technology.org
Digital bloom’s taxonomy trends conferenceakenalong
This workshop introduces instructors to various educational technologies including Animoto, Blogspot, Camtasia, Edublog, Glogster, Google Drive, Poll Everywhere, Prezi, QuestGarden, QuizBreak!, Skype, Slideshare, SurveyMonkey, TED, Toondoo, VoiceThread, Voki, Weebly, Wikispaces, and YouTube. The technologies can be used in different ways like audio lectures, presentations, assessments, and discussions. The workshop will demonstrate how to use the technologies through activities. Instructors will create and share a technology tool they could use. They will learn applicable knowledge to assist them in their classrooms in a hands-on format rather than
The document discusses various ways that technology can be used to motivate students and engage them in learning. It describes tools like web quests, interactive PowerPoints, virtual field trips, and podcasting that allow students to learn through hands-on activities using technology. Examples of websites that provide these digital learning resources are also included. The document advocates for using technology to appeal to students and differentiate instruction while challenging students with higher-order thinking.
Using technology in the classroom presentationMelissa Smith
The document discusses how integrating technology into the classroom can benefit both students and teachers, with examples of different technologies being used like MP3 players, video cameras, and computer programs to enhance engagement and create projects. It argues that technology allows students to become more exploratory learners who can produce meaningful projects, and that using available resources can improve test scores, retention, and create a more engaged learning experience.
This document summarizes a workshop about engaging technologies and student achievement. The workshop introduced interactive technologies like Poll Everywhere, QuizBreak!, Quiz Revolution, StudyBlue, and SurveyMonkey that can be used for formative assessment. Instructors participated in activities using these tools and discussed how they can help determine what students know before exams and improve learning. The technologies promote active learning and student engagement, which are linked to higher achievement.
The document discusses creating a classroom environment where students feel secure and have opportunities to explore, make mistakes, and learn from them without fear of failure. It questions whether the classroom focuses only on completing assignments at a constant pace or allows students to feel appropriately challenged. The document also lists different approaches to teaching and learning, including providing just enough resources, resources just in time, and resources just in case they are needed, as well as encouraging students to just try different techniques.
This document outlines the advantages and disadvantages of online education. Some of the key advantages include reaching a larger and more geographically diverse audience, helping disabled or isolated students, offering flexibility, and reducing costs. However, there are also challenges such as selecting the right technology, dealing with compatibility issues, submitting assignments online, requiring equipment that some students cannot afford, and the possibility of cheating. Motivation and self-discipline are also important factors for online students.
The colloquially known principle "Survival of the Fittest" proposed by Charles Darwin is a very noted theory based on natural selection, which has mutated itself to "Survival On-Demand". Do you agree? For more detail http://www.teens4technology.org
Digital bloom’s taxonomy trends conferenceakenalong
This workshop introduces instructors to various educational technologies including Animoto, Blogspot, Camtasia, Edublog, Glogster, Google Drive, Poll Everywhere, Prezi, QuestGarden, QuizBreak!, Skype, Slideshare, SurveyMonkey, TED, Toondoo, VoiceThread, Voki, Weebly, Wikispaces, and YouTube. The technologies can be used in different ways like audio lectures, presentations, assessments, and discussions. The workshop will demonstrate how to use the technologies through activities. Instructors will create and share a technology tool they could use. They will learn applicable knowledge to assist them in their classrooms in a hands-on format rather than
The document discusses various ways that technology can be used to motivate students and engage them in learning. It describes tools like web quests, interactive PowerPoints, virtual field trips, and podcasting that allow students to learn through hands-on activities using technology. Examples of websites that provide these digital learning resources are also included. The document advocates for using technology to appeal to students and differentiate instruction while challenging students with higher-order thinking.
Using technology in the classroom presentationMelissa Smith
The document discusses how integrating technology into the classroom can benefit both students and teachers, with examples of different technologies being used like MP3 players, video cameras, and computer programs to enhance engagement and create projects. It argues that technology allows students to become more exploratory learners who can produce meaningful projects, and that using available resources can improve test scores, retention, and create a more engaged learning experience.
This document provides an overview of an introductory mobile learning course. It outlines the course topics, assignments, schedule and resources. The course will explore definitions of mobile learning and issues in integrating mobile technologies into education. It will examine instructional design for mobile learning and applications. Assignments include group presentations on trends/issues and applications, participation in online discussions, and a final paper analyzing a mobile learning resource. The course will be delivered synchronously via weekly Adobe Connect sessions and include breakout activities for discussion.
This document outlines the agenda for a session on mobile technologies in education. It includes discussions on arguments for and against mobile integration, BYOD policies, issues of scalability and sustainability, and teacher preparation. Groups will present on these topics and create mind maps. They will also discuss self-efficacy and its role in mobile learning, strategies to address teacher confidence, and considerations for technology policies regarding responsible and acceptable use.
The document provides guidance on planning for effective technology integration in the classroom. It recommends identifying essential learnings and assessments, designing engaging student-centered activities, and planning classroom management for technology use. Some key strategies include framing projects around essential questions to encourage higher-order thinking, designing authentic and collaborative activities that allow student choice and creativity, and ensuring proper management of technology resources.
The document discusses the use of technology in education, providing an overview of various online tools and apps that can be used by educators and students. It addresses both the pros and cons of online instruction and discusses policies around virtual classrooms and charter schools in Virginia. The document encourages administrators to take a lead role in planning for the implementation of new technologies and evaluation models rather than simply watching from the sidelines.
This document provides guidance on using technology to enhance student learning. It lists learning objectives and observable teacher and student behaviors related to effective technology use. Examples of technology that could be used include LCD projectors, document cameras, clickers, Promethean boards, websites, and the internet. Resources like IPods, Pandora, PowerPoints, teacher websites, and Edmodo are recommended. Teachers are encouraged to reflect on what technology they currently use and how to integrate more technology into their classes.
This document provides information about a workshop on using technology tools to inspire and engage learners. The workshop will:
1) Introduce five easy and innovative technologies that can be integrated across disciplines, including polling software and examples of practical application.
2) Include activities using the technologies and applicable knowledge about integrating them.
3) Provide video and web links demonstrating tools like PowerPoint, polling software, and virtual learning units that were covered. Participants will also evaluate the workshop.
This document discusses how teachers can integrate technology into the classroom to better prepare students for the future. It provides examples of several technologies, including webquests, podcasts, blogs, and email. Webquests allow students to explore teacher-selected websites and create a product reflecting their learning. Podcasts provide audio and video content on various topics that can enhance learning. Blogs are places for students to post thoughts about class topics. While email can be used for pen pals, teachers must check district policies regarding student email use. Overall, the document argues that incorporating these technologies can engage students and support inquiry-based learning that prepares them for life after school.
Benefits Of Using Technology In The Classroomrmanraj
Using technology in the classroom provides many benefits such as keeping students engaged through interactive lessons, preparing them for technology skills needed for future careers, and connecting learning to real-life situations. Teachers must receive training to competently incorporate technologies like active boards, projectors, computers and the internet into motivating, hands-on lessons that reduce boredom and promote cooperation among students.
Innovative uses of technology in schools of the futureJonathan Martin
This document discusses the use of technology in assessments and learning at St. Gregory College Preparatory School. It focuses on 1) technology-based assessments that measure higher-order skills, 2) emphasis on key skills like creativity, 3) collaboration between networked educators, 4) empowering digitally savvy students, and 5) project-based learning where students create and share multimedia content. Formative assessments using tools like Khan Academy and computer-adaptive testing are highlighted. The document advocates for open computer testing and digital portfolios to drive 21st century instruction.
This document discusses the benefits of incorporating technology into the classroom. It argues that technology prepares students for today's world, allows them to learn in new interactive ways, and experiences content through simulations and videos. However, it also notes students must be taught proper technology use to avoid issues like cyberbullying and plagiarism. The document then provides examples of how teachers can overcome barriers to tech adoption through resources like training groups, mentors, and online tutorials. Finally, it lists specific ways teachers can incorporate technologies like audio, recordings, and digital projectors to enhance lessons.
How Technology Will Shape The Classroom
In The Next 5 - 10 Years
Vitaliy Goncharuk
“AI For Education” Think-Tank
http://aiforeducation.com
Contents:
1. What Features Will Future Classroom Have?
2. Robot Teachers
3. Programming Work Spaces for Coding
4. AR/VR Glasses
5. Educational Holograms
6. Analyzers of Emotional Behavior
7. Real-Life Models With 3D Printing
8. Biometrics: Eye Tracking
9. Technology Timeline
10. The Future Of Technology In Education
25 Terrific Technology Teaching Tools for Extension Educators-10-16-extra slideBarbara O'Neill
This document discusses 25 technology tools that can be used by extension educators, including movie maker, animated videos, Google Hangouts, PowerPoint games, SlideShare, Twitter, Twitter chats, Storify, webinar platforms, online quizzes, Excel templates, the Future Me website, IGNITE presentations, Pinterest, Facebook, Canva, Piktochart, Periscope, Puzzle Maker, PollEverywhere, online surveys, scheduling programs, and the presenter's contact information. The concluding slides emphasize that the technology is just a tool and that the most important thing is the learner experience.
The document discusses the types and uses of technology in the classroom, including desktop computers, laptops, iPads, interactive whiteboards, and phones. It notes that technology can be used for instructional games, interactive problem solving, grouping students, and supplemental programs. The document argues that technology benefits students by accommodating different learning styles and enhancing the learning environment. It also emphasizes the importance of teachers receiving training to effectively integrate technology into their lessons.
Technology integration is not simply using computers to deliver instruction or for drill-and-practice activities. True integration occurs when teachers use technology to introduce, reinforce, extend, enrich, assess, and remediate student mastery of curriculum goals. While technology specialists can model integration, only classroom teachers can fully integrate technology with their subject-area content. Accepting change, like technological advances, is difficult but necessary for effective integration.
Technology strategies to differentiate a classroomscacique
This document provides strategies for using technology to differentiate instruction in the classroom. It discusses using technology for pre-assessments, differentiating content by interest through webquests, and creating differentiated units that integrate content, grouping, and assessments. Specific websites are recommended for creating quizzes, developing rubrics, and supporting literacy development through electronic books and projectors. The conclusion emphasizes that technology should be fully integrated into the curriculum to benefit students.
This document summarizes an Adobe Connect session on instructional design for mobile learning. It includes sections on checking in, mobile first instructional design, user interface considerations, accessibility issues, breaks, and planning for the next session. Some of the key topics discussed are designing for mobile first and then scaling up to other devices, universal design for learning principles, and considerations for user experience, content, and interactions across different mobile platforms and interfaces. Groups will present on mobile first instructional design and user interface topics.
The document discusses key aspects of distance education including:
- Nearly 3.5 million US college students took at least one online course last year, representing 20% of students.
- Reasons for increased online enrollment include funding cuts and increased access for non-traditional students.
- Types of distance courses include totally online, hybrid, and web-enhanced.
- Best practices include following principles like active learning, feedback, and respecting diverse talents. Guidelines also call for things like maintaining interaction and equivalent research opportunities.
- Course management systems, content, tools, and assessment methods are all components of online course design. Popular systems include Blackboard and Moodle.
The document discusses two pictures related to digital commerce and the world's knowledge. The first picture explains how e-commerce has grown to $1 trillion in sales by 2012, fueled by developments in mobile technology. Worldwide mobile payments exceeded $250 billion in 2013. The second picture discusses Google's plan to create a "Knowledge Vault" to hold all human knowledge and answer complex queries using technologies like quantum computing and big data analytics. The vault aims to expand Google's existing knowledge graph and be unveiled next year.
This document discusses how emotions and motivation are related, and the role of different brain structures in processing emotions. It summarizes that:
- The basolateral amygdala represents the value of stimuli predicted by conditioned stimuli, while the central nucleus controls arousal and responses.
- The nucleus accumbens influences instrumental behavior by allowing conditioned stimuli to affect responding, and is required to choose delayed rewards.
- The prelimbic cortex detects action-outcome contingencies, while the insular cortex represents stimulus values.
- The orbitofrontal cortex and basolateral amygdala may represent reinforcer values that govern choice behavior. The anterior cingulate cortex has roles in emotional responses and performance errors
The Trilogy: Imagination, Content Mastery, & Web 2.0 Toolsakenalong
This document provides an abstract for a workshop on using imagination and web 2.0 technology tools to demonstrate content mastery. The workshop will showcase how students can show their understanding of material through creative technology tools like Animoto, Glogster, and Toondoo. Participants will be given access to examples and tutorials of these tools and have an opportunity to create their own content. The goal is to promote active learning, application, creativity, and engagement through technology-based projects.
The document provides guidelines for writing an analysis of an external speaker using proper APA or MLA format. It includes tips on using full contractions instead of contractions, using commas in certain situations, general writing advice such as double spacing and avoiding bold or italics in titles, as well as advice on idioms, perspective, proofreading, sentence length, slang, homonyms, essay length and using active voice.
This document provides guidelines for formatting, structure, style and content for a written analysis using APA or MLA format. It addresses proper formatting conventions such as using full contractions, commas, and active voice. Style elements like slang, pronouns, and word choice are also covered. The analysis should be one page and follow guidelines to receive full points.
This document provides an overview of an introductory mobile learning course. It outlines the course topics, assignments, schedule and resources. The course will explore definitions of mobile learning and issues in integrating mobile technologies into education. It will examine instructional design for mobile learning and applications. Assignments include group presentations on trends/issues and applications, participation in online discussions, and a final paper analyzing a mobile learning resource. The course will be delivered synchronously via weekly Adobe Connect sessions and include breakout activities for discussion.
This document outlines the agenda for a session on mobile technologies in education. It includes discussions on arguments for and against mobile integration, BYOD policies, issues of scalability and sustainability, and teacher preparation. Groups will present on these topics and create mind maps. They will also discuss self-efficacy and its role in mobile learning, strategies to address teacher confidence, and considerations for technology policies regarding responsible and acceptable use.
The document provides guidance on planning for effective technology integration in the classroom. It recommends identifying essential learnings and assessments, designing engaging student-centered activities, and planning classroom management for technology use. Some key strategies include framing projects around essential questions to encourage higher-order thinking, designing authentic and collaborative activities that allow student choice and creativity, and ensuring proper management of technology resources.
The document discusses the use of technology in education, providing an overview of various online tools and apps that can be used by educators and students. It addresses both the pros and cons of online instruction and discusses policies around virtual classrooms and charter schools in Virginia. The document encourages administrators to take a lead role in planning for the implementation of new technologies and evaluation models rather than simply watching from the sidelines.
This document provides guidance on using technology to enhance student learning. It lists learning objectives and observable teacher and student behaviors related to effective technology use. Examples of technology that could be used include LCD projectors, document cameras, clickers, Promethean boards, websites, and the internet. Resources like IPods, Pandora, PowerPoints, teacher websites, and Edmodo are recommended. Teachers are encouraged to reflect on what technology they currently use and how to integrate more technology into their classes.
This document provides information about a workshop on using technology tools to inspire and engage learners. The workshop will:
1) Introduce five easy and innovative technologies that can be integrated across disciplines, including polling software and examples of practical application.
2) Include activities using the technologies and applicable knowledge about integrating them.
3) Provide video and web links demonstrating tools like PowerPoint, polling software, and virtual learning units that were covered. Participants will also evaluate the workshop.
This document discusses how teachers can integrate technology into the classroom to better prepare students for the future. It provides examples of several technologies, including webquests, podcasts, blogs, and email. Webquests allow students to explore teacher-selected websites and create a product reflecting their learning. Podcasts provide audio and video content on various topics that can enhance learning. Blogs are places for students to post thoughts about class topics. While email can be used for pen pals, teachers must check district policies regarding student email use. Overall, the document argues that incorporating these technologies can engage students and support inquiry-based learning that prepares them for life after school.
Benefits Of Using Technology In The Classroomrmanraj
Using technology in the classroom provides many benefits such as keeping students engaged through interactive lessons, preparing them for technology skills needed for future careers, and connecting learning to real-life situations. Teachers must receive training to competently incorporate technologies like active boards, projectors, computers and the internet into motivating, hands-on lessons that reduce boredom and promote cooperation among students.
Innovative uses of technology in schools of the futureJonathan Martin
This document discusses the use of technology in assessments and learning at St. Gregory College Preparatory School. It focuses on 1) technology-based assessments that measure higher-order skills, 2) emphasis on key skills like creativity, 3) collaboration between networked educators, 4) empowering digitally savvy students, and 5) project-based learning where students create and share multimedia content. Formative assessments using tools like Khan Academy and computer-adaptive testing are highlighted. The document advocates for open computer testing and digital portfolios to drive 21st century instruction.
This document discusses the benefits of incorporating technology into the classroom. It argues that technology prepares students for today's world, allows them to learn in new interactive ways, and experiences content through simulations and videos. However, it also notes students must be taught proper technology use to avoid issues like cyberbullying and plagiarism. The document then provides examples of how teachers can overcome barriers to tech adoption through resources like training groups, mentors, and online tutorials. Finally, it lists specific ways teachers can incorporate technologies like audio, recordings, and digital projectors to enhance lessons.
How Technology Will Shape The Classroom
In The Next 5 - 10 Years
Vitaliy Goncharuk
“AI For Education” Think-Tank
http://aiforeducation.com
Contents:
1. What Features Will Future Classroom Have?
2. Robot Teachers
3. Programming Work Spaces for Coding
4. AR/VR Glasses
5. Educational Holograms
6. Analyzers of Emotional Behavior
7. Real-Life Models With 3D Printing
8. Biometrics: Eye Tracking
9. Technology Timeline
10. The Future Of Technology In Education
25 Terrific Technology Teaching Tools for Extension Educators-10-16-extra slideBarbara O'Neill
This document discusses 25 technology tools that can be used by extension educators, including movie maker, animated videos, Google Hangouts, PowerPoint games, SlideShare, Twitter, Twitter chats, Storify, webinar platforms, online quizzes, Excel templates, the Future Me website, IGNITE presentations, Pinterest, Facebook, Canva, Piktochart, Periscope, Puzzle Maker, PollEverywhere, online surveys, scheduling programs, and the presenter's contact information. The concluding slides emphasize that the technology is just a tool and that the most important thing is the learner experience.
The document discusses the types and uses of technology in the classroom, including desktop computers, laptops, iPads, interactive whiteboards, and phones. It notes that technology can be used for instructional games, interactive problem solving, grouping students, and supplemental programs. The document argues that technology benefits students by accommodating different learning styles and enhancing the learning environment. It also emphasizes the importance of teachers receiving training to effectively integrate technology into their lessons.
Technology integration is not simply using computers to deliver instruction or for drill-and-practice activities. True integration occurs when teachers use technology to introduce, reinforce, extend, enrich, assess, and remediate student mastery of curriculum goals. While technology specialists can model integration, only classroom teachers can fully integrate technology with their subject-area content. Accepting change, like technological advances, is difficult but necessary for effective integration.
Technology strategies to differentiate a classroomscacique
This document provides strategies for using technology to differentiate instruction in the classroom. It discusses using technology for pre-assessments, differentiating content by interest through webquests, and creating differentiated units that integrate content, grouping, and assessments. Specific websites are recommended for creating quizzes, developing rubrics, and supporting literacy development through electronic books and projectors. The conclusion emphasizes that technology should be fully integrated into the curriculum to benefit students.
This document summarizes an Adobe Connect session on instructional design for mobile learning. It includes sections on checking in, mobile first instructional design, user interface considerations, accessibility issues, breaks, and planning for the next session. Some of the key topics discussed are designing for mobile first and then scaling up to other devices, universal design for learning principles, and considerations for user experience, content, and interactions across different mobile platforms and interfaces. Groups will present on mobile first instructional design and user interface topics.
The document discusses key aspects of distance education including:
- Nearly 3.5 million US college students took at least one online course last year, representing 20% of students.
- Reasons for increased online enrollment include funding cuts and increased access for non-traditional students.
- Types of distance courses include totally online, hybrid, and web-enhanced.
- Best practices include following principles like active learning, feedback, and respecting diverse talents. Guidelines also call for things like maintaining interaction and equivalent research opportunities.
- Course management systems, content, tools, and assessment methods are all components of online course design. Popular systems include Blackboard and Moodle.
The document discusses two pictures related to digital commerce and the world's knowledge. The first picture explains how e-commerce has grown to $1 trillion in sales by 2012, fueled by developments in mobile technology. Worldwide mobile payments exceeded $250 billion in 2013. The second picture discusses Google's plan to create a "Knowledge Vault" to hold all human knowledge and answer complex queries using technologies like quantum computing and big data analytics. The vault aims to expand Google's existing knowledge graph and be unveiled next year.
This document discusses how emotions and motivation are related, and the role of different brain structures in processing emotions. It summarizes that:
- The basolateral amygdala represents the value of stimuli predicted by conditioned stimuli, while the central nucleus controls arousal and responses.
- The nucleus accumbens influences instrumental behavior by allowing conditioned stimuli to affect responding, and is required to choose delayed rewards.
- The prelimbic cortex detects action-outcome contingencies, while the insular cortex represents stimulus values.
- The orbitofrontal cortex and basolateral amygdala may represent reinforcer values that govern choice behavior. The anterior cingulate cortex has roles in emotional responses and performance errors
The Trilogy: Imagination, Content Mastery, & Web 2.0 Toolsakenalong
This document provides an abstract for a workshop on using imagination and web 2.0 technology tools to demonstrate content mastery. The workshop will showcase how students can show their understanding of material through creative technology tools like Animoto, Glogster, and Toondoo. Participants will be given access to examples and tutorials of these tools and have an opportunity to create their own content. The goal is to promote active learning, application, creativity, and engagement through technology-based projects.
The document provides guidelines for writing an analysis of an external speaker using proper APA or MLA format. It includes tips on using full contractions instead of contractions, using commas in certain situations, general writing advice such as double spacing and avoiding bold or italics in titles, as well as advice on idioms, perspective, proofreading, sentence length, slang, homonyms, essay length and using active voice.
This document provides guidelines for formatting, structure, style and content for a written analysis using APA or MLA format. It addresses proper formatting conventions such as using full contractions, commas, and active voice. Style elements like slang, pronouns, and word choice are also covered. The analysis should be one page and follow guidelines to receive full points.
This document summarizes a workshop about using mobile technologies and online assessments for formative assessment. The workshop will introduce Poll Everywhere, QuizBreak!, and SurveyMonkey as tools that can be used for formative assessment and as quiz previews. Attendees will participate in interactive activities using these technologies and have a chance to see them in action. They will also be able to access assessments on a wiki page and leave with applicable knowledge to use these tools in their own classrooms.
This document contains introductions from 4 members of the 2011-2012 executive board of the University of Western Ontario Surfing Club (WSA). They each provide some biographical information and their contact information, as well as ideas for club activities including surf trips, social events, and competitions. They encourage members to get involved in the club and reach out if interested in the activities mentioned.
Presentation For C-Tides (Entrepreneurship Cell) IIT MadrasPrashant Mitta
The document provides advice for starting a startup from Prashant Mitta, founder and CEO of TechInventio. It outlines identifying a problem and solution, being passionate and enthusiastic, learning fast from failures, setting clear goals, hiring the best people, communicating effectively, committing to results, having courage to make decisions, and believing in yourself. It also shares Mitta's background of coming from a humble family and working for over a decade at other tech companies before starting TechInventio in 2009 with modest funding, which is now self-funded and working with clients on product development.
Animoto: Visual Literacy to Engage Learnersakenalong
This document discusses how Animoto, a web-based tool, can be used to create short video clips called "movie trailer" style videos to engage learners. Animoto videos can include images, music, and text to introduce or summarize class concepts. Some key benefits of Animoto include free 30-second videos, a music library, cloud storage, and the ability to easily edit and share videos. The document also provides a link to nearly 30 example Animoto videos created by the facilitator across various disciplines and an evaluation of how well an Animoto video taught a plant life cycle. While Animoto can promote active learning and engagement, the document cautions that instructors need to provide guidance to help students focus their time product
This document contains introductions from 5 members of the 2011-2012 executive board of the University of Western Ontario Surfing Club (WSA). They each provide some biographical information and their contact information, as well as ideas for club activities including surf trips, social events, and competitions. They encourage members to get involved in the club and reach out if interested in the activities mentioned.
The document provides guidance on writing a draft of an essay. It recommends including a thesis statement, primary support, and secondary support in the body. It suggests writing the body first, then the introduction, which should include a hook like a surprising fact or question. Finally, it advises writing the conclusion, which restates the main point and supporting ideas and can end with a final observation, fact, or answer.
This document discusses challenges faced by the Samoan community in San Francisco, including disproportionate contact with the juvenile justice system. Samoan youth experience the highest arrest rates of any ethnic group in the city. Systemic problems include lack of cultural competency, stereotyping of Samoans, and criminalization of poverty. Samoans remain in enclaves due to low educational achievement, cultural emphasis on family, and persistent residence in low-income housing. Having delinquent friends and conflict between cultural and environmental values contribute to youth identity crises and poor decision-making. The strengths of the community include cultural enclaves, extended family structures, and principles of the Samoan way of life.
Location3 Media is a digital marketing agency that specializes in increasing brands' findability and performance across digital platforms. Through strategic design, search marketing, social media optimization, and analytics, Location3 helps generate awareness, leads, engagement, and sales for its clients. The agency has over 70 employees and has been serving global, national, and local brands since 1999.
The document provides information for someone interested in pursuing a career in digital forensics. It discusses recent cases that were solved using digital forensics evidence, programs to become a digital forensics examiner, and popular hardware, software and web resources used in digital forensics investigations and analysis.
This document provides examples of common homonyms and their definitions through pictures and examples. It discusses word pairs such as their/there/they're, too/to/two, its/it's, you're/your, hear/here, right/write, peace/piece. The purpose is to help the reader learn about homonyms and correctly use them in sentences through examples and exercises including writing a poem using multiple homonym pairs.
The document discusses best practices for active learning and engagement in online teaching. It provides an overview of active learning strategies and challenges of the online classroom. Examples are given of online tools and strategies that demonstrate active learning, including asynchronous discussions, synchronous meetings, and student presentations. Research supports using interactive techniques, group work, and applying the seven principles of good teaching to enhance online engagement.
This document summarizes a workshop on engaging technologies and student achievement. The workshop discussed how using technologies in teaching can help engage students and monitor their learning through formative assessment. Several interactive technologies were demonstrated, including Poll Everywhere, QuizBreak!, Quiz Revolution, StudyBlue, and SurveyMonkey. These technologies allow instructors to assess student understanding in real-time and identify areas needing improvement. The workshop aimed to help educators learn how to use formative assessment technologies to enhance student learning and achievement.
An outline of the purpose of technology in education, pedagogical approaches to the integration of technology and a range of tools that are suitable for primary and secondary languages learners.
The document provides guidance for effectively integrating technology into instruction to engage students and support learning. It discusses using technology to have students answer essential questions, providing choice and focusing on authentic products. It also outlines steps to design lessons, including identifying resources, instructional strategies, student activities and assessments. Tips are provided on classroom management and evaluating lessons that integrate technology.
This document provides an overview of a workshop on using formative assessment technologies. The workshop introduces several free online tools, including Poll Everywhere, QuizBreak!, Quiz Revolution, StudyBlue, and SurveyMonkey. These tools can be used to assess student understanding before exams and provide interactive activities for students to study. The document provides information on the benefits and uses of each tool.
The document discusses how technology integration can engage students by making lessons relevant to their lives and the skills they will need for future jobs. It provides tips for getting started with technology integration, including starting with a few tools and building your repertoire over time. Specific tools discussed include wikis, blogs, videos, websites and surveys. Resources are shared for creating wikis, blogs and surveys, as well as getting more technology integration ideas.
The document discusses blending technology into the classroom teaching and learning process. It defines blending technology as using technology as an instructional tool to teach curricular content. This includes applying technology to facilitate learning through different mediums, provide student-centric and engaging learning opportunities, and allow for differentiation. The document outlines several benefits of technology integration such as enhancing education quality, improving access to resources, addressing equity issues, and supporting modern learning trends. It also discusses challenges of technology integration like infrastructure, teacher capacity, technical support, and language barriers. Finally, the document provides examples of specific technologies and digital tools that can be used for teaching, presentations, quizzing students, organizing content, and creative activities.
ICTs can be used in pedagogy to facilitate learner-centered teaching. Teachers should acquire ICT skills through online courses and develop learners' skills through workshops. ICTs like Padlet and blogs empower learners, while learning management systems organize activities. ICTs can reinforce practices like using whiteboards and video conferences for ongoing learning. However, using ICTs solely for information presentation has mixed effectiveness.
Technology In Early Childhood Education (ECE)kscholer
Research suggests that technology can be beneficial in early childhood education if used appropriately. Properly facilitated, computers and software can encourage social interaction and conversations related to classroom work. Some benefits of technology include allowing children to reinforce learning by looking at photos, helping develop understanding of how spoken language connects to print, and providing ways for children to respond and represent learning individually. Technology also supports experiential learning, oral language development, and helping children understand information through visual representations of data. Digital cameras and online games/activities are examples of technologies that can be used, with benefits such as recording classroom activities, developing literacy and math skills, and engaging struggling students.
8 Techniques and Tons of Tools for Creating Excellent Engaging LessonsKelly Walsh
This document discusses 8 engaging ways to use technology in the classroom to create lessons that are not boring. It provides examples of tools for each technique: 1) Incorporate student input and gather feedback using tools like Socrative, Plickers, and Twitter. 2) Gamify lessons using techniques like gamifying grading, awarding badges, integrating educational games, and competition. 3) Let students create using tools like Canva, ThingLink, and Blendspace. 4) Get interactive using online whiteboards and Bounceapp. 5) Have students collaborate using Google Drive, MindMeister, and collaborative research. 6) Use project-based learning with resources from TeachThought. 7) Use simulations in subjects like
5 easy technologies for formative assessment_MDLCakenalong
This document provides an abstract for a workshop on using formative assessment technologies. The workshop will introduce five interactive technologies - Poll Everywhere, QuizBreak!, Quiz Revolution, StudyBlue, and SurveyMonkey - that can be used as formative assessment tools. During the workshop, participants will actively engage with the technologies through instructional activities and have an opportunity to see them in use. The goal is for instructors to learn about applicable technologies that can help assess student understanding and guide instruction.
The document summarizes 7 common criticisms of educational technology: 1) Teachers lack training to use technology effectively, 2) Technology cannot replace social interactions, 3) Technology cannot replace 3D interactions, 4) Technology does not develop real-life problem solving skills, 5) Putting curriculum online does not ensure quality, 6) Technology is reducing other enriching classes like music and art, 7) Studies of educational technology lack scientific validity. Videos and resources are provided to address each criticism.
This document discusses integrating technology into the classroom. It provides examples of how tools like blogs, wikis, podcasting, video sharing, and social networking can be used. However, technology integration can be a "faux pas" if the wrong tool is used, personal sites are utilized, outdated tech is used, or there is no support. It emphasizes selecting tools appropriately for lessons, getting permissions, and remembering digital content is permanent and some students lack access. Overall, the document offers guidance on effectively integrating various technologies into classroom instruction.
This workshop introduces digital technologies that can be used to support Bloom's Taxonomy in pedagogy. The workshop will compare and contrast Bloom's original and revised taxonomy, then explain the revised version and introduce Bloom's Digital Taxonomy. A variety of technologies will be demonstrated, including Animoto, Blogspot, Camtasia, and YouTube. Participants will actively engage with technologies like Poll Everywhere and create tools like Voicethreads and Wikispaces. The goal is to show instructors how digital tools can enhance learning and provide hands-on experience with technologies they can apply in their own classrooms.
This document discusses creating a digital learning environment by integrating technology into the classroom. It provides a taxonomy for levels of technology integration, from students as passive observers to active creators. The levels progress from observing technology, to incorporating it to increase productivity, to producing with a single tool, exploring prior to instruction, collaborating, applying multiple technologies, and creating by making informed choices about content and tools. Examples are given for moving between levels. Planning tools are suggested, like curriculum maps identifying 21st century skills and technologies. The performance indicators of the NETS standards can provide guidance. Assessing technology projects requires considering curricular goals, skills, and the technology component.
This document summarizes a presentation on mobile teaching and learning. It discusses how mobility has evolved in educational technology forecasts from 2005-2011. Examples are provided of how universities have incorporated mobile learning, such as anatomy apps and augmented reality systems. Challenges of mobile learning include issues around device ownership, costs, and assessing impacts beyond just content delivery. The document concludes by outlining frameworks for evaluating mobile learning initiatives, including examining usability, technical functionality, and alignment with learning goals.
Reviving Formative Assessments with 5 Easy Interactive Technologiesakenalong
This document provides an abstract for a workshop on reviving formative assessments with interactive technologies. The workshop will introduce five technologies - Poll Everywhere, QuizBreak!, Quiz Revolution, StudyBlue, and SurveyMonkey - that can be used as formative assessment tools, quiz previews, or to assist students in exam preparation. Attendees will participate in hands-on activities using the technologies and have a chance to see them in practice. The goal is for instructors to leave with knowledge of how to apply these tools in their own classrooms.
This document discusses the importance of strong character for effective leadership. It makes three key points:
1) A leader's character is more important than their skills, as 90% of leadership is determined by character rather than 10% by skills. Character is shaped by factors like self-discipline, core values, self-awareness, and emotional stability.
2) Building strong character takes work over time from a young age. Small acts of dishonesty can grow without discipline. Leaders must lead themselves well through character before leading others.
3) An effective leader's strong internal character will support and sustain their external leadership abilities and influence over others. True leadership stems from developing character from the inside out.
Privilege and Prejudice's Impact from the College Classroomakenalong
This document summarizes a workshop on privilege and prejudice's impact in the college classroom. The workshop will explore prejudice scenarios through role-playing exercises and discussions. Participants will take a privilege walk exercise to understand how privilege exists beyond race and gender. They will also take a quiz to assess their own behaviors and prejudices to gain awareness of how biases unintentionally impact classroom experiences. The goal is for educators to use their privilege to better serve and benefit others.
Prejudice and Privilege_Great Lakes Conference on Teaching and Learningakenalong
This document provides an abstract for a workshop on privilege and prejudice's impact from the college classroom. The workshop will explore prejudice scenarios through role-playing exercises and activities like the privilege walk. Participants will learn how to effectively respond to prejudice and take a quiz to assess their own prejudices. The goal is for educators to recognize how their own prejudices unintentionally impact classroom experiences. Research theories on stereotype formation and how adding or removing a single piece of information can change impressions will also be discussed.
Writing from their Lives: The Power of Oneakenalong
This document summarizes a presentation given by A'Kena LongBenton at the Michigan Reading Association in Detroit on March 19, 2016. The presentation advocated for allowing students to write creatively from their own experiences through prompts on meaningful personal topics. It discussed how this can engage students, especially struggling African American male students. The presentation also covered developing writing skills, building teacher-student relationships through teacher vulnerability, and using rubrics to provide structured feedback.
Prejudice and Privilege_ Equity Conf 2016akenalong
This document provides an abstract for a workshop on privilege and prejudice in the college classroom. The workshop will explore prejudice scenarios through role-playing exercises and activities like the Privilege Walk. Participants will learn how to effectively respond to examples of racism and take a quiz to assess their own prejudices. The goal is for educators to recognize how their own biases unconsciously impact students and classroom experiences.
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This document outlines a presentation about motivating students through modeling. The presenter argues that teachers should share their own writing, performances, and creations with students to build rapport, confidence, and engagement. Examples are given of sharing published writings, speeches, student work with permission, and evaluation rubrics. Sharing allows teachers to model expectations and builds relationships between teachers and students.
Modeling: Motivating our Students to Excellenceakenalong
This document outlines a presentation about motivating students through modeling. The presenter argues that teachers should share their own writing, performances, and creations with students to build rapport, confidence, and engagement. Examples are given of sharing published writings, speeches, student work with permission, and evaluation rubrics. Sharing allows teachers to model expectations and builds relationships between teachers and students.
This document announces a workshop that will showcase three web-based technology tools - Animoto videos, VoiceThread, and Voki - that instructors can use to empower students and engage them in classroom assignments. The workshop will demonstrate how these tools can be used in blended, face-to-face, and online learning environments to achieve the nine events of instruction. Sample projects created with each tool will be provided so participants can get hands-on experience with Animoto, VoiceThread, and Voki.
Teacher Vulnerability: A Precursor to Student Engagement, Rapport, and Perfo...akenalong
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This document outlines an agenda for a Golden Key International Honour Society regional summit on teamwork. It includes an opening greeting song and video, polls and activities about different team stages and behaviors, a team decision-making activity, a knowledge test, and a open online course resource. Participants are encouraged to provide feedback through an online evaluation link.
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The document appears to be about a fictional person named Ms. Vanilla. It credits the image to Google Images, suggesting there is a visual component. However, the document provides very little other contextual information, making the overall topic and purpose unclear from the limited information given.
Chocolate Joy Drop is a new chocolate candy that is meant to replace another popular candy. Images of the Chocolate Joy Drop candy are available through Google Images. The article promotes the Chocolate Joy Drop as an incomparable replacement for an unnamed but popular candy.
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A Likely Pair: Engaging Technologies and Student Achievement
1. A Likely Pair: Engaging Technologies and
Student Achievement
The Equity within the Classroom Conference
University of Michigan
Ann Arbor, MI
03.31.14
A’Kena LongBenton, EdS, PMC
Wayne State University
akenalong@aol.com
2. Per J.D. Willms (2000), “…the theoretical literature argues that
engagement and academic achievement go hand-in-hand” (p. 9
http://goo.gl/5Sf0hc).
When instructors use technologies to teach and inform their
instruction, then they will not become victims of shock when their
students perhaps fail a course exam. Various technologies offer
instructors a greater sense of certainty that they have taught their
students the course content. Also, the below technologies allow
instructors to determine how much their students know before the
exam is given. Last, these technologies allow instructors an
opportunity to innovatively assist their students in preparation for
course exams.
Workshop Abstract
3. This workshop will address interactive technologies and readily connect
them to pedagogical practices across various disciplines. The following
technologies will be introduced: Poll Everywhere, QuizBreak!, Quiz
Revolution, StudyBlue, and SurveyMonkey.
The technologies can be used as formative assessment tools and/or quiz
previews. Also, teachers can give students web links so students can assess
these technologies outside of school.
As time permits, the aforementioned technologies will be introduced in a
workshop format where instructors will actively participate in technology-
based instructional activities. For example, using the StudyBlue
tool, instructors will engage with the Celebrity Facts online quiz.
Abstract cont.
4. As time permits, the aforementioned technologies
will be introduced in a workshop format where
instructors will actively participate in technology-
based instructional activities. Also, instructors will
digitize their formative assessments and post them
onto a wiki page, http://goo.gl/ZFqUqI, for others to
view and access.
Content Format/Activities
5. Actively participate in a real-time technology-based poll
Witness what the aforementioned technologies (Poll
Everywhere, QuizBreak!, Quiz Revolution, StudyBlue, and
SurveyMonkey) look like in practice.
Brainstorm how they will use at least one of the formative
assessment interactive technologies
Observe how others will use these interactive technologies
to improve student achievement
Goals and Objectives
6. Technology Song: http://goo.gl/brZm8r
Workshop Questions Technology Tool (available until April 26, 2014):
http://todaysmeet.com/equity
Today’s Workshop Slides http://goo.gl/ucA3GD
Song & Questions
10. Benefits:
Multiple choice, open-ended, or T/F questions
Real-time survey results
Customize charts for the results
Student engagement
Up to 40 users per poll for FREE
Can use cell phone or laptop to enter responses
Can edit, stop, copy, or delete poll
http://goo.gl/ijdSxc
Web Address: http://www.polleverywhere.com/
11. Benefits:
FREE Jeopardy-style online quiz
Can include images and audio
http://goo.gl/PH62py
Web Address:
http://clear.msu.edu/quizbreak/
Quizbreak!
12. Benefits:
FREE tool that engages audience
Question analytics, e.g., how many answered it correctly
FB sharing component
Unlimited questions
T/F, multiple choice questions with image, text, or video options
Can provide feedback and/or set a time limit
Embed quizzes
http://goo.gl/1juBpG
Web Address: http://www.quizrevolution.com/
Quiz Revolution
13. Benefits:
FREE electronic flashcards can be sorted by
Hardest to easiest
In order
Least studied
Random
Wrong
Create a written review sheet
Group sharing opportunity
Great for short answer questions
http://goo.gl/Nvm0ZR
Web Address: http://www.studyblue.com/
Study Blue
14. Benefits:
FREE survey designing tool
Multiple choice, open-ended, and/or T/F questions
Collect responses via web link or FaceBook
Analyze results
http://goo.gl/aYqUnJ
Web Address:
https://www.surveymonkey.com/
Survey monkey
16. The technologies explored promote: active and independent
learning; application; creativity; critical thinking; problem
solving; student engagement; and reflection—not mere
comprehension.
Word of Caution: Soft skills need to be addressed when
technologies are used, e.g., time management skills. There
are countless technologies and distractions on the
internet. If students are not instructor-guided and/or
focused, then tons of unproductive hours can be spent on
the web with no intellectual gains.
Words of
17. Hopefully, you have had an opportunity to be
engaged via technologies and learn how engagement
is often a precursor to student achievement. By
participating in this workshop, perhaps you will re-
envision engagement, achievement, and especially
how your students can access your course content at
“anytime, any place any pace” (Governor Rick
Snyder, 2011, http://goo.gl/BJ4wEW).
Departing Thoughts
19. Please use this link to evaluate this presentation.
Double click once it opens and write an evaluative word, phrase, sentence, or full paragraph.
http://goo.gl/uPLhXr
Evaluation