Notes from the Autumn 2010 round of Primary Seminars from RM. This session looks at how best to formulate a strategy for classroom technologies by comparing all the tools available for cross curricular ICT use in education.
This document discusses launching a 1:1 iPad program at a school. It outlines reasons for implementing such a program, including creating a 21st century learning environment and augmenting the curriculum. It discusses positives of using iPads for education such as accessibility, mobility, and available educational apps. The document also covers practical considerations for implementation like wireless performance, insurance, app management, professional development, and pricing. It provides steps for rolling out an iPad program and developing supportive policies and procedures.
This document describes a portable interactive whiteboard attachment that can turn any surface into an interactive whiteboard when used with a computer and projector. It utilizes CMOS sensors and infrared signals to allow users to control their computer from the projected surface using a pen or wand. It is lightweight, portable, easy to use, and affordable. It has applications for education by enhancing teaching interactions and presentations, as well as for business presentations by allowing interactive engagement from any surface.
This document provides an introduction to PowerPoint and discusses its benefits for classroom use. It outlines objectives of exploring advanced PowerPoint objects and customized themes. PowerPoint can be used to create informative, interactive, and persuasive presentations that develop students' digital, global, technology, visual, and information literacies. Challenges for students include not knowing where to start, access issues, and intellectual property concerns. Guidelines are given to prepare, plan, create and present PowerPoint-based projects.
EdCrunch: Maurice De Hond, Steve JobsSchoolsEdutainme
The document proposes changing school systems to better prepare children for the future with digital technology. It describes a new approach being implemented in 22 government-funded "Steve Jobs Schools" in the Netherlands where each child has an iPad and personalized learning plan. Classes are replaced with workshops selected by children based on their talents. Teachers act as coaches, spending less time on administration and more helping individual students. This adaptive system allows each child to progress at their own pace in a less traditional, more flexible school model. Results show children enjoying it more and improvements in independence, creativity, and special needs integration.
Middle school technology at a school has evolved over the past decade from traditional PC laptops to more durable tablet PCs and netbooks tailored for student use. Wireless access and bandwidth have improved, allowing for greater digital sharing and collaboration between classrooms. Training for students and parents has also expanded to promote safe, balanced, and responsible technology use. Upcoming laptops may integrate tablet and touchscreen capabilities while remaining affordable and sturdy for classroom needs.
This document summarizes Microsoft's vision and offerings for transforming education through technology. It discusses how Microsoft is delivering experiences that bring learning to life both in and out of the classroom, empowering educators, inspiring students, and helping institutions meet evolving needs. Microsoft aims to be partners in learning by providing the skills, communities, technologies and experiences needed to help every student achieve their potential. The document highlights how technology can impact communities through better education outcomes, an empowered knowledge economy, and entrepreneurial growth.
Effective technology integration for 21st century learners includes using tools like PowerPoint, smart boards, email/blogging, the internet, and computers to enhance student learning and involvement. These technologies allow for clear presentations, interactive lessons, communication between teachers and students/parents, enhanced lessons through videos and online resources, and opportunities for students to learn technology skills in the classroom. Teachers should properly utilize technologies like PowerPoint and smart boards to keep lessons engaging, while also exercising caution with open internet resources.
This document discusses the need to properly educate teachers on how to effectively use interactive whiteboards in their classrooms. While these boards are being placed in schools, many teachers only use them as simple projectors rather than utilizing their full interactive capabilities. The author aims to research successful student-centered strategies for using interactive whiteboards and create a guide for teachers to help improve student understanding and motivation.
This document discusses launching a 1:1 iPad program at a school. It outlines reasons for implementing such a program, including creating a 21st century learning environment and augmenting the curriculum. It discusses positives of using iPads for education such as accessibility, mobility, and available educational apps. The document also covers practical considerations for implementation like wireless performance, insurance, app management, professional development, and pricing. It provides steps for rolling out an iPad program and developing supportive policies and procedures.
This document describes a portable interactive whiteboard attachment that can turn any surface into an interactive whiteboard when used with a computer and projector. It utilizes CMOS sensors and infrared signals to allow users to control their computer from the projected surface using a pen or wand. It is lightweight, portable, easy to use, and affordable. It has applications for education by enhancing teaching interactions and presentations, as well as for business presentations by allowing interactive engagement from any surface.
This document provides an introduction to PowerPoint and discusses its benefits for classroom use. It outlines objectives of exploring advanced PowerPoint objects and customized themes. PowerPoint can be used to create informative, interactive, and persuasive presentations that develop students' digital, global, technology, visual, and information literacies. Challenges for students include not knowing where to start, access issues, and intellectual property concerns. Guidelines are given to prepare, plan, create and present PowerPoint-based projects.
EdCrunch: Maurice De Hond, Steve JobsSchoolsEdutainme
The document proposes changing school systems to better prepare children for the future with digital technology. It describes a new approach being implemented in 22 government-funded "Steve Jobs Schools" in the Netherlands where each child has an iPad and personalized learning plan. Classes are replaced with workshops selected by children based on their talents. Teachers act as coaches, spending less time on administration and more helping individual students. This adaptive system allows each child to progress at their own pace in a less traditional, more flexible school model. Results show children enjoying it more and improvements in independence, creativity, and special needs integration.
Middle school technology at a school has evolved over the past decade from traditional PC laptops to more durable tablet PCs and netbooks tailored for student use. Wireless access and bandwidth have improved, allowing for greater digital sharing and collaboration between classrooms. Training for students and parents has also expanded to promote safe, balanced, and responsible technology use. Upcoming laptops may integrate tablet and touchscreen capabilities while remaining affordable and sturdy for classroom needs.
This document summarizes Microsoft's vision and offerings for transforming education through technology. It discusses how Microsoft is delivering experiences that bring learning to life both in and out of the classroom, empowering educators, inspiring students, and helping institutions meet evolving needs. Microsoft aims to be partners in learning by providing the skills, communities, technologies and experiences needed to help every student achieve their potential. The document highlights how technology can impact communities through better education outcomes, an empowered knowledge economy, and entrepreneurial growth.
Effective technology integration for 21st century learners includes using tools like PowerPoint, smart boards, email/blogging, the internet, and computers to enhance student learning and involvement. These technologies allow for clear presentations, interactive lessons, communication between teachers and students/parents, enhanced lessons through videos and online resources, and opportunities for students to learn technology skills in the classroom. Teachers should properly utilize technologies like PowerPoint and smart boards to keep lessons engaging, while also exercising caution with open internet resources.
This document discusses the need to properly educate teachers on how to effectively use interactive whiteboards in their classrooms. While these boards are being placed in schools, many teachers only use them as simple projectors rather than utilizing their full interactive capabilities. The author aims to research successful student-centered strategies for using interactive whiteboards and create a guide for teachers to help improve student understanding and motivation.
The document discusses the differences between technology use and technology integration in education. Technology use refers to simply using technology without meaningful learning, while technology integration incorporates technology into daily routines and work to enhance learning. The goal of technology integration is for students to learn with technology as a knowledge construction tool, rather than just learning from it. Examples are given of technology use versus integration, and the focus is described as helping teachers effectively integrate technology into the curriculum through various means.
ToBe is a nonprofit organization that operates educational resource centers in Ghana to help children realize their full potential. The centers provide educational and extracurricular programs to help children do better in school. ToBe's first center opened in 2004 and now serves over 470 children per week. ToBe plans to continue expanding its model to open one new center per year, with a goal of serving 20,000 children across multiple centers within five years through a regional rollout approach.
The document discusses technology integration in K-12 classrooms. It defines technology integration as using technology to support instruction across content areas in a way that engages students and enhances learning. Effective technology integration is part of daily classroom activities, supports curriculum objectives, and allows students to demonstrate their learning creatively. In contrast, merely taking students to a computer lab or using technology as a reward is not true integration. The document provides examples of how teachers can integrate technology at different stages of a lesson to support instruction.
This document discusses the importance of integrating technology into the classroom to prepare students for the future. It provides reasons why technology should be used such as increased motivation, differentiated instruction, and authentic problem solving. Several examples of technologies that can be easily integrated are mentioned, including interactive SMART boards, Glogster for digital posters, and Photo Story. The document encourages teachers to start integrating technology today with available help from online tutorials and workshops.
1. Interactive projectors are presented as an alternative to traditional interactive whiteboards for 21st century classrooms. They allow any surface to become an interactive display and are more affordable and flexible.
2. Technology can enhance learning by capturing students' attention, visualizing concepts, and providing access to online resources. However, pedagogical approach is more important than any single tool.
3. The document recommends an interactive projector solution from Boxlight that works with various software and provides an affordable way to bring interactivity to any classroom.
This lesson plan outlines teaching a 50-minute lesson on creating a practical application using OpenOffice Draw. The lesson will:
1. Provide a short presentation on the tools and functions in OpenOffice Draw for drawing shapes and volumes.
2. Demonstrate how to compose shapes using functions like merge, subtract, and intersect by creating an example drawing.
3. Involve students in interactively drawing an "Erasmus Castle" containing buildings made from different 3D shapes, with opportunities for student questions and feedback throughout.
The lesson aims to develop students' modern information skills through hands-on practice with the drawing program in a participatory way while fostering initiative, discovery, and self-assessment.
The document discusses the development of an "eLearning Jukebox" to address the learning needs of apprentices with low literacy and numeracy skills. The jukebox is a collection of interactive learning resources delivered through a secure intranet or standalone PC. It provides just-in-time learning resources in a fun and engaging interface resembling an online music jukebox. Stakeholders, including correctional students, were involved in designing and manufacturing the initial jukebox PC.
This document outlines the stages of technology integration in education from entry to innovation. It starts with entry, where basic computer tools are used when necessary. Then comes adoption, applying tools like word processors and email. Next is adaption, assigning projects using different media. Appropriation is looking forward to new technologies. The final stage, innovation, transforms the learning environment so technology is central to all class activities.
EdTech15 Theorising lecturer practices with digital technologies: Rhizomatic...Louise Drumm
This document discusses using digital technologies in teaching from the perspective of rhizome theory. Rhizome theory views knowledge as interconnected, chaotic, resilient, and dynamic - unlike a traditional hierarchical tree structure. Applying rhizome theory to university teaching, digital technologies allow for structures and efficiencies that are both highly structured, like the university system, but also unstructured and dynamic, creating new pathways for connecting, communicating, learning and teaching in resilient ways. Digital technologies support a rhizomatic approach to teaching that is adaptable, creates new pathways, and is difficult to define or contain within traditional structures.
e-learning and use of technology in training |Methods of digital trainingRishika Gupta
This document discusses the use of technology in training and e-learning. It describes different methods of e-learning including multimedia training, computer-based training, and distance learning. Multimedia training delivers materials through text, photos, animation and interactive modules, and has advantages like increased learning and reduced costs but also disadvantages like being expensive. Computer-based training is a self-paced approach using CD-ROMs, interactive video, and online learning. Distance learning uses media like teleconferencing and interactive broadcasts to allow learning from a distance. New technological methods mentioned include blended learning, simulations, and learning management systems.
Changing the learning culture the impact of ict and digitalisationKai Pata
Tallinn University has taken a cross-cutting approach to teaching digital competences across subject-specific courses according to established digital competence frameworks. The School of Digital Technologies in particular facilitates this approach through tools like eDidaktikum, which supports tracking student competencies, and through open learning practices using blogs and social media. This work aims to change learning cultures by promoting collaboration, problem-based learning, and developing digital skills in real-world contexts.
Abi Mawhirt: The Learning Lab: unleashing creativity, imagination and learnin...CILIPScotland
The document proposes establishing a Learning Lab at Dundee & Angus College. The Learning Lab would be a physical space for testing new technologies, hardware, and software and learning how to use them. It would provide a safe, neutral environment away from classrooms for users like staff and students to learn, teach, create, and experiment with help from experienced staff. The goal is to encourage creativity, imagination, play, and learning through experimentation, raising the quality of teaching and learning. Key details include that the Lab would be located in a 60m2 space and involve collaboration between various college departments to staff the Lab, develop training programs, and upskill users.
The document discusses audiovisual technologies that are effective for presentations in pre-kindergarten classrooms. It identifies technologies like cassette recorders, CD players, and internet audio that can be used to engage young learners auditorily. Non-projected visuals like bulletin boards, posters, and real objects are recommended to encourage interaction. Projected technologies such as video cameras, overhead projectors and digital projectors can fully engage learners and remind them of past activities when used appropriately for young children. The document emphasizes choosing technologies personalized to the classroom and involving multisensory, interactive activities to best support learning at this age.
This document outlines resources from Microsoft to help educators with next level learning, including links to videos, blogs, and online tools. It promotes the use of OneNote for digital note-taking and collaboration, Office 365 for productivity and file sharing, and Sway for digital storytelling. Examples are given of how these apps can be used to flip lessons, assess students, and unlock creativity. Device recommendations are also provided.
ITELEAD 4th Project Meeting Suceava Romania 201457211801259
This document provides an update from a project meeting focused on innovative and technology enhanced learning in European adult education. It discusses two case studies: 1) The T-Exchange Makerspace which uses technology as a focus for experiential and collaborative learning and 2) The Glasgow East Learning Network which provides access to online resources and support for skills development to address a lack of basic skills. It also reflects on compiling the project's compendium of case studies and how examples of good technology enhanced learning practices in schools and higher education could be applied to adult education with priority groups.
This document discusses approaches to integrating technology in education. It outlines some benefits of technology such as access to varied learning materials, independence, and convenience for learners. However, it also notes potential drawbacks like lack of social interaction, distractions, and increased time/costs. The document advocates for a balanced ecosystem approach where teachers support learners' self-reflection and moderate technology use. It also examines the role of digital tools, cloud access, and infrastructure needs to effectively blend technology into teaching.
The document discusses several SEO hosting issues including server response headers, class C IP addresses, dedicated versus shared hosting, uptime and downtime, preparing a site for increased traffic, and load balancing. It recommends having a custom 404 error page, separate class C IP addresses only for large link circles, and that dedicated hosting is generally faster but more expensive than shared hosting. It also provides tips on shared hosting criteria and ways to decrease server taxation like hosting images elsewhere.
Achieving more with less - InfrastructureGethNichols
Notes from the Autumn 2010 round of Primary Seminars from RM. This session looks at the cost savings that are possible by using ICT, from monitoring a school's utility bills to adopting more sustainable network products, and lots more in between.
This document appears to be a short list of repeated website URLs and words with no clear meaning or purpose. It includes the repeated words "www.splash.com" and "Splash! Splash!" but does not convey any coherent ideas or information.
The document provides advice for choosing and preparing digitization projects. It discusses factors to consider such as the content's value, rights, technical feasibility, and ability to enhance access. It also addresses securing funding and resources, building teams, writing proposals, and getting feedback to improve future applications. The overall message is to thoughtfully evaluate all options before proceeding with any digital project.
The document discusses the differences between technology use and technology integration in education. Technology use refers to simply using technology without meaningful learning, while technology integration incorporates technology into daily routines and work to enhance learning. The goal of technology integration is for students to learn with technology as a knowledge construction tool, rather than just learning from it. Examples are given of technology use versus integration, and the focus is described as helping teachers effectively integrate technology into the curriculum through various means.
ToBe is a nonprofit organization that operates educational resource centers in Ghana to help children realize their full potential. The centers provide educational and extracurricular programs to help children do better in school. ToBe's first center opened in 2004 and now serves over 470 children per week. ToBe plans to continue expanding its model to open one new center per year, with a goal of serving 20,000 children across multiple centers within five years through a regional rollout approach.
The document discusses technology integration in K-12 classrooms. It defines technology integration as using technology to support instruction across content areas in a way that engages students and enhances learning. Effective technology integration is part of daily classroom activities, supports curriculum objectives, and allows students to demonstrate their learning creatively. In contrast, merely taking students to a computer lab or using technology as a reward is not true integration. The document provides examples of how teachers can integrate technology at different stages of a lesson to support instruction.
This document discusses the importance of integrating technology into the classroom to prepare students for the future. It provides reasons why technology should be used such as increased motivation, differentiated instruction, and authentic problem solving. Several examples of technologies that can be easily integrated are mentioned, including interactive SMART boards, Glogster for digital posters, and Photo Story. The document encourages teachers to start integrating technology today with available help from online tutorials and workshops.
1. Interactive projectors are presented as an alternative to traditional interactive whiteboards for 21st century classrooms. They allow any surface to become an interactive display and are more affordable and flexible.
2. Technology can enhance learning by capturing students' attention, visualizing concepts, and providing access to online resources. However, pedagogical approach is more important than any single tool.
3. The document recommends an interactive projector solution from Boxlight that works with various software and provides an affordable way to bring interactivity to any classroom.
This lesson plan outlines teaching a 50-minute lesson on creating a practical application using OpenOffice Draw. The lesson will:
1. Provide a short presentation on the tools and functions in OpenOffice Draw for drawing shapes and volumes.
2. Demonstrate how to compose shapes using functions like merge, subtract, and intersect by creating an example drawing.
3. Involve students in interactively drawing an "Erasmus Castle" containing buildings made from different 3D shapes, with opportunities for student questions and feedback throughout.
The lesson aims to develop students' modern information skills through hands-on practice with the drawing program in a participatory way while fostering initiative, discovery, and self-assessment.
The document discusses the development of an "eLearning Jukebox" to address the learning needs of apprentices with low literacy and numeracy skills. The jukebox is a collection of interactive learning resources delivered through a secure intranet or standalone PC. It provides just-in-time learning resources in a fun and engaging interface resembling an online music jukebox. Stakeholders, including correctional students, were involved in designing and manufacturing the initial jukebox PC.
This document outlines the stages of technology integration in education from entry to innovation. It starts with entry, where basic computer tools are used when necessary. Then comes adoption, applying tools like word processors and email. Next is adaption, assigning projects using different media. Appropriation is looking forward to new technologies. The final stage, innovation, transforms the learning environment so technology is central to all class activities.
EdTech15 Theorising lecturer practices with digital technologies: Rhizomatic...Louise Drumm
This document discusses using digital technologies in teaching from the perspective of rhizome theory. Rhizome theory views knowledge as interconnected, chaotic, resilient, and dynamic - unlike a traditional hierarchical tree structure. Applying rhizome theory to university teaching, digital technologies allow for structures and efficiencies that are both highly structured, like the university system, but also unstructured and dynamic, creating new pathways for connecting, communicating, learning and teaching in resilient ways. Digital technologies support a rhizomatic approach to teaching that is adaptable, creates new pathways, and is difficult to define or contain within traditional structures.
e-learning and use of technology in training |Methods of digital trainingRishika Gupta
This document discusses the use of technology in training and e-learning. It describes different methods of e-learning including multimedia training, computer-based training, and distance learning. Multimedia training delivers materials through text, photos, animation and interactive modules, and has advantages like increased learning and reduced costs but also disadvantages like being expensive. Computer-based training is a self-paced approach using CD-ROMs, interactive video, and online learning. Distance learning uses media like teleconferencing and interactive broadcasts to allow learning from a distance. New technological methods mentioned include blended learning, simulations, and learning management systems.
Changing the learning culture the impact of ict and digitalisationKai Pata
Tallinn University has taken a cross-cutting approach to teaching digital competences across subject-specific courses according to established digital competence frameworks. The School of Digital Technologies in particular facilitates this approach through tools like eDidaktikum, which supports tracking student competencies, and through open learning practices using blogs and social media. This work aims to change learning cultures by promoting collaboration, problem-based learning, and developing digital skills in real-world contexts.
Abi Mawhirt: The Learning Lab: unleashing creativity, imagination and learnin...CILIPScotland
The document proposes establishing a Learning Lab at Dundee & Angus College. The Learning Lab would be a physical space for testing new technologies, hardware, and software and learning how to use them. It would provide a safe, neutral environment away from classrooms for users like staff and students to learn, teach, create, and experiment with help from experienced staff. The goal is to encourage creativity, imagination, play, and learning through experimentation, raising the quality of teaching and learning. Key details include that the Lab would be located in a 60m2 space and involve collaboration between various college departments to staff the Lab, develop training programs, and upskill users.
The document discusses audiovisual technologies that are effective for presentations in pre-kindergarten classrooms. It identifies technologies like cassette recorders, CD players, and internet audio that can be used to engage young learners auditorily. Non-projected visuals like bulletin boards, posters, and real objects are recommended to encourage interaction. Projected technologies such as video cameras, overhead projectors and digital projectors can fully engage learners and remind them of past activities when used appropriately for young children. The document emphasizes choosing technologies personalized to the classroom and involving multisensory, interactive activities to best support learning at this age.
This document outlines resources from Microsoft to help educators with next level learning, including links to videos, blogs, and online tools. It promotes the use of OneNote for digital note-taking and collaboration, Office 365 for productivity and file sharing, and Sway for digital storytelling. Examples are given of how these apps can be used to flip lessons, assess students, and unlock creativity. Device recommendations are also provided.
ITELEAD 4th Project Meeting Suceava Romania 201457211801259
This document provides an update from a project meeting focused on innovative and technology enhanced learning in European adult education. It discusses two case studies: 1) The T-Exchange Makerspace which uses technology as a focus for experiential and collaborative learning and 2) The Glasgow East Learning Network which provides access to online resources and support for skills development to address a lack of basic skills. It also reflects on compiling the project's compendium of case studies and how examples of good technology enhanced learning practices in schools and higher education could be applied to adult education with priority groups.
This document discusses approaches to integrating technology in education. It outlines some benefits of technology such as access to varied learning materials, independence, and convenience for learners. However, it also notes potential drawbacks like lack of social interaction, distractions, and increased time/costs. The document advocates for a balanced ecosystem approach where teachers support learners' self-reflection and moderate technology use. It also examines the role of digital tools, cloud access, and infrastructure needs to effectively blend technology into teaching.
The document discusses several SEO hosting issues including server response headers, class C IP addresses, dedicated versus shared hosting, uptime and downtime, preparing a site for increased traffic, and load balancing. It recommends having a custom 404 error page, separate class C IP addresses only for large link circles, and that dedicated hosting is generally faster but more expensive than shared hosting. It also provides tips on shared hosting criteria and ways to decrease server taxation like hosting images elsewhere.
Achieving more with less - InfrastructureGethNichols
Notes from the Autumn 2010 round of Primary Seminars from RM. This session looks at the cost savings that are possible by using ICT, from monitoring a school's utility bills to adopting more sustainable network products, and lots more in between.
This document appears to be a short list of repeated website URLs and words with no clear meaning or purpose. It includes the repeated words "www.splash.com" and "Splash! Splash!" but does not convey any coherent ideas or information.
The document provides advice for choosing and preparing digitization projects. It discusses factors to consider such as the content's value, rights, technical feasibility, and ability to enhance access. It also addresses securing funding and resources, building teams, writing proposals, and getting feedback to improve future applications. The overall message is to thoughtfully evaluate all options before proceeding with any digital project.
The document summarizes Kentucky's experience participating in the National Digital Newspaper Program (NDNP) to digitize historical newspapers. It describes why Kentucky applied to the program, how they conducted the digitization work in-house rather than outsourcing it, and what they learned through the process. Key points include evaluating microfilm for physical and metadata issues, developing workflows for scanning, manual processing and quality control, and building technical infrastructure to manage the large amounts of data while meeting NDNP standards.
The document discusses recommendations for mobile search engine optimization (SEO). It notes that 50% of mobile search queries fall into 7 categories and that Google dominates mobile search with 97.5% market share. It then provides tips for developers on proper coding techniques like using percentages for sizing, limiting file sizes, and avoiding flash. The document also gives suggestions for directories to submit mobile sites to for indexing and links.
The document discusses signals that search engines use to evaluate mobile websites, including proper coding with XHTML Mobile Profile, CSS for layout and images optimized for mobile screens, accessibility features, file size and caching, device detection and separate mobile site design. It also recommends including a XML sitemap for mobile, getting links from other mobile sites, and submitting the site to mobile directories and search engines.
INSPIRE: A new learning centre, a new learning environment. Presentation to the 3rd Annual Learning Space Design Summit, 23 November 2012, Sydney AUSTRALIA
Interactive white boards are a transformative technology for digital classrooms. They allow teachers to bring software to life for whole group learning in new innovative ways. While adopting new technology presents challenges, with visionary leadership, appropriate training, patience, and a cultural shift towards new ways of learning, interactive whiteboards can enhance teaching and improve student learning. Key aspects that make interactive whiteboards effective include dragability, layering of objects, saving screens, use of digital media, and access to online resource libraries.
Presentation to Boston Public Schools Principals & Headmasters at the 2012 School Leader Institute on selecting technology tools to support diverse learning needs of students.
The document discusses techno-andragogical skills (TAS), which integrate andragogy principles with the use of technology for effective online teaching. TAS includes skills in using technology for knowledge acquisition, teaching, and assessment. It outlines parameters for integrating TAS based on content type and context. An effective techno-andragogue must be familiar with synchronous tools, learning management systems, mind mapping tools, and other technologies. Open education resources that can be used include SWAYAM, virtual labs, e-gyankosh, and more.
The document summarizes a conference on Tangible Intuitive Interactive Interfaces (TIII). The conference will bring together networks and interested parties to learn about TIII. It will include talks and demonstrations of TIII cases from industry and student exploration projects. Participants can provide feedback to help guide the TIII research project, which aims to develop a platform and toolbox for designing TIII and setting up interdisciplinary teams between design, application, user, and technology partners.
The document provides an overview of technologies and best practices for developing interactive classrooms on college campuses. It discusses four key interactive classroom technologies: interactive displays, interactive tablets/computers, lecture capture systems, and wireless presentation systems. It outlines the benefits of interactive classrooms, such as enabling more active and peer-to-peer learning. Challenges of interactive classrooms and factors to consider when selecting hardware and software are also addressed. The document includes case studies of institutions that have implemented interactive classroom technologies and collaboration spaces.
EdukasyongPantahanan at Pangkabuhayan (E.P.P.) covers Entrepreneurship, Information and Communication Technology (I.C.T.), Home Economics (H.E.), Agriculture (AG) and Industrial Arts (I.A.). Master of Science in Technology Leadership and Entrepreneurship (TLE) program targets student entrepreneurs who have a product idea and would like to. build strategic technical advantage into their product. gain access to facilities, know-how and a talent pool for prototyping and launching their product into the market . Entrepreneurship education aids students from all socioeconomic backgrounds to think outside the box and nurture unconventional talents and skills. It creates opportunities, ensures social justice, instills confidence and stimulates the economy. In line with the school's vision and mission, the TLE Department aims to develop critical thinking, self-reliance, independence, culture sensitivity and entrepreneurship in the students by enhancing their skills on the different uses of technology and application of life skills. ICT includes all digital technology that assists individuals, businesses and organizations in using information. It covers all electronic products that deal with information in a digital form. Therefore, ICT is concerned with digital data storage, retrieval and transmission.
This document discusses the concept of a paperless classroom using e-learning and information technology. It describes how computers and technology are becoming integral parts of education. A paperless classroom would eliminate hard copies of materials like assignments, handouts, and rubrics, instead making all content available digitally. E-learning tools that can help create a paperless environment include learning management systems, email, digital presentations, and online resources. While a paperless classroom has advantages like being more environmentally friendly and engaging for students, fully implementing it would require funding, access to technology, and teacher training.
This document discusses the concept of a paperless classroom using e-learning and information technology. It describes how computers and technology are becoming integral parts of education. A paperless classroom would eliminate hard copies of materials like assignments, handouts, and rubrics, instead providing these digitally. E-learning tools that can enable a paperless classroom include learning management systems, email, digital presentations, and online resources. Benefits of this approach include being more environmentally friendly, enhancing student engagement, allowing immediate feedback, and easier tracking of student progress. Barriers include the need for funding, access to technology, and teacher training in educational institutions.
Kandace Johntry presented on the past, present, and future of technology in the classroom. Over the past few years, basic technologies like desktop computers and overhead projectors have been integrated into classrooms. Now, technologies being used include interactive whiteboards, laptops, tablets, document cameras, and educational apps and games. Emerging technologies discussed include educational social networking, cloud computing, mobiles, and game-based learning. The presentation argued that technology helps motivate students, develops deeper understanding, and teaches 21st century skills, so schools must continue integrating new technologies to prepare students.
SD57 - from December 3 school board meeting - Tech presentationSarah Holland
1) The school district developed a technology plan in 2011 after gathering feedback from staff on how technology could enhance student learning. The plan focused on improving wireless connectivity, web applications, policies, and internet connections across schools.
2) Key goals included providing wireless access at all schools, developing an online learning portal, updating policies for privately-owned devices, and upgrading internet connections which has now been completed.
3) Moving forward, the district aims to empower learning through increased use of online resources, collaboration tools, and professional development while ensuring compliance with data privacy laws.
Learningbloks is a proposed modular learning platform consisting of interchangeable electronic "bloks" that can be used to simulate hands-on learning activities across different subjects. The bloks would be wirelessly connected to a central console that provides instructions, collects data from onboard sensors, and allows for personalized learning experiences. If successful, Learningbloks would disrupt existing education technology by starting with underserved low-income schools and developing customized bloks and curricula. However, it faces challenges from large established competitors and requires an experienced team including investors, data scientists, and education experts to realize its vision of accessible, contextualized experiential learning anywhere.
The document discusses Bring Your Own Device (BYOD) programs in schools and 21st century learning. It describes today's digital native students and how they learn best through mobile, collaborative, connected, and multimedia experiences. BYOD allows personalized learning through student-owned devices and has benefits like engaged learning and cost effectiveness, but also challenges like different devices and platforms. The document provides examples of how teachers can implement BYOD and digital tools to support 21st century skills like critical thinking, collaboration, and communication.
This document provides examples of how mobile devices and apps are being used to enhance teaching and learning in colleges across Scotland. It describes projects at South Lanarkshire College, Perth College, Clydebank College, and Reid Kerr College that utilize tablets, QR codes, games, and augmented reality to provide interactive learning activities and assessments. The examples illustrate how mobile technologies can increase student engagement, promote self-directed learning, and provide new ways of formative assessment beyond traditional computer labs.
This document discusses the integration of information and communication technology (ICT) in science teaching. It covers the benefits of ICT integration, including increased student motivation and engagement. It also discusses various ICT tools that can be used, such as laptop computers, data projectors connected to screens, and interactive whiteboards. The document emphasizes that teacher training is important for effective ICT integration in science classrooms.
Edumall.co.za helps teachers teach and learners learn by developing, manufacturing, installing, and managing hardware, software, IT networks, and classroom resources specially designed for education to deliver engaging learning. Established in 2009 in Johannesburg, Edumall is a growing division of Edutain that combines the latest educational approaches with state-of-the-art technology while striving to localize content for Africa and other regions where English is a second language. Edumall aims to infuse education with new, more engaging ways of teaching for enhanced learning outcomes using its expertise developed over 18 years in the ICT market.
TechDis transformers - tools for changing livessimonjball
The Regional Support Centre Summer Fair 2012 document provides an overview of the services offered by JISC TechDis, including staff development programs, accessibility tools and resources, and partnerships. Some of the key services and programs highlighted include TechDis Tuesdays webinars on various educational technology topics, the Xerte Fridays demonstrations of authoring tool techniques, and the Accessible IT Practice Support Programme for integrating technology skills into the curriculum. JISC TechDis is also involved in projects to develop text-to-speech voices, accessibility tools through the TechDis Toolbox and Small Business Research Initiative.
The Regional Support Centre Summer Fair 2012 document provides an overview of the services offered by JISC TechDis, including staff development programs, accessibility tools and resources, and partnerships. Some of the programs highlighted include TechDis Tuesdays webinars on various topics, Xerte Fridays for learning and practicing skills in an online environment, and the Accessible IT Practice Support Programme for gaining an ITQ qualification. JISC TechDis is also involved in projects to develop text-to-speech voices, accessibility tools, and gesture recognition technologies through the TechDis Voices, Toolbox, and SBRI initiatives.
My sCool Server Brochure - Portrait layoutShrenik Bhura
A brief introduction to Recherche Tech and our flagship product, the My sCool Server - Linux powered teaching solution.
Recherche Tech, with its My sCool Server offering aims to usher in a socioeconomic revolution by making computer literacy and therefore digital inclusion affordable and achievable across the social strata.
My sCool Server is a device, primarily for school labs, that makes all computers in the wired network usable and useful instantly.
It is the next generation in computing and learning convenience. It has been custom built and packaged, keeping in mind the challenges faced by schools and students in the ever evolving, fast-paced literary landscape.
It is an optimised combination of hardware and software built upon proven technologies that our core team has command over for more than 20 man years.
Herein are some of the advantages that the MSS presents to its users:
A1 No knowledge of installing, configuring, or updating Linux required. The teaching process can start immediately in conjunction with the textbook content.
A2 Broadcast lessons to each student's desk. Close monitoring, one-to-one communication and attention to every student's progress is possible.
A3 Extends lifespan of existing systems. Save on power and AMC. Channelise funds to infrastructure and training activities.
A4 Now buy many more end user systems for the same budget. Laboratories can be re-laid to accommodate more machines.
A5 Helps create live copies of the Linux OS and applications to practice the lessons at home and explore Linux completely.
A6 Requires no installation of any additional modules or purchasing custom client hardware from a particular vendor.
A7 An integrated platform to host training web-content offline. No internet required to access 5000+ world-class audio-visual resources.
A8 Restore the MSS to its fully functional state with a few button presses without complicated re-installation or re-configuration steps.
A9 No limitations of users who can use the MSS. Delivering high productivity and promoting creativity is the only mission.
A10 Teacher can work in Windows OS and yet simultaneously monitor the students over the Linux environment.
A11 The technologies comprising the product are proven the world across. Recherche team has 20+ man years of open source solutioning expertise.
A12 Internet is rapidly reaching to each corner of the country. MSS is designed to meet the future needs of secure internet access and sharing.
To know more, visit http://www.myscoolserver.com .
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1. Achieving more with less
Volume II: Classroom Technology
Gethin Nichols
gnichols@rm.com
2. Sustainable ICT
• Achieve better value by using technology
• Safe, cost-effective, innovative, reliable ICT
• Look to the long term
• Appropriate & Cost Effective Support
• Safe & Secure Access
• More effective communication
• Personalise the Learning Experience
• Ensure a fit for purpose classroom
3. True Value for Money
• Using green ICT to avoid unnecessary costs
– Visualisers
– Lesson Resources on VLEs
– Digital Text Books
• Choosing the right technology
– Regularly used ICT gives better value
– Matching specifications to needs
– Achieving success with low cost items
4. Software
• Are you using what you’ve got?
– IWB Software & Communities
– Training
– Curriculum & Creative Software
– Using software with hardware
• Open Source and The Cloud
– Free v paid
5. A long-term WCT Strategy
• What technology suits the individual
teaching styles?
• What technology achieves the correct
level of engagement and enthusiasm
from learners?
6.
7. What do you want to achieve?
• There are many alternatives to the
“standard” interactive whiteboard
classroom set-up
– Is there a more appropriate alternative?
– What’s more important:
• What it is?
• What it does?
The whiteboard versus....
8. Epson Ultra Short Throw
• Advanced Connectivity
• Networked for remote management
• Optional Wireless Module
• Optional Interactivity
V
10. • Exclusive bespoke design
• Height Adjustable
• Group interactivity
• Portable and designed
for education
• Fraction of the cost
of similar products
RM Vertable
12. • Making best use of wall space
• Any wall becomes a Learning Space
• Collaborative and Inclusive
Idea Paint
13. What else could you achieve?
• There are many products that provide
additional ways of teaching
14. Visualisers
• It’s what you do with them that counts:
• Text and student’s work
• Practical Demonstrations
• One-stop video device for
the classroom
• Extending use across the
curriculum
18. Alternative Technologies
• What is available that enhances teaching
and learning?
– Real Centre-esque
– TTS and “Essentials” Products
– Emerging Technologies
19.
20. Come and see us
• To find out more about visiting the REAL
Centre, go to
– www.rm.com/realcentre
21.
22. Case Study: Stockley Academy
“We chose LEGO Education to fulfil our
vision for the classroom of the future
because they understood the importance of
inclusion, creative thinking and cross-
curricular project work. I am delighted that
we are able to work with such an
organisation, which produces creative, high
quality and sophisticated products for
children of all ages and abilities.”
Aftab Ahmed, Director of ICT
23. WeDo
• The WeDo Construction set
enables students to build and
program simple LEGO models
that are plugged into a computer.
• The set contains more than 150
elements, including a motor, motion
and tilt sensors and the LEGO USB Hub.
• Provides a stepping-stone for teaching
the basics of robotics
24. WeDo
• Ideal for introducing technology into
curriculum areas such as science,
technology, maths and language lessons
• Ideal for cross-curricular and project-
based learning
25. WeDo
• Primary school pupils ages 7 to 11
build and program their own solutions
• Simple, drag-and-drop software
created in LabVIEW.
• A hands-on learning experience that
actively engages children
– Creative thinking
– Teamwork
– Problem-solving skills
26. LEGO Mindstorms NXT
• The base set includes
– Programmable NXT Brick, providing on-
brick programming and data logging
– Three interactive servo motors
– Ultrasonic, sound, light and two touch
sensors
– Rechargeable battery, connecting
cables, and full-colour building
instructions.
27. A LEGO® Education
Centre is a school based
education hub that
provides creative and
innovative learning
opportunities for all ages
and abilities, using the
LEGO products and other
associated elements.
It enables staff, parents
and students to develop
their thinking with
hands-on, exciting
problems and share their
experiences with the
wider education
community.
28. Can we still afford to innovate?
Can we afford not to innovate?
• Nothing in the real world has changed
• The challenge of the digital native
• Creativity enables adaptability
• “Individualisation” not “massification”
• Competency based learning
• Less Didactic, More Mentoring
29. Leading Edge Technologies
• 3D Projection
• 3D Printing
• Green Screen Technology
• Interactive Graffiti
• Immersion Rooms
30. Conclusion
• Austerity doesn’t need to be at the
expense of good ICT use in the classroom
• Innovation is still essential to keep pace,
but only if sustainable and effective