The document outlines the key abilities, dispositions, responsibilities, and self-assessment strategies needed for 21st century learning. It discusses how learners need skills like inquiry, critical thinking, and using information ethically. They need dispositions like initiative, adaptability and persistence. Responsibilities include respecting intellectual property and seeking diverse perspectives. Learners also require self-assessment strategies to monitor their own progress and identify areas for improvement. The goal is for learners to be able to thrive in an environment of complex information through developing these key attributes.
1. Learners use skills, resources, and tools to inquire, think critically, and gain knowledge. This includes following an inquiry process, developing questions, evaluating information from diverse sources, collaborating with others, and demonstrating adaptability and creativity.
2. Learners also demonstrate confidence, responsibility, and ethical behavior when engaging in inquiry and using information. They respect copyright, seek diverse perspectives, and follow ethical guidelines.
3. The goal is for learners to share knowledge and participate productively in society.
The document discusses the skills and qualities needed for 21st century educators. It states that educators must be adaptable in order to modify technologies for different age groups and learning situations. They also need vision to see the potential in emerging tools and technologies and apply them creatively for education. Furthermore, educators should collaborate using online tools to enhance learning. They must take risks by trying new approaches and learning from students. Most importantly, educators must model lifelong learning for their students.
This document discusses using cultural diversity and understanding to customize learning. Chapter 6 emphasizes differentiating instruction to meet individual student needs rather than a "one-size-fits-all" approach. Teachers are challenged to find methods that reach each student using various mediums. Chapter 11 focuses on recognizing cultural differences in the classroom and providing equitable access to technology. The teacher must promote cultural awareness and access to tools to help all students succeed. Assistive technologies, discussed in both chapters, are often required for students with IEPs to support their learning.
The document discusses several concepts related to pedagogy and learning theories:
- Pedagogy is the study of teaching methods and how the learning process is influenced. It considers interactions during learning and how teaching/learning are shaped by psychological, social, and political factors.
- Participatory learning gives students space to create their own interpretations through participating in activities like creating wikis, blogs, and digital stories.
- Peer and self-assessment methods are used to help students correct their own mistakes and improve work by evaluating others' work.
- Building trust, openness, risk-taking, and relationships are important for classroom success as students must learn to trust and be trusted by others to feel comfortable sharing
My Portfolio in Educational Technology (EDTECH 2) RAYGNE
This document discusses educational technology and its importance in schools. It defines educational technology as using educational methods and resources to facilitate learning. It describes Edgar Dale's Cone of Experience, which illustrates how different types of instructional methods can affect learning. It also discusses principles for selecting and using instructional materials, and the role of information technology in educational technology. The document emphasizes that educational technology helps prepare students for the modern world by teaching them how to effectively use technology for learning.
Developing 21st Century graduates: thinking critically through Information Li...nmjb
The document discusses developing information literacy skills in 21st century graduates. It describes aspects of information literacy including defining what it means, frameworks for understanding it, and how it relates to teaching and learning. Challenges in developing students' information literacy skills are also examined.
1. Learners use skills, resources, and tools to inquire, think critically, and gain knowledge. This includes following an inquiry process, developing questions, evaluating information from diverse sources, collaborating with others, and demonstrating adaptability and creativity.
2. Learners also demonstrate confidence, responsibility, and ethical behavior when engaging in inquiry and using information. They respect copyright, seek diverse perspectives, and follow ethical guidelines.
3. The goal is for learners to share knowledge and participate productively in society.
The document discusses the skills and qualities needed for 21st century educators. It states that educators must be adaptable in order to modify technologies for different age groups and learning situations. They also need vision to see the potential in emerging tools and technologies and apply them creatively for education. Furthermore, educators should collaborate using online tools to enhance learning. They must take risks by trying new approaches and learning from students. Most importantly, educators must model lifelong learning for their students.
This document discusses using cultural diversity and understanding to customize learning. Chapter 6 emphasizes differentiating instruction to meet individual student needs rather than a "one-size-fits-all" approach. Teachers are challenged to find methods that reach each student using various mediums. Chapter 11 focuses on recognizing cultural differences in the classroom and providing equitable access to technology. The teacher must promote cultural awareness and access to tools to help all students succeed. Assistive technologies, discussed in both chapters, are often required for students with IEPs to support their learning.
The document discusses several concepts related to pedagogy and learning theories:
- Pedagogy is the study of teaching methods and how the learning process is influenced. It considers interactions during learning and how teaching/learning are shaped by psychological, social, and political factors.
- Participatory learning gives students space to create their own interpretations through participating in activities like creating wikis, blogs, and digital stories.
- Peer and self-assessment methods are used to help students correct their own mistakes and improve work by evaluating others' work.
- Building trust, openness, risk-taking, and relationships are important for classroom success as students must learn to trust and be trusted by others to feel comfortable sharing
My Portfolio in Educational Technology (EDTECH 2) RAYGNE
This document discusses educational technology and its importance in schools. It defines educational technology as using educational methods and resources to facilitate learning. It describes Edgar Dale's Cone of Experience, which illustrates how different types of instructional methods can affect learning. It also discusses principles for selecting and using instructional materials, and the role of information technology in educational technology. The document emphasizes that educational technology helps prepare students for the modern world by teaching them how to effectively use technology for learning.
Developing 21st Century graduates: thinking critically through Information Li...nmjb
The document discusses developing information literacy skills in 21st century graduates. It describes aspects of information literacy including defining what it means, frameworks for understanding it, and how it relates to teaching and learning. Challenges in developing students' information literacy skills are also examined.
This qualitative research explains the rationale behind the utilisation of mobile learning technologies. It involves a qualitative study among children to better understand their opinions and perceptions toward the use of educational applications (apps) that are available on their mobile devices, including smartphones and tablets. The researchers organised semi-structured, face-to-face interview sessions with primary school students who were using mobile technologies at their institution. The students reported that their engagement with the educational apps has improved their competencies. They acquired relational and communicative skills as they collaborated together in teams. On the other hand, there were a few students who were not perceiving the usefulness and the ease of use of the educational apps on their mobile device. This study indicates that the research participants had different skill-sets as they exhibited different learning abilities. In conclusion, this contribution opens-up avenues for future research in this promising field of study.
1) The document discusses developing an online application to facilitate blended learning using a problem-based learning strategy. This is aimed at improving collaboration, communication, and students' thinking skills.
2) The researcher conducted a survey to determine which online applications students prefer and then developed tools like a lecturer blog/website and online app to enable collaboration between students and lecturers.
3) The application was tested on a small scale initially and then implemented more widely. Evaluations found the blended learning model improved collaboration and communication compared to the old model. It also helped improve student learning outcomes.
The document describes a study that developed an e-assessment model to evaluate students' collaborative knowledge building using the social content network Diigo. Four students participated in a 10-day task tagging resources, adding their own interpretations, and working to combine ideas into solutions. The results showed students effectively engaged in adding meaning but faced challenges switching to proposing collaborative solutions.
This document provides an overview of Educational Technology II. It discusses integrating technology into teaching and learning to supplement and extend student knowledge and skills. It covers using technology to provide education on instructional technology, acquaint students with information technology, and inculcate higher-level thinking. Examples of the role of IT in education and its use in the teaching process are provided. Learning technology through educational technology and characteristics of 21st century learners and instructions are also summarized. The document also briefly discusses ICT strategies of Malaysia and Australia.
The purpose of this research is to know the teaching material condition in classes and the need of PBL-based on civic education; to know the development of PBL-based civic education; to know the effectiveness of PBLbased civic education for fourth-grade students of elementary school as textbooks to improve students’ civic knowledge. This book is written based on PBL syntax as a student learning activity. The method of this research uses Borg and Gall techniques modified by Sukmadinata which consists of three namely preliminary study, product development, and product effectiveness test. The result of this research is the necessary analysis on preliminary study. It shows that the civic material based on PBL is needed in the teaching learning process as a companion book. The validation result in product development trials indicates appropriateness. In the effectiveness experiment shows that there are differences and get it if the development between pre-test and posttest in the experiment class is more than control class. Therefore, the teaching material civic education is highly effective to improve the civic knowledge of students.
The document summarizes the key concepts of the Malaysian Smart School, including its philosophy, qualities, components, curriculum, pedagogy, assessment, management, people, technology, processes, and policies. The Smart School aims to prepare students for the information age through a broad, integrated curriculum; varied teaching methods; ongoing assessment; strong leadership; community involvement; and appropriate use of technology.
- Richard Mayer developed the cognitive theory of multimedia learning which posits that people learn more deeply from words and pictures than from words alone.
- The theory is based on the assumptions that humans have separate channels for processing visual and auditory information, and that these channels have limited capacity.
- Mayer identified 12 principles of multimedia instructional design based on this theory, such as the coherence, signaling, and multimedia principles.
The document discusses the foundations of educational theory for online learning. It describes three main schools of learning: behaviorist, cognitivist, and constructivist. Each school views learning differently and has implications for how to design effective online materials. The behaviorist school focuses on observable behaviors and outcomes. The cognitivist school sees learning as an internal process involving memory, thinking, and individual differences in learning style. The constructivist school emphasizes active and contextual learning where learners construct their own knowledge.
This document discusses differentiated instruction in math and science. It defines differentiated instruction as tailoring educational experiences to meet individual student needs. Trends in differentiating instruction for math and science include cooperative learning groups, educational technology, tiered instruction, and considering learning styles. The document also discusses instructional issues and strategies for these differentiation methods, such as some students struggling in groups or becoming dependent on technology. It provides an example lesson plan showing small, ability-based groups collaborating on the same learning objectives with differentiated expansions. The document concludes that data-driven grouping and student collaboration can foster relationships and support diverse learners.
Blended learning environments the effectiveness in developing concepts and th...Alexander Decker
This document discusses blended learning and its effectiveness in developing concepts and thinking skills. It defines blended learning as combining online and traditional learning, taking advantage of different learning theories. There are five key components of blended learning identified: teacher-led interactions, self-paced interactions, collaborative activities, pre-assessments, and supplemental materials. The philosophy of blended learning is to utilize technology to create new learning situations and simulate active, individualized, learner-centered education. It has advantages like flexibility, increased participation, and better communication compared to solely online or traditional approaches.
The document discusses the author's views on educational philosophy and the ideal classroom environment. It emphasizes that teachers should understand students' different learning styles and the importance of integrating technology to meet the needs of all students, including those with disabilities. An ideal classroom would have a circular seating arrangement, diverse technological resources, and be designed to facilitate hands-on and collaborative learning.
Students of early generations vs students of the 21st centuryEdenPoche
Students today have access to far more information resources than previous generations due to technology. They can access information online rather than needing to visit a library. As a result, today's students are more active creators and collaborators in their learning, while past students learned more through memorization and passive reception of facts from teachers. Effective teaching methods have also evolved from lecture-based instruction to more interactive, inquiry-based and collaborative approaches that develop students' critical thinking skills. Schools now focus on developing 21st century skills like collaboration, creativity and problem solving in addition to core academic subjects to prepare students for future careers and challenges.
Currents in Information Literacy: Standards, Lessons, and Learners Standards,...guest92c850
The document discusses challenges and strategies for teaching information literacy. It summarizes standards and assessments for information literacy from organizations like AASL/AECT and ACRL. The document also discusses challenges of implementing information literacy on university campuses due to different priorities between librarians and faculty. It proposes teaching strategies like inquiry-based learning, problem-based learning, and project-based learning to develop students' information literacy skills.
The document discusses skills needed for 21st century learners and teachers. It identifies 8 key skills for learners: creativity, critical thinking, communication, collaboration, information management, technology use, career/life skills, and cultural awareness. Each skill is further defined by sub-skills. The document also discusses characteristics of 21st century teachers, including being adaptable, visionary, collaborative, risk-taking, lifelong learners, communicators, models, and leaders. It emphasizes the importance of resources, skills, and integrating technology into the curriculum to facilitate 21st century learning.
Chapter 4 roles of educational technologyOdette Say
The document discusses the roles of educational technology in the 21st century classroom. It summarizes that technology should be used in education as tools to facilitate learning based on research findings showing the effectiveness of computer-based methods. It outlines the four pillars of education as learning to know, learning to do, learning to live together, and learning to be. Technology assists these pillars by enabling efficient learning through research and applications. It also details five elements for using technology in education: motivation, unique instructional capabilities, support for new instructional approaches, increased teacher productivity, and required skills for an informative age such as technology, information, and visual literacy.
Presentation on information literacy trends and research given at Augustana College, April 4, 2014 for the New Directions in Information Fluency conference.
Dubrovnik Libraries In The Digital Age Conference June 2006Pino Calambrogio
The document discusses how school libraries can help students learn in digital environments. It summarizes research showing that school libraries help students with getting information, developing information literacy skills, school work, reading interests, and independent learning. The research tracked changes in students' knowledge, feelings, and study approaches during inquiry projects. It found that students primarily increased their factual knowledge but did not deeply integrate or synthesize information. Some students took an additive approach by listing facts, while others took a more integrative approach by building explanations and conclusions.
The document discusses the importance of reading and information literacy skills for students. It argues that reading is a foundational skill for learning, personal growth, and enjoyment that is key to success beyond school. It also emphasizes that students must be taught to seek diverse perspectives, gather and use information ethically, and that equitable access to information resources is important for education. Overall, the document promotes the development of information literacy, inquiry, critical thinking, ethical use of information, and other skills as crucial abilities for students in the 21st century.
The document outlines a unit plan for a 6th grade project on dinosaurs and evolution. Students will research a specific dinosaur, create a PowerPoint presentation including sources and a narration, and present their findings. Formative assessments include student blogs and interviews to monitor understanding. The summative assessment consists of evaluating students' sources, presentations, blogs, and peer comments. The unit aligns with various standards and is designed to teach research skills and content about dinosaurs.
This qualitative research explains the rationale behind the utilisation of mobile learning technologies. It involves a qualitative study among children to better understand their opinions and perceptions toward the use of educational applications (apps) that are available on their mobile devices, including smartphones and tablets. The researchers organised semi-structured, face-to-face interview sessions with primary school students who were using mobile technologies at their institution. The students reported that their engagement with the educational apps has improved their competencies. They acquired relational and communicative skills as they collaborated together in teams. On the other hand, there were a few students who were not perceiving the usefulness and the ease of use of the educational apps on their mobile device. This study indicates that the research participants had different skill-sets as they exhibited different learning abilities. In conclusion, this contribution opens-up avenues for future research in this promising field of study.
1) The document discusses developing an online application to facilitate blended learning using a problem-based learning strategy. This is aimed at improving collaboration, communication, and students' thinking skills.
2) The researcher conducted a survey to determine which online applications students prefer and then developed tools like a lecturer blog/website and online app to enable collaboration between students and lecturers.
3) The application was tested on a small scale initially and then implemented more widely. Evaluations found the blended learning model improved collaboration and communication compared to the old model. It also helped improve student learning outcomes.
The document describes a study that developed an e-assessment model to evaluate students' collaborative knowledge building using the social content network Diigo. Four students participated in a 10-day task tagging resources, adding their own interpretations, and working to combine ideas into solutions. The results showed students effectively engaged in adding meaning but faced challenges switching to proposing collaborative solutions.
This document provides an overview of Educational Technology II. It discusses integrating technology into teaching and learning to supplement and extend student knowledge and skills. It covers using technology to provide education on instructional technology, acquaint students with information technology, and inculcate higher-level thinking. Examples of the role of IT in education and its use in the teaching process are provided. Learning technology through educational technology and characteristics of 21st century learners and instructions are also summarized. The document also briefly discusses ICT strategies of Malaysia and Australia.
The purpose of this research is to know the teaching material condition in classes and the need of PBL-based on civic education; to know the development of PBL-based civic education; to know the effectiveness of PBLbased civic education for fourth-grade students of elementary school as textbooks to improve students’ civic knowledge. This book is written based on PBL syntax as a student learning activity. The method of this research uses Borg and Gall techniques modified by Sukmadinata which consists of three namely preliminary study, product development, and product effectiveness test. The result of this research is the necessary analysis on preliminary study. It shows that the civic material based on PBL is needed in the teaching learning process as a companion book. The validation result in product development trials indicates appropriateness. In the effectiveness experiment shows that there are differences and get it if the development between pre-test and posttest in the experiment class is more than control class. Therefore, the teaching material civic education is highly effective to improve the civic knowledge of students.
The document summarizes the key concepts of the Malaysian Smart School, including its philosophy, qualities, components, curriculum, pedagogy, assessment, management, people, technology, processes, and policies. The Smart School aims to prepare students for the information age through a broad, integrated curriculum; varied teaching methods; ongoing assessment; strong leadership; community involvement; and appropriate use of technology.
- Richard Mayer developed the cognitive theory of multimedia learning which posits that people learn more deeply from words and pictures than from words alone.
- The theory is based on the assumptions that humans have separate channels for processing visual and auditory information, and that these channels have limited capacity.
- Mayer identified 12 principles of multimedia instructional design based on this theory, such as the coherence, signaling, and multimedia principles.
The document discusses the foundations of educational theory for online learning. It describes three main schools of learning: behaviorist, cognitivist, and constructivist. Each school views learning differently and has implications for how to design effective online materials. The behaviorist school focuses on observable behaviors and outcomes. The cognitivist school sees learning as an internal process involving memory, thinking, and individual differences in learning style. The constructivist school emphasizes active and contextual learning where learners construct their own knowledge.
This document discusses differentiated instruction in math and science. It defines differentiated instruction as tailoring educational experiences to meet individual student needs. Trends in differentiating instruction for math and science include cooperative learning groups, educational technology, tiered instruction, and considering learning styles. The document also discusses instructional issues and strategies for these differentiation methods, such as some students struggling in groups or becoming dependent on technology. It provides an example lesson plan showing small, ability-based groups collaborating on the same learning objectives with differentiated expansions. The document concludes that data-driven grouping and student collaboration can foster relationships and support diverse learners.
Blended learning environments the effectiveness in developing concepts and th...Alexander Decker
This document discusses blended learning and its effectiveness in developing concepts and thinking skills. It defines blended learning as combining online and traditional learning, taking advantage of different learning theories. There are five key components of blended learning identified: teacher-led interactions, self-paced interactions, collaborative activities, pre-assessments, and supplemental materials. The philosophy of blended learning is to utilize technology to create new learning situations and simulate active, individualized, learner-centered education. It has advantages like flexibility, increased participation, and better communication compared to solely online or traditional approaches.
The document discusses the author's views on educational philosophy and the ideal classroom environment. It emphasizes that teachers should understand students' different learning styles and the importance of integrating technology to meet the needs of all students, including those with disabilities. An ideal classroom would have a circular seating arrangement, diverse technological resources, and be designed to facilitate hands-on and collaborative learning.
Students of early generations vs students of the 21st centuryEdenPoche
Students today have access to far more information resources than previous generations due to technology. They can access information online rather than needing to visit a library. As a result, today's students are more active creators and collaborators in their learning, while past students learned more through memorization and passive reception of facts from teachers. Effective teaching methods have also evolved from lecture-based instruction to more interactive, inquiry-based and collaborative approaches that develop students' critical thinking skills. Schools now focus on developing 21st century skills like collaboration, creativity and problem solving in addition to core academic subjects to prepare students for future careers and challenges.
Currents in Information Literacy: Standards, Lessons, and Learners Standards,...guest92c850
The document discusses challenges and strategies for teaching information literacy. It summarizes standards and assessments for information literacy from organizations like AASL/AECT and ACRL. The document also discusses challenges of implementing information literacy on university campuses due to different priorities between librarians and faculty. It proposes teaching strategies like inquiry-based learning, problem-based learning, and project-based learning to develop students' information literacy skills.
The document discusses skills needed for 21st century learners and teachers. It identifies 8 key skills for learners: creativity, critical thinking, communication, collaboration, information management, technology use, career/life skills, and cultural awareness. Each skill is further defined by sub-skills. The document also discusses characteristics of 21st century teachers, including being adaptable, visionary, collaborative, risk-taking, lifelong learners, communicators, models, and leaders. It emphasizes the importance of resources, skills, and integrating technology into the curriculum to facilitate 21st century learning.
Chapter 4 roles of educational technologyOdette Say
The document discusses the roles of educational technology in the 21st century classroom. It summarizes that technology should be used in education as tools to facilitate learning based on research findings showing the effectiveness of computer-based methods. It outlines the four pillars of education as learning to know, learning to do, learning to live together, and learning to be. Technology assists these pillars by enabling efficient learning through research and applications. It also details five elements for using technology in education: motivation, unique instructional capabilities, support for new instructional approaches, increased teacher productivity, and required skills for an informative age such as technology, information, and visual literacy.
Presentation on information literacy trends and research given at Augustana College, April 4, 2014 for the New Directions in Information Fluency conference.
Dubrovnik Libraries In The Digital Age Conference June 2006Pino Calambrogio
The document discusses how school libraries can help students learn in digital environments. It summarizes research showing that school libraries help students with getting information, developing information literacy skills, school work, reading interests, and independent learning. The research tracked changes in students' knowledge, feelings, and study approaches during inquiry projects. It found that students primarily increased their factual knowledge but did not deeply integrate or synthesize information. Some students took an additive approach by listing facts, while others took a more integrative approach by building explanations and conclusions.
The document discusses the importance of reading and information literacy skills for students. It argues that reading is a foundational skill for learning, personal growth, and enjoyment that is key to success beyond school. It also emphasizes that students must be taught to seek diverse perspectives, gather and use information ethically, and that equitable access to information resources is important for education. Overall, the document promotes the development of information literacy, inquiry, critical thinking, ethical use of information, and other skills as crucial abilities for students in the 21st century.
The document outlines a unit plan for a 6th grade project on dinosaurs and evolution. Students will research a specific dinosaur, create a PowerPoint presentation including sources and a narration, and present their findings. Formative assessments include student blogs and interviews to monitor understanding. The summative assessment consists of evaluating students' sources, presentations, blogs, and peer comments. The unit aligns with various standards and is designed to teach research skills and content about dinosaurs.
The document outlines new standards for 21st century learners. It discusses the rapidly changing information landscape and increased demands for critical thinking, collaboration, and communication. The standards focus on developing learners' abilities to inquire, think critically, gain and apply knowledge, share knowledge ethically, and pursue personal growth. Key skills include evaluating information, understanding context, asking questions, and constructing meaning. Teachers should guide learners to build their own understandings and apply skills through practice. Developing lifelong learning dispositions like curiosity and reflection are also important goals.
This document outlines the common skills needed for 21st century digital learners and teachers. It identifies 8 key skills for digital teachers: being adaptable to changing technologies, having a vision for how technologies can enhance learning, collaborating with others, taking risks with new approaches, continuously learning, clear communication, modeling desired digital behaviors for students, and providing leadership. The document also lists 10 essential skills for digital learners, including critical thinking, problem solving, communication, collaboration, managing information, using technology effectively, and developing career and life skills.
The document discusses the skills needed for 21st century learners and teachers in a digital age. It outlines 8 common skills for learners: creativity, critical thinking, communication, collaboration, information management, technology use, career/life skills, and cultural awareness. Each skill is further defined by components like thinking creatively, solving problems effectively, and using media literacy. The document also describes 8 characteristics of 21st century teachers: being adaptable, visionary, collaborative, risk-taking, lifelong learners, good communicators, role models, and leaders. Teachers must leverage new technologies, learn from students, and continue developing their skills to meet the needs of learners in a digital world.
This document outlines the key topics and concepts covered in an information literacy course for youth called LSC531 taught in the spring of 2015. It discusses 10 big ideas around expanding literacy concepts, supporting adolescent development, reading and writing in a digital age, new approaches to information literacy, and the instructor's assumptions about learning. The ideas focus on issues like building reading skills, digital citizenship, collaborative learning, evaluating online information, and using digital tools to support comprehension. It also lists the program goals for URI's graduate school of library and information studies around foundations, lifelong learning, digital media, and leadership and ethics.
The document discusses the skills needed for 21st century learners and teachers. It identifies 8 key skills for digital learners: creativity, critical thinking, communication, collaboration, information management, technology use, career/life skills, and cultural awareness. It then discusses 7 characteristics of 21st century teachers: they must be adaptable, visionary, collaborators, risk-takers, lifelong learners, strong communicators, and models for students. The teacher must help students develop skills like problem solving and innovation while also developing these skills themselves to meet the needs of digital education.
School libraries provide students with access to information and resources that foster reading, inquiry skills, and learning beyond the classroom. Information literacy involves skills that enable lifelong learning, including determining information needs, accessing and evaluating information critically and ethically. Models for teaching information literacy, like the Big6 process, provide frameworks to help students solve information problems by defining tasks, seeking, locating, using, synthesizing, and evaluating information. The goal is for students to develop capabilities to evaluate and use information throughout their lives.
The document discusses media literacy education at different levels, including elementary, secondary, higher education, and adult learners. It provides case studies on media literacy curriculum and policies from countries like the US, Taiwan, Canada, Singapore, Hong Kong, China, and the UK. The conclusion reflects on challenges in defining media literacy and focusing efforts on K-12 education over adult learners, though the need for adult media literacy is acknowledged.
Creating a Social Studies Learning Environment.pptxRalphNavelino2
The document discusses creating an effective social studies learning environment using technology. It identifies several uses of technology in the social studies classroom, such as engaging students, encouraging individual learning, and facilitating collaboration. A positive learning environment is described as having supportive culture, addressing learners' needs, providing feedback, and celebrating success. Factors that make a good learning environment include interactive activities, safety, and positive relationships between instructors and learners.
How the school librarian and the teacher can work together to make sure that children have the 21st century information literacy skills they need to succeed in school and in life.
Information Literacy: Implications for Library PracticeFe Angela Verzosa
Lecture presented at the Information Literacy Forum sponsored by the Cavite Librarians Association held at the Imus Institute, Imus, Cavite, Philippines on 5 December 2008
Gabrielle Nation's Diversity in Educational Technologygnation
The document discusses several key topics related to global connections and cultural diversity in education. It notes that minority student populations are growing and more students speak other languages besides English. Effective teachers understand students' diverse backgrounds and experiences and use this diversity to promote achievement. Some strategies discussed include questioning techniques, peer interactions, and reflective journals. The document also addresses digital divide issues and how technology can be leveraged to increase equitable access for all students. Finally, it discusses how culture shapes perspectives and the importance of acknowledging differences while promoting respect among students.
A presentation on How do we determine the impact of technology and mobile devices on student achievement and teacher practice. The presentation was delivered at the MISA East Mobile Learning symposium on Feb. 22, 2013 in Ottawa Ontario Canada.
This document discusses key concepts related to assistive technology and differentiated instruction. It defines differentiated instruction as purposefully designing instruction to accommodate student needs through flexible content, strategies and assessments. Ten tips for personalized learning via technology are provided, such as delivering instruction through multiple media, gathering feedback and giving students options. The document also discusses learning profiles, neural networks, examples of low-tech and high-tech assistive tools, characteristics of culturally responsive teachers, supporting cognitive and metacognitive needs, and principles of equitable access to technology.
Planning for learning in maritime educationStein Laugerud
This document summarizes key concepts in planning for learning in maritime education. It covers learning outcomes, student activities, teaching methods, and assessment. Specifically, it discusses:
1. The Norwegian Qualification Framework's learning outcomes for higher education, including knowledge, skills, and general competence.
2. Blooms Taxonomy for cognitive learning outcomes ranging from knowledge to evaluation.
3. Factors to consider when planning student activities, such as teaching styles, sociocultural learning theory, and tools/artefacts.
4. The role of technology in transforming conceptions of learning and social memory, and how this affects formal education.
Nebraska educational media association presentation june 27 2012Laura
The document discusses a presentation given by Laura Warren-Gross on just-in-time technology ideas that can be implemented when school begins. It provides examples of technologies like Socrative, Educreations, Popplet, Khan Academy and Scratch that allow interactive lessons and activities. The presentation links these tools to standards for 21st century learning and discusses AASL technology initiatives. Examples are given for how each tool can be used and which learning standards it supports.
The document discusses the skills needed for 21st century learners and teachers. It outlines 8 key skills for digital learners: creativity and innovation, critical thinking and problem solving, communication, collaboration, information management, effective use of technology, career and life skills, and cultural awareness. It also describes 8 roles for 21st century teachers: the adaptor, visionary, collaborator, risk taker, learner, communicator, model, and leader. Teachers must leverage new technologies, embrace different learning styles, and model lifelong learning to develop students' skills for a digital world.
Standards for Initial Certification ProgramsI. Knowledge of the .docxwhitneyleman54422
Standards for Initial Certification Programs
I. Knowledge of the Subject Matter: The candidate demonstrates depth and breadth of content knowledge, skills and dispositions that are aligned with national, state or district standards
1.1 exhibit depth and breadth of content knowledge, skills and dispositions
1.2 provide relevant content of the discipline being taught, including concepts, principles, relationships, methods of inquiry and key issues
1.3 use appropriate content strategies, including media and technology, which guide learners to construct knowledge, increase understanding of subject matter and move to higher levels of thinking
1.4 implement instruction that makes connections within the discipline and across disciplines
1.5 use a variety of resources, including technology, to stay abreast of current knowledge in order to meet district, state and national standards
1.6 analyze the Texas Essential Knowledge and Skills (TEKS) for the level of thinking in relation to the knowledge, skills and disposition of the discipline.
II. Professional Responsibility and Ethics: The candidate fulfills professional roles and responsibilities, adheres to legal and ethical requirements of the profession and demonstrates the dispositions necessary to be an outstanding educator
2.1 demonstrate the dispositions necessary for an educator who adheres to legal and ethical requirements of the profession
2.2 collaboratively create a learning environment that reflects local, state, or national standards
2.3 plan educational experiences for all learners, considering developmental, cultural, linguistic, gender and socioeconomic characteristics
2.4 exhibit ongoing professional improvement through a commitment to life long learning
2.5 use technology and information from professional resources relevant to the field of teaching
2.6 know and demonstrate the content, pedagogical, and professional knowledge, skills, and dispositions necessary to help all students learn
III. Curriculum, Instruction & Assessment: The candidate creates, organizes and implements developmentally appropriate curriculum, instruction and assessment that are consistent with current pedagogy, content knowledge and skills
3.1 select instructional goals and objectives which are aligned with district, state and national standards
3.2 use technology and other resources in planning and implementing instruction and assessment
3.3 plan lessons and use a variety of instructional and assessment strategies for diverse learners
3.4 design instruction that is relevant and actively engages the learner
3.5 design instruction based upon the analysis of results of multiple methods of performance-based assessments of student learning
3.6 apply an understanding of the environmental factors that may affect student learning to improve instruction
3.7 incorporate relationships among and within concept-based integrated units of various disciplines
3.8 provide timely and accurate evidence of stud.
The document lists lunchtime events at the library for September through November, including Maker Mondays which introduce teens to makerspace stations like Legos, LittleBits, Ozobots, and more. It also details Teen Read Week in October with a surprise guest each day of the week and encourages teens to bring their lunch and friends to enjoy the fun activities.
The document announces lunchtime events at the library for September through November, including Maker Mondays which introduce a new hands-on activity each week like Legos, LittleBits, and 3D printing. It also advertises Teen Read Week in October with a surprise guest each day to celebrate reading. Students are encouraged to bring their lunch and friends to enjoy the fun activities.
The document provides safety guidelines for using a Makerspace, including preparing for tasks by getting training, using equipment properly, learning and exploring carefully, cleaning up thoroughly, and reporting any injuries. Users are told to ask questions if unsure how to do something safely, think through entire jobs, use tools as intended, turn off electrical equipment, and return all materials and label works-in-progress.
This document outlines standards from the Pennsylvania Common Core for English Language Arts, Reading in Science/Technical Subjects, Writing in Science/Technical Subjects, Reading in History/Social Studies, and Writing in History/Social Studies. It also includes standards for Communication and Computer/Information Technologies from the Pennsylvania Academic Standards for Business, Computer, and Information Technology. Each standard is listed along with an identification code and the grade levels it addresses to show how a model school library program curriculum aligns with state standards.
The document provides resources for researching oceanography and bodies of water, including databases, encyclopedias, reference books, and print materials located using the library catalog and Dewey decimal system. It also lists websites like Kids.gov and sites from the Office of Naval Research that contain educational information on oceanography topics. Students are directed to tools for citing sources like EasyBib, OSLIS Citation Maker, and NoodleTools when writing research papers.
This document outlines the policies and procedures for the Keith Valley Middle School Library. It describes the library mission and philosophy, circulation procedures, student expectations, and after school policies. The mission is for students to become independent, literate lifelong learners and producers of information. Students are expected to respect library materials and resources and become responsible consumers of information.
This document provides resources for researching biographies, including databases, print collections arranged by subject in the library, and websites. It directs users to search the online catalog Destiny to find biographies and digital resources like videos. A number of biography websites are listed that can provide reliable information to start research using broad keyword searches.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...
AASL Learning Standards
1.
2. Reading is a window
to the world.
Reading is a foundational skill for learning,
personal growth, and enjoyment. The
degree to which students can read and
understand text in all formats (e.g., picture,
video, print) and all contexts is a key
indicator of success in school and in life.
As a lifelong learning skill, reading goes
beyond decoding and comprehension
to interpretation and
development of new
understandings.
Inquiry provides a
framework for learning.
To become independent learners, students
must gain not only the skills but also the
disposition to use those skills, along with an
understanding of their own responsibilities
and self-assessment strategies. Combined,
these four elements build a learner who
can thrive in a complex information
environment.
Ethical behavior in the use
of information must be taught.
In this increasingly global world of
information, students must be taught to
seek diverse perspectives, gather and use
information ethically, and use social tools
responsibly and safely.
Technology skills are crucial
for future employment needs.
Today’s students need to develop
information skills that will enable
them to use technology as an
important tool for learning,
both now and in the future.
Equitable access is
a key component
for education.
All children deserve
equitable access to
books and reading, to
information, and to
information technology
in an environment that
is safe and conducive
to learning.
3. Inquire, think
critically, and gain
knowledge.
Draw conclusions,
make informed
decisions, apply
knowledge to new
situations, and create
new knowledge.
Share knowledge
and participate
ethically and
productively as
members of our
democratic society.
Pursue personal
and aesthetic
growth.
LEARNERS USE SKILLS,
RESOURCES, & TOOLS TO:
The definition of information literacy
has become more complex as resources and
technologies have changed.
Information literacy has progressed from the simple
definition of using reference resources to find
information. Multiple literacies, including digital,
visual, textual, and technological, have now joined
information literacy as crucial skills for this century.
The continuing expansion of information
demands that all individuals acquire
the thinking skills that will enable
them to learn on their own.
The amount of information available to our
learners necessitates that each individual acquire
the skills to select, evaluate, and use information
appropriately and effectively.
Learning has a social context.
Learning is enhanced by opportunities to share
and learn with others. Students need to develop
skills in sharing knowledge and learning with
others, both in face-to-face situations and
through technology.
School libraries are essential to
the development of learning skills.
School libraries provide equitable physical
and intellectual access to the resources and
tools required for learning in a warm, stimulating,
and safe environment. School librarians collaborate
with others to provide
instruction, learning
strategies, and practice
in using the essential
learning skills needed
in the 21st century.
1
2
3
4
4. Inquire, think critically,
and gain knowledge.
1.1 Skills
1.1.1 Follow an inquiry-
based process in
seeking knowledge in
curricular subjects,
and make the real-
world connection for
using this process in
own life.
1.1.2 Use prior and
background knowledge
as context for new
learning.
1.1.3 Develop and refine a
range of questions to
frame the search for
new understanding.
1.1.4 Find, evaluate, and
select appropriate
sources to answer
questions.
1.1.5 Evaluate information
found in selected
sources on the basis
of accuracy, validity,
appropriateness for
needs, importance,
and social and
cultural context.
1.1.6 Read, view, and
listen for information
presented in any
format (e.g., textual,
visual, media, digital)
in order to make
inferences and
gather meaning.
LEARNERS USE SKILLS, RESOURCES, & TOOLS TO:
1.1.7 Make sense of
information gathered
from diverse sources
by identifying
misconceptions,
main and supporting
ideas, conflicting
information, and point
of view or bias.
1.1.8 Demonstrate mastery
of technology tools for
accessing information
and pursuing inquiry.
1.1.9 Collaborate with others
to broaden and deepen
understanding.
1.2 Dispositions
in Action
1.2.1 Display initiative
and engagement by
posing questions
and investigating the
answers beyond the
collection of
superficial facts.
1.2.2 Demonstrate
confidence and self-
direction by making
independent choices
in the selection
of resources and
information.
1.2.3 Demonstrate creativity
by using multiple
resources and formats.
1.2.4 Maintain a critical
stance by questioning
the validity and
accuracy of all
information.
1.2.5 Demonstrate
adaptability by
changing the inquiry
focus, questions,
resources, or strategies
when necessary to
achieve success.
1.2.6 Display emotional
resilience by persisting
in information
searching despite
challenges.
1.2.7 Display persistence by
continuing to pursue
information to gain a
broad perspective.
1.3 Responsibilities
1.3.1 Respect copyright/
intellectual property
rights of creators
and producers.
1.3.2 Seek divergent
perspectives during
information gathering
and assessment.
1.3.3 Follow ethical and legal
guidelines in gathering
and using information.
1.3.4 Contribute to the
exchange of ideas
within the learning
community.
1.3.5 Use information
technology responsibly.
1.4 Self-Assessment
Strategies
1.4.1 Monitor own
information-seeking
processes for
effectiveness and
progress, and adapt
as necessary.
1.4.2 Use interaction
with and feedback
from teachers and
peers to guide own
inquiry process.
1.4.3 Monitor gathered
information, and assess
for gaps or weaknesses.
1.4.4 Seek appropriate help
when it is needed.
1
5. Draw conclusions, make
informed decisions, apply knowledge to
new situations, and create new knowledge.
2.1 Skills
2.1.1 Continue an inquiry-
based research process
by applying critical-
thinking skills (analysis,
synthesis, evaluation,
organization) to
information and
knowledge in order
to construct new
understandings, draw
conclusions, and create
new knowledge.
2.1.2 Organize knowledge
so that it is useful.
2.1.3 Use strategies to
draw conclusions
from information and
apply knowledge to
curricular areas, real-
world situations, and
further investigations.
2.1.4 Use technology and
other information tools
to analyze and organize
information.
2.1.5 Collaborate with
others to exchange
ideas, develop new
understandings, make
decisions, and solve
problems.
2.1.6 Use the writing
process, media and
visual literacy, and
technology skills
to create products
that express new
understandings.
2.2 Dispositions
in Action
2.2.1 Demonstrate
flexibility in the
use of resources by
adapting information
strategies to each
specific resource and
by seeking additional
resources when clear
conclusions cannot
be drawn.
2.2.2 Use both divergent
and convergent
thinking to formulate
alternative conclusions
and test them against
the evidence.
2.2.3 Employ a critical
stance in drawing
conclusions by
demonstrating that the
pattern of evidence
leads to a decision or
conclusion.
2.2.4 Demonstrate personal
productivity by
completing products
to express learning.
2.3 Responsibilities
2.3.1 Connect
understanding to
the real world.
2.3.2 Consider diverse and
global perspectives in
drawing conclusions.
2.3.3 Use valid information
and reasoned
conclusions to make
ethical decisions.
2.4 Self-Assessment
Strategies
2.4.1 Determine how to act
on information (accept,
reject, modify).
2.4.2 Reflect on systematic
process, and assess
for completeness of
investigation.
2.4.3 Recognize new
knowledge and
understanding.
2.4.4 Develop directions for
future investigations.
2
LEARNERS USE SKILLS, RESOURCES, & TOOLS TO:
6. LEARNERS USE SKILLS, RESOURCES, & TOOLS TO:
3 Share knowledge and
participate ethically and productively
as members of our democratic society.
3.1 Skills
3.1.1 Conclude an inquiry-
based research
process by sharing
new understandings
and reflecting on the
learning.
3.1.2 Participate and
collaborate as
members of a social
and intellectual
network of
learners.
3.1.3 Use writing and
speaking skills to
communicate new
understandings
effectively.
3.1.4 Use technology and
other information
tools to organize and
display knowledge and
understanding in ways
that others can view,
use, and assess.
3.1.5 Connect learning to
community issues.
3.1.6 Use information and
technology ethically
and responsibly.
3.2 Dispositions
in Action
3.2.1 Demonstrate
leadership and
confidence by
presenting ideas
to others in both
formal and informal
situations.
3.2.2 Show social
responsibility by
participating actively
with others in learning
situations and by
contributing questions
and ideas during
group discussions.
3.2.3 Demonstrate
teamwork by working
productively with
others.
3.3 Responsibilities
3.3.1 Solicit and respect
diverse perspectives
while searching
for information,
collaborating
with others, and
participating as
a member of the
community.
3.3.2 Respect the differing
interests and
experiences of others,
and seek a variety
of viewpoints.
3.3.3 Use knowledge and
information skills
and dispositions
to engage in public
conversation and
debate around issues
of common concern.
3.3.4 Create products that
apply to authentic,
real-world contexts.
3.3.5 Contribute to the
exchange of ideas
within and beyond the
learning community.
3.3.6 Use information
and knowledge in
the service of
democratic values.
3.3.7 Respect the principles
of intellectual freedom.
3.4 Self-Assessment
Strategies
3.4.1 Assess the processes
by which learning was
achieved in order to
revise strategies and
learn more effectively
in the future.
3.4.2 Assess the quality and
effectiveness of the
learning product.
3.4.3 Assess own ability
to work with others
in a group setting
by evaluating varied
roles, leadership,
and demonstrations
of respect for other
viewpoints.
7. 4
LEARNERS USE SKILLS, RESOURCES, & TOOLS TO:
Pursue personal and
aesthetic growth.
4.1 Skills
4.1.1 Read, view, and listen
for pleasure and
personal growth.
4.1.2 Read widely and
fluently to make
connections with
self, the world, and
previous reading.
4.1.3 Respond to literature
and creative
expressions of ideas
in various formats
and genres.
4.1.4 Seek information for
personal learning in a
variety of formats and
genres.
4.1.5 Connect ideas to own
interests and previous
knowledge and
experience.
4.1.6 Organize personal
knowledge in a way
that can be called upon
easily.
4.1.7 Use social networks
and information tools
to gather and share
information.
4.1.8 Use creative and
artistic formats to
express personal
learning.
4.2 Dispositions
in Action
4.2.1 Display curiosity by
pursuing interests
through multiple
resources.
4.2.2 Demonstrate
motivation by seeking
information to answer
personal questions
and interests, trying a
variety of formats and
genres, and displaying
a willingness to go
beyond academic
requirements.
4.2.3 Maintain openness
to new ideas
by considering
divergent opinions,
changing opinions
or conclusions when
evidence supports the
change, and seeking
information about
new ideas encountered
through academic or
personal experiences.
4.2.4 Show an appreciation
for literature by
electing to read
for pleasure and
expressing an interest
in various literary
genres.
4.3 Responsibilities
4.3.1 Participate in the
social exchange
of ideas, both
electronically and in
person.
4.3.2 Recognize that
resources are created
for a variety of
purposes.
4.3.3 Seek opportunities for
pursuing personal and
aesthetic growth.
4.3.4 Practice safe and
ethical behaviors in
personal electronic
communication and
interaction.
4.4 Self-Assessment
Strategies
4.4.1 Identify own areas
of interest.
4.4.2 Recognize the limits
of own personal
knowledge.
4.4.3 Recognize how
to focus efforts in
personal learning.
4.4.4 Interpret new
information based
on cultural and
social context.
4.4.5 Develop personal
criteria for gauging
how effectively own
ideas are expressed.
4.4.6 Evaluate own ability
to select resources
that are engaging
and appropriate for
personal interests
and needs.