This document provides a technology self-assessment rubric for teachers to evaluate their own technology skills and professional development needs. It includes skills across three strands: teaching and learning with technology, ethics and safety, and technology operations and concepts. Teachers can identify their current mastery level as early, developing, proficient, or advanced technology user and check off skills they have mastered to guide their continued technology learning and integration.
This document provides an internship log summarizing the activities of an intern assisting with assistive technology (AT) at a university. Over the course of several weeks, the intern helped demonstrate various AT equipment at a workshop, took notes on training videos to learn how to use Kurzweil3000 and other programs, scheduled training sessions with students, and provided training to students on Kurzweil3000, Read and Write Gold, and other AT. The supervisors provided positive feedback and suggestions to expand the intern's knowledge of AT to better assist students.
Logbook For Industrial Supervision and Training- A Look at Paper and Digital ...Olufemi Jeremiah Olubodun
Logbook has been in use for many years and mostly for keeping records and these records could be personal or official. Anyone keeping record defines the criteria and the format it will take. For training institutions format of a logbook is well laid out for students to just fill in blank spaces. This has a lot of limitations. However, logbook is usually paper based and few digital logbooks available placed a number of restrictions on the user such that they are not very useful for industrial training. This paper looks at logbook in diverse ways and it was a product of a research conducted at the College of Medicine of the University of Lagos, Lagos Nigeria. This will expose the reader to a number of salient details often ignored about logbook
1) The document outlines a technology integration action plan for a high school with the goals of aligning the school's objectives with the district's strategic plan, addressing technology integration goals from the district, and assessing student and teacher needs.
2) The action plan includes steps to improve internet connectivity, provide extended computer access for students, integrate technology into lesson plans, and develop online course delivery systems.
3) An organizational chart shows how the school's technology integration plan aligns with the district and state technology plans and identifies roles for coordinating technology efforts.
This document provides information about an online graduate course called "Theoretical Foundations of Educational Technology" taught in the fall of 2009. It includes the instructor's contact information, a course description, objectives, required textbooks, software and equipment needs, policies, and a student code of conduct. The course explores classic and contemporary learning theories and their application to educational technology. Students will learn to compare and apply different theoretical approaches and think critically about the field. Assignments are due weekly and original work is expected, following Boise State University's academic integrity policy.
Lecturer perspectives on ict uptake in language teaching thu&giang-dec11tdbt_123
This document summarizes a study on ICT uptake in language teaching in Vietnam. It discusses the current practices, barriers, and suggestions based on surveys of 222 language lecturers and interviews with 43 lecturers and staff at Hanoi University. The findings show that lecturers currently use basic ICT tools like PowerPoint but few use online resources. Major barriers include a lack of ICT guidelines, support, and training at the institutional level as well as limited access, training, and time constraints for lecturers. Suggestions include developing an ICT plan, providing incentives and customized training, and establishing an online resource repository. The document concludes with contact details for the authors and acknowledgments.
This document outlines a study guide for a course on the Functional Masticatory System that was adapted from original course materials. The study guide breaks the course down into 4 modules that can be completed online through a learning management system. Each module is further divided into tasks, activities, and resources for students to engage with. The goal is for students to work collaboratively online to complete the activities while being moderated by an e-tutor, applying a socio-constructivist pedagogical approach. The first module focuses on healthy occlusion and defines the characteristics of ideal occlusion according to dental research literature.
This document discusses how assistive technology can help special needs students in 7 key ways: 1) organization, 2) note-taking, 3) writing assistance, 4) productivity, 5) access to reference materials, 6) cognitive assistance, and 7) material modification. It provides examples of both high-tech and low-tech tools that can aid students with disabilities in areas like structuring ideas, taking notes, writing, calculating, finding information, reading materials, and customizing instruction. The document emphasizes that while some assistive technology can be expensive, low-cost adaptations can also be effective.
This document provides a summary of technology progress across Texas campuses in 2008-2009 organized into four key areas: Teaching & Learning, Educator Preparation, Administration & Support, and Infrastructure. It identifies five levels of progress - Early Tech, Developing Tech, Advanced Tech, Target Tech, and Total Completed. For each level, it provides the number and percentage of campuses at that level as well as a brief description of the technology implementation and use for that level in each of the four key areas. For example, it states that 228 campuses or 2.9% were at the Early Tech level for Teaching & Learning, which involves teacher-centered instruction with occasional student use of software applications and no technology integration
This document provides an internship log summarizing the activities of an intern assisting with assistive technology (AT) at a university. Over the course of several weeks, the intern helped demonstrate various AT equipment at a workshop, took notes on training videos to learn how to use Kurzweil3000 and other programs, scheduled training sessions with students, and provided training to students on Kurzweil3000, Read and Write Gold, and other AT. The supervisors provided positive feedback and suggestions to expand the intern's knowledge of AT to better assist students.
Logbook For Industrial Supervision and Training- A Look at Paper and Digital ...Olufemi Jeremiah Olubodun
Logbook has been in use for many years and mostly for keeping records and these records could be personal or official. Anyone keeping record defines the criteria and the format it will take. For training institutions format of a logbook is well laid out for students to just fill in blank spaces. This has a lot of limitations. However, logbook is usually paper based and few digital logbooks available placed a number of restrictions on the user such that they are not very useful for industrial training. This paper looks at logbook in diverse ways and it was a product of a research conducted at the College of Medicine of the University of Lagos, Lagos Nigeria. This will expose the reader to a number of salient details often ignored about logbook
1) The document outlines a technology integration action plan for a high school with the goals of aligning the school's objectives with the district's strategic plan, addressing technology integration goals from the district, and assessing student and teacher needs.
2) The action plan includes steps to improve internet connectivity, provide extended computer access for students, integrate technology into lesson plans, and develop online course delivery systems.
3) An organizational chart shows how the school's technology integration plan aligns with the district and state technology plans and identifies roles for coordinating technology efforts.
This document provides information about an online graduate course called "Theoretical Foundations of Educational Technology" taught in the fall of 2009. It includes the instructor's contact information, a course description, objectives, required textbooks, software and equipment needs, policies, and a student code of conduct. The course explores classic and contemporary learning theories and their application to educational technology. Students will learn to compare and apply different theoretical approaches and think critically about the field. Assignments are due weekly and original work is expected, following Boise State University's academic integrity policy.
Lecturer perspectives on ict uptake in language teaching thu&giang-dec11tdbt_123
This document summarizes a study on ICT uptake in language teaching in Vietnam. It discusses the current practices, barriers, and suggestions based on surveys of 222 language lecturers and interviews with 43 lecturers and staff at Hanoi University. The findings show that lecturers currently use basic ICT tools like PowerPoint but few use online resources. Major barriers include a lack of ICT guidelines, support, and training at the institutional level as well as limited access, training, and time constraints for lecturers. Suggestions include developing an ICT plan, providing incentives and customized training, and establishing an online resource repository. The document concludes with contact details for the authors and acknowledgments.
This document outlines a study guide for a course on the Functional Masticatory System that was adapted from original course materials. The study guide breaks the course down into 4 modules that can be completed online through a learning management system. Each module is further divided into tasks, activities, and resources for students to engage with. The goal is for students to work collaboratively online to complete the activities while being moderated by an e-tutor, applying a socio-constructivist pedagogical approach. The first module focuses on healthy occlusion and defines the characteristics of ideal occlusion according to dental research literature.
This document discusses how assistive technology can help special needs students in 7 key ways: 1) organization, 2) note-taking, 3) writing assistance, 4) productivity, 5) access to reference materials, 6) cognitive assistance, and 7) material modification. It provides examples of both high-tech and low-tech tools that can aid students with disabilities in areas like structuring ideas, taking notes, writing, calculating, finding information, reading materials, and customizing instruction. The document emphasizes that while some assistive technology can be expensive, low-cost adaptations can also be effective.
This document provides a summary of technology progress across Texas campuses in 2008-2009 organized into four key areas: Teaching & Learning, Educator Preparation, Administration & Support, and Infrastructure. It identifies five levels of progress - Early Tech, Developing Tech, Advanced Tech, Target Tech, and Total Completed. For each level, it provides the number and percentage of campuses at that level as well as a brief description of the technology implementation and use for that level in each of the four key areas. For example, it states that 228 campuses or 2.9% were at the Early Tech level for Teaching & Learning, which involves teacher-centered instruction with occasional student use of software applications and no technology integration
This document is a syllabus for an EDTECH 513 course during summer 2010. It provides information about the instructor, course description and objectives, required textbook, software, hardware requirements, schedule and assignments. The course will apply multimedia learning principles to software projects and teach skills in designing effective multimedia presentations and instruction using technology tools. Students will complete discussion posts and projects applying principles of multimedia learning and instructional design.
Taylor Middle School Professional Development Action Planandybasche
The Taylor Middle School Professional Development Action Plan contains 3 main activities to increase staff ability to use data and integrate technology in the classroom:
1) Teachers will review a technology survey and develop a plan to address needs.
2) Teachers will receive training to use an educational software program and share experiences.
3) Teachers will participate in technology training for using hardware, websites and applications in lessons. Progress will be evaluated through lesson plans and classroom observations.
M2 Auxiliary resources to optimize activities Telecenter / ICT Center / Lib...TELECENTRE EUROPE
This document outlines a learning module on optimizing activities at telecenters, ICT centers, and libraries. The module contains 5 units that cover topics like essential tools, creating resources, manuals and tutorials, and specialized tools. Each unit has readings, tasks for students to complete, and focuses on developing skills like creating documents, images, and video tutorials. The overall aim is for students to learn how to utilize available technologies and create effective learning content and resources for their organizations. The module concludes with an evaluation forum and questionnaire for students.
This document provides an introduction to a module on Introduction to Computing. It outlines three parts to the module: 1) introduction to computing including history, ACM requirements, computing professions and industry; 2) computer system organization including hardware, software, security and internet protocols; and 3) HTML and CSS basics. It provides guidance for students on passing requirements, evaluation activities, and guidelines for the lecture-laboratory course. An outline of topics, schedule, policies and value focus is also included.
The professional development plan involves several steps:
1) Administering an online survey to teachers to determine skill levels with technology and how it could be used in classrooms.
2) Developing a calendar of online courses over the summer for teachers to develop skills based on survey results.
3) Participating in online courses and trainings offered through the district and developing software trainings specific to content areas.
The Sanako Study 1200 is an interactive language learning software that allows for enjoyable and productive language teaching at all levels. It offers a variety of preset teaching activities and ways to make classes more attractive through group discussions, role plays, and other exercises. The software integrates with existing IT resources, is compatible with Windows 7 and 8, and runs on the .NET platform. It provides tools for teachers to monitor students, distribute and collect files, conduct various listening and speaking activities, and manage student PCs during class. The software also includes additional modules that can enhance language teaching.
This document provides an agenda and information for a workshop on using technology to enhance English language instruction. The agenda includes bell work, videos, discussions on various technology tools, and an exit activity. Web 2.0 tools that could promote language development in English language learners are discussed, including Google Docs, SurveyMonkey, Animoto, and tools for collaboration. The objectives are for participants to learn how to incorporate technology into lesson plans to support English language development.
Some thoughts, implementations and challenges that have been faced when implementing mobile learning in vocational education and training. Presention is based on a teachnology learning cycle.
The document outlines a staff development session on integrating the polling website Polleverywhere.com into classroom instruction. The session aims to increase technology use to gather data by training teachers on Polleverywhere's features. It includes an introduction, demonstration of creating and sharing polls, making accounts, poll question types, and a discussion of benefits. Teachers will experience creating polls, discuss uses, and provide feedback to close the session.
The document discusses several key pedagogical issues related to integrating information and communication technology (ICT) into schools. It addresses factors teachers need to consider like ensuring ICT supports learning objectives and students' ICT skills. The document also outlines five essential target areas for successful ICT integration: curriculum integration, professional development, infrastructure, equitable use of technology, and assessment. Finally, it discusses the changing roles of learners, teachers and assessors when adopting ICT and how ICT enables lifelong learning beyond traditional education models.
The document discusses the use of digital media and video in the classroom to enhance learning. It describes how easy-to-use and affordable video editing software allows students and teachers to create educational videos integrating text, video, audio and other media. Using digital video encourages skills like research, communication and critical thinking. It also promotes active, collaborative and problem-based learning. Different technologies support learning in various ways, from tutoring to serving as tools for developing higher-order thinking. The document provides examples of equipment, software and websites that can help incorporate digital tools into classroom lessons.
The document discusses the history and uses of handheld wireless computers, specifically focusing on personal digital assistants (PDAs). It provides details on the development of PDAs and their uses in education. Some key points summarized:
- PDAs were first invented in 1980 and were adopted in education in the late 1990s, making their use in education neither very early nor very late.
- Research found that the top three uses of handheld devices in education centered around communication, accessing multimedia, and task management.
- For adoption of PDAs at one university, it is proposed that a hybrid centralized/decentralized approach be used. Faculty training and addressing concerns of different types of instructors is also discussed.
This document outlines the syllabus for CIS 170-01: Introduction to Computer Information Systems, a course offered in the spring 2015 semester. The course will introduce students to Microsoft Office programs, operating systems, and basic programming concepts. It will be taught on Mondays, Wednesdays, and Fridays from 11:00-11:50am in room McF-124. Grading will be based on assignments, quizzes, and a final exam. The goal is for students to learn responsible technology use and increase productivity.
Technology can be used as a tool to aid the teaching and learning process for ESL/EFL students. The main requirements are an internet connection and computer hardware and software to access online resources and virtual classrooms. An example is a virtual classroom that allows teachers to conduct live online lessons and students to participate remotely.
This document describes a proposed Constructivist Learning Environment (CLE) model to be implemented at the Universidad Politécnica Salesiana in Quito, Ecuador. The CLE model would provide 50 engineering and robotics students with the resources and tools to solve real-world problems in the community. During their last two semesters, students would work on projects using technology, information sources, and input from tutors and the community to develop innovative solutions. Key aspects of the CLE model include technology-enabled workspaces, access to digital resources, and guidance from tutors to help students apply their knowledge and develop new solutions.
This document is a student self-assessment form where the student rates their performance in meeting goals for a school unit and identifies their greatest strength, greatest struggle, and how to improve for the next unit. The teacher then provides feedback.
The document discusses the importance of teaching students how to learn. It argues that the purpose of education is not just to teach content like various subjects, but to build students' ability to learn on their own. It states learning is a lifelong process that students must be able to do independently after formal education. The document advocates for collaborative and project-based learning to develop skills like critical thinking and digital literacy. It also stresses the importance of giving students opportunities to use technology meaningfully in their learning to prepare them for success after school.
This document is a self-assessment form where the student rates their performance in a school unit by indicating whether they met their goals and identifying their greatest strength, greatest struggle, and how to improve for the next unit. The student selects how many goals they met from all four to none and provides short descriptions of their top strength, top challenge, and plan to do better in the future unit.
This learning log outlines goals for a unit set by the teacher and the student. The teacher's goals are left unspecified, while the student's sole goal is also not stated. The log also lists three artifacts the student will use, but does not provide any details about them or a required additional artifact.
This learning log outlines goals for a unit of study, including the teacher's three goals and the student's individual goal. It also lists the student's three chosen artifacts and one required artifact to demonstrate their learning.
This document is a syllabus for an EDTECH 513 course during summer 2010. It provides information about the instructor, course description and objectives, required textbook, software, hardware requirements, schedule and assignments. The course will apply multimedia learning principles to software projects and teach skills in designing effective multimedia presentations and instruction using technology tools. Students will complete discussion posts and projects applying principles of multimedia learning and instructional design.
Taylor Middle School Professional Development Action Planandybasche
The Taylor Middle School Professional Development Action Plan contains 3 main activities to increase staff ability to use data and integrate technology in the classroom:
1) Teachers will review a technology survey and develop a plan to address needs.
2) Teachers will receive training to use an educational software program and share experiences.
3) Teachers will participate in technology training for using hardware, websites and applications in lessons. Progress will be evaluated through lesson plans and classroom observations.
M2 Auxiliary resources to optimize activities Telecenter / ICT Center / Lib...TELECENTRE EUROPE
This document outlines a learning module on optimizing activities at telecenters, ICT centers, and libraries. The module contains 5 units that cover topics like essential tools, creating resources, manuals and tutorials, and specialized tools. Each unit has readings, tasks for students to complete, and focuses on developing skills like creating documents, images, and video tutorials. The overall aim is for students to learn how to utilize available technologies and create effective learning content and resources for their organizations. The module concludes with an evaluation forum and questionnaire for students.
This document provides an introduction to a module on Introduction to Computing. It outlines three parts to the module: 1) introduction to computing including history, ACM requirements, computing professions and industry; 2) computer system organization including hardware, software, security and internet protocols; and 3) HTML and CSS basics. It provides guidance for students on passing requirements, evaluation activities, and guidelines for the lecture-laboratory course. An outline of topics, schedule, policies and value focus is also included.
The professional development plan involves several steps:
1) Administering an online survey to teachers to determine skill levels with technology and how it could be used in classrooms.
2) Developing a calendar of online courses over the summer for teachers to develop skills based on survey results.
3) Participating in online courses and trainings offered through the district and developing software trainings specific to content areas.
The Sanako Study 1200 is an interactive language learning software that allows for enjoyable and productive language teaching at all levels. It offers a variety of preset teaching activities and ways to make classes more attractive through group discussions, role plays, and other exercises. The software integrates with existing IT resources, is compatible with Windows 7 and 8, and runs on the .NET platform. It provides tools for teachers to monitor students, distribute and collect files, conduct various listening and speaking activities, and manage student PCs during class. The software also includes additional modules that can enhance language teaching.
This document provides an agenda and information for a workshop on using technology to enhance English language instruction. The agenda includes bell work, videos, discussions on various technology tools, and an exit activity. Web 2.0 tools that could promote language development in English language learners are discussed, including Google Docs, SurveyMonkey, Animoto, and tools for collaboration. The objectives are for participants to learn how to incorporate technology into lesson plans to support English language development.
Some thoughts, implementations and challenges that have been faced when implementing mobile learning in vocational education and training. Presention is based on a teachnology learning cycle.
The document outlines a staff development session on integrating the polling website Polleverywhere.com into classroom instruction. The session aims to increase technology use to gather data by training teachers on Polleverywhere's features. It includes an introduction, demonstration of creating and sharing polls, making accounts, poll question types, and a discussion of benefits. Teachers will experience creating polls, discuss uses, and provide feedback to close the session.
The document discusses several key pedagogical issues related to integrating information and communication technology (ICT) into schools. It addresses factors teachers need to consider like ensuring ICT supports learning objectives and students' ICT skills. The document also outlines five essential target areas for successful ICT integration: curriculum integration, professional development, infrastructure, equitable use of technology, and assessment. Finally, it discusses the changing roles of learners, teachers and assessors when adopting ICT and how ICT enables lifelong learning beyond traditional education models.
The document discusses the use of digital media and video in the classroom to enhance learning. It describes how easy-to-use and affordable video editing software allows students and teachers to create educational videos integrating text, video, audio and other media. Using digital video encourages skills like research, communication and critical thinking. It also promotes active, collaborative and problem-based learning. Different technologies support learning in various ways, from tutoring to serving as tools for developing higher-order thinking. The document provides examples of equipment, software and websites that can help incorporate digital tools into classroom lessons.
The document discusses the history and uses of handheld wireless computers, specifically focusing on personal digital assistants (PDAs). It provides details on the development of PDAs and their uses in education. Some key points summarized:
- PDAs were first invented in 1980 and were adopted in education in the late 1990s, making their use in education neither very early nor very late.
- Research found that the top three uses of handheld devices in education centered around communication, accessing multimedia, and task management.
- For adoption of PDAs at one university, it is proposed that a hybrid centralized/decentralized approach be used. Faculty training and addressing concerns of different types of instructors is also discussed.
This document outlines the syllabus for CIS 170-01: Introduction to Computer Information Systems, a course offered in the spring 2015 semester. The course will introduce students to Microsoft Office programs, operating systems, and basic programming concepts. It will be taught on Mondays, Wednesdays, and Fridays from 11:00-11:50am in room McF-124. Grading will be based on assignments, quizzes, and a final exam. The goal is for students to learn responsible technology use and increase productivity.
Technology can be used as a tool to aid the teaching and learning process for ESL/EFL students. The main requirements are an internet connection and computer hardware and software to access online resources and virtual classrooms. An example is a virtual classroom that allows teachers to conduct live online lessons and students to participate remotely.
This document describes a proposed Constructivist Learning Environment (CLE) model to be implemented at the Universidad Politécnica Salesiana in Quito, Ecuador. The CLE model would provide 50 engineering and robotics students with the resources and tools to solve real-world problems in the community. During their last two semesters, students would work on projects using technology, information sources, and input from tutors and the community to develop innovative solutions. Key aspects of the CLE model include technology-enabled workspaces, access to digital resources, and guidance from tutors to help students apply their knowledge and develop new solutions.
This document is a student self-assessment form where the student rates their performance in meeting goals for a school unit and identifies their greatest strength, greatest struggle, and how to improve for the next unit. The teacher then provides feedback.
The document discusses the importance of teaching students how to learn. It argues that the purpose of education is not just to teach content like various subjects, but to build students' ability to learn on their own. It states learning is a lifelong process that students must be able to do independently after formal education. The document advocates for collaborative and project-based learning to develop skills like critical thinking and digital literacy. It also stresses the importance of giving students opportunities to use technology meaningfully in their learning to prepare them for success after school.
This document is a self-assessment form where the student rates their performance in a school unit by indicating whether they met their goals and identifying their greatest strength, greatest struggle, and how to improve for the next unit. The student selects how many goals they met from all four to none and provides short descriptions of their top strength, top challenge, and plan to do better in the future unit.
This learning log outlines goals for a unit set by the teacher and the student. The teacher's goals are left unspecified, while the student's sole goal is also not stated. The log also lists three artifacts the student will use, but does not provide any details about them or a required additional artifact.
This learning log outlines goals for a unit of study, including the teacher's three goals and the student's individual goal. It also lists the student's three chosen artifacts and one required artifact to demonstrate their learning.
This document provides information on performance evaluation methods for occupational therapy assistants. It discusses 12 different methods: management by objectives, critical incident method, behaviorally anchored rating scales, behavioral observation scales, 360 degree appraisal, and checklist and weighted checklist method. For each method, it provides a definition and overview, as well as advantages and disadvantages. The goal is to help occupational therapy assistants and their managers select the most appropriate performance evaluation approach.
This lesson plan has students work collaboratively in groups to research and create educational resources about cellular respiration. Students take on roles like tutorial designers, scribes, researchers, and coordinators to develop videos, notes, diagrams and organize hands-on activities. By contributing these resources, students gain a deeper understanding of concepts like glycolysis, the Krebs cycle and ATP synthesis. The resources are then shared online for the whole class to use in learning about how organisms generate energy through cellular respiration.
The document discusses how the purpose of education is to teach students how to learn. It emphasizes that learning is a lifelong process that students must take ownership of, and that 21st century learning builds students' foundation to learn independently through skills like collaboration, critical thinking, and digital literacy. Effective practices for developing these skills involve collaborative learning models, open-ended activities that promote problem-solving and analysis, and integrating new technologies to support innovative instruction. Educators should start small by incorporating one new tool per lesson to gradually build students' digital proficiency over time.
This document provides information about a webinar on collaboration and assessment using the iPad that took place on June 5, 2013. It outlines tips for participating in the webinar such as using the text chat and tweeting with specific hashtags. It also notes that a link to the recording and a CE certificate will be emailed after the webinar and that more information and resources will be available on the edWeb community site.
This is a presentation I created to explain the Concepts of Print to Kindergarten parents at our school's Literacy Night. Parents said it was very helpful!
The document provides information about the Abra State Institute of Sciences and Technology. It outlines the institution's vision, mission, core values, and colleges. It also includes details about an outcomes-based teaching and learning plan for an empowerment technology course for Grade 12 students. The course aims to provide students with skills in information and communication technologies. It lists course intended learning outcomes and assessments. It outlines content, standards, competencies and activities for each quarter. The document provides a comprehensive overview of the empowerment technology course curriculum.
Alabama Technology Education Course of Study 2009Shawndra Bowers
The document summarizes Alabama's technology education course of study, including its goals, governing laws and regulations, content standards, and conceptual framework. It outlines the course of study's structure, changes between 2002 and 2008 versions, and content standards for different grade clusters, with an emphasis on technology fluency, digital citizenship, and 21st century skills.
The document discusses integrating educational technology into the curriculum. It explains the differences between computer, information, and integration literacy. It also describes how technology enables new learning environments and how digital students learn differently. Examples are provided of how one school uses computers across various roles from administrators to teachers to students.
The document discusses the roles and responsibilities of various positions related to technology in a school district. It outlines that the Director of Technology oversees technology for the district's twelve campuses and is responsible for purchasing, maintaining, updating, and installing computers. The Curriculum Director makes decisions about what is taught and oversees instruction. Campus principals ensure technology is integrated into daily lessons through walk-throughs. Teachers are responsible for incorporating technology into their own lessons.
The document discusses the roles and responsibilities of various positions related to technology in a school district. It outlines how the Director of Technology manages technology resources for the district's 12 campuses and is responsible for purchases, maintenance, updates, and installations. It also describes how the Curriculum Director oversees curriculum development and instruction, and campus principals ensure technology is integrated into daily lessons. The second part discusses professional development needs around incorporating multimedia, online safety, copyright laws, and Web 2.0 tools. The third part outlines a technology plan with goals, strategies, and methods for evaluating progress.
This document contains information about the Object Oriented Programming laboratory course for the Department of Information Technology at Kamaraj College of Engineering and Technology in Madurai, India. It includes the vision and mission statements of the institute and department, program educational objectives, program outcomes, course syllabus, outcomes, and a course plan. The course aims to develop software skills in Java programming, teach concepts like classes, packages, interfaces, exceptions, and help students build applications using files, generics, events, and threads. It is a 2 credit course conducted over 60 periods in the third semester for the 2017 regulation batch of the B.Tech Information Technology program.
This document outlines the technology organization chart for a school district. It shows the director of technology oversees various departments including data networks, computer repair, instructional technology, and communications. It then lists the roles and responsibilities of the positions within these departments which include network engineers, help desk technicians, and instructional technology coaches who support teachers and students.
This document provides tips for technology integration using the SAMR model. It recommends teachers assess available technology resources, evaluate software they are familiar with, and determine where to begin on the SAMR model. Effective integration matches the student learning task to the appropriate tool. Tips include creating communication opportunities like blogs and calendars, demonstrating technology use, and developing rubrics. The goal is to move from just substituting technology for traditional tasks to redefining tasks only possible through technology to meet 21st century learner needs.
The document discusses the use of electronic portfolios to demonstrate teacher competencies based on standards. It outlines how electronic portfolios allow teachers to provide evidence of their knowledge, skills, and dispositions through artifacts linked to standards. The document also discusses the stages of developing an electronic portfolio, including defining the purpose, collecting artifacts, reflecting, and presenting the portfolio. Finally, it provides examples of artifacts and standards that could be included in a teacher's electronic portfolio.
The document outlines the scope and sequence for teaching information technology skills at Cardiff North Public School. It is divided into 3 sections. Section A provides a grade-by-grade index of when skills should be introduced, reinforced, or mastered independently. Section B outlines specific skills, software, and projects by grade level. Section C covers content areas like basic computer skills, word processing, databases, multimedia, internet skills, and ethics. The scope and sequence aims to progressively increase the complexity, sophistication, and independence of students' technology skills through grades K-6.
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The document lists various computer equipment and prices from different retailers including a desktop PC from Walmart, an interactive whiteboard from TouchBoards, a color laser printer and software from Best Buy, and copy paper from Staples. It discusses the importance of teachers being able to choose their own classroom technology so they can incorporate it into lessons and be comfortable using it. The writer recommends a smart board for all second grade classrooms and ongoing technology training for teachers.
This document presents a conceptual framework for an online interactive module to teach computer programming courses. The framework is based on Mayer's learning model and includes three dimensions: materials to be learned, presentation methods, and learning strategies. The materials include concepts, techniques, simulations, and other multimedia. Presentation methods consider how content is delivered, such as through lectures, student interaction, or asynchronous learning. Learning strategies involve cooperative learning, e-learning, brainstorming, and problem-solving approaches. The framework is intended to address challenges in traditional teaching methods and better prepare students for computer-focused careers.
The document outlines performance indicators for technology use for students from pre-K through 12th grade. It includes 10 performance indicators for each grade band (pre-K-2, 3-5, 6-8, 9-12) related to developing technology operations skills, social and ethical behaviors regarding technology use, use of technology for problem solving, communication and productivity. The indicators focus on students gaining proficiency with technology tools to enhance learning across the curriculum.
1. The document discusses factors to consider when selecting educational technologies for distance learning programs.
2. Technology should support educational goals and decisions, not drive them. The chosen technologies must serve the instructional program goals and facilitate learning.
3. Multiple factors should guide the choice of technologies, including supporting best practices, designing for ease of use, and building on existing infrastructure. The needs and skills of both instructors and learners are important to consider.
This document provides a checklist of technology standards for instructional personnel based on Virginia's Technology Standards. It is organized into 7 sections that cover basic computer skills, network and internet use, search and research strategies, word processing and databases, using hardware and peripherals, project integration, and copyright and legal issues. For each section, it lists several specific skills or concepts that students and instructional personnel should be able to demonstrate proficiency in regarding the appropriate and effective use of technology.
The document discusses challenges and solutions for integrating technology successfully in the language classroom. It emphasizes having realistic expectations for how technology can support rather than replace instruction. Teachers should define clear learning objectives and select technologies that enhance their teaching rather than feeling pressured to use technology for its own sake. While technology offers opportunities, its complexity should not be underestimated and negative impacts can result from poor integration. Learning activities should blend technology with sound pedagogy by creating engaging tasks that go beyond drill. Sufficient training is needed to support teachers' effective use of technology and content integration may take time to see results.
Similar to Adh technology self assessment rubric 2009 (1) (20)
This lesson plan aims to teach students about global ecosystems and human impacts through three main activities. Students will first create an online "glog" summarizing the niche and community interactions within a global ecosystem. They will then play online ecology games to reinforce lesson concepts. Finally, students will work in groups to create a public service announcement raising awareness about how humans have negatively impacted global ecosystems. The goal is for students to make real-world connections and collaborate on solving an environmental issue.
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1. TECHNOLOGY SELF
ASSESSMENT RUBRIC
Designed for teachers of all content areas and grade
levels
Archdiocese of Hartford
Office of Catholic Schools
467 Bloomfield Avenue
Bloomfield, CT 06002
www.adh-ocs.org
Whether we are young or old, let us rise to the challenge of new discoveries and
09
2. Technology Self-Assessment Rubric
TECHNOLOGY SELF ASSESSMENT RUBRIC
Introduction
This technology self-assessment instrument is a rubric that has been designed for:
1. Teachers: to determine their own levels of technology proficiency, to identify personal technology professional
development needs, and to set specific technology goals for each school year
2. Schools: to assess building professional development needs and to plan professional development activities that will
enable all teachers become proficient in technology and in the integration of technology to enhance learning at all grade
levels and across all content areas
Mastery Levels
There are four mastery levels, as shown in the table below. The table shows the percentage of skills that you should
complete in order to move to the next level. Although some levels do not require that you complete all of the skills, you
can go back at any time to check off new skills you have learned.
Strand #1 Strand #2 Strand #3
Teaching & Learning Ethics and Technology
with Technology Safety Operations
& Concepts
Early Technology 100% 100% 100%
Developing Technology 80% 100% 80%
Proficient 80% 100% 80%
Advanced 80% 100% 80%
Using the Technology Self Assessment Rubric
If this is the first time you are using this self-assessment rubric, you should begin at "Early Technology." The rubric
presents a list of skills with check boxes. Check a skill if you are able to do all of the examples given. You can update this
self-assessment as many times as you wish. When you have mastered a skill level, proceed to the next higher level. For
example, if you mastered 100% of the skills in Early Technology, you should begin working on the Developing
Technology criteria.
Note to Principals:
This self-assessment instrument is designed to follow a teacher throughout his/her years in the Archdiocese of Hartford.
A teacher employed in any school in the Archdiocese of Hartford is expected to advance from Early Technology to
Proficient and/or Advanced in an assertive effort to make the paradigm shift to 21st century education and prepare our
students for a diverse, globalized, and complex, media-saturated society.
“I daresay you haven’t had much practice,” said the Queen. “When I was your age I always did it for half-an-
hour a day. Why, sometimes I’ve believed as many as six impossible things before breakfast.”
Lewis Carroll, Alice’s Adventures in Wonderland
No longer can our teachers hold on to a paradigm of education that is strictly 19th century. But, like the Queen, our
educators, entrusted with our future generations, are believing in and accomplishing "the impossible".
Sources: http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final.pdf;
http://www.doe.mass.edu/edtech/standards/tool.pdf
3
3. Technology Self-Assessment Rubric
TECHNOLOGY SELF ASSESSMENT RUBRIC
A. Early Technology
Check Strand # 1 – Teaching & Learning with Technology
off
A1.1 Discuss current research on teaching and learning with technology in order
to plan learning environments and experiences.
A1.2 Use technology to gather curriculum-specific information from CD-ROMs,
Web sites and/or automated card catalogue.
A1.3 Integrate technology into the curriculum of one's subject and/or grade level
with assistance of a coach, mentor or other staff member.
A1.4 Use email to communicate with teachers and other professionals about
curriculum content and procedures.
A1.5 Use word processing to support teaching and learning (e.g., letters home to
parents, course syllabi, flyers, worksheets, students’ stories, etc.)
A1.6 Identify personal technology professional development needs.
Check Strand #2 – Ethics and Safety
off
A2.1 Apply classroom/lab rules for responsible use of technology.
A2.2 Explain and comply with acceptable use policy in your district and describe
the consequences.
A2.3 Explain the importance of sharing technology resources equitably among all
students.
A2.4 Discuss the basic concept of assistive technologies.
A2.5 Explain copyrights as applied to technology use in education, the workplace
and society.
A2.6 Follow appropriate licensing and documentation for all software used.
A2.7 Explain how media and technology can be misused to distort or exaggerate
information.
A2.8 Explain potential problems viruses create and practical methods of
prevention (including exercise caution in opening e-mail attachments from
unknown sources).
A2.9 Follow the proper district/school procedures in the event of technical
difficulties.
A2.10 Explain the dangers of chat rooms and other electronic communications
such as instant messaging.
A2.11 Evaluate the proper physical setting for technology use (ergonomics).
A. Early Technology, Cont'd.
4
4. Technology Self-Assessment Rubric
Check Strand #3 – Technology Operations and Concepts
off
A3.1 Demonstrate basic skills for using hardware and applications (e.g., start up
and shut down computer system and peripherals, open/close a file, start
an application and create a document.)
A3.2 Navigate using scroll bars, arrow keys, special keys, and mouse
functionality.
A3.3 Identify components of a computer system (e.g., Operating system,
platform, drives, memory, window). Explain their functions, and use
appropriate terminology in speaking about them.
A3.4 Save/backup and retrieve a file to/from the Desktop, hard drive, and/or
floppy disk.
A3.5 Select a printer and print a document with appropriate orientation (portrait
or landscape) within page setup.
A3.6 Connect the cables and cords correctly such that a computer is functional.
A3.7 Use basic editing and formatting features of a word processing program
(e.g., centering, spacing, fonts and styles, enter and edit text, copy and
paste, manipulate fonts, use writing tools and insert clip art.).
A3.8 Use correct terminology in speaking about Internet communications (e.g.,
browser, search engine, online).
A3.9 Access the Internet and identify and use navigation features of browser
(e.g., “go,” “back,” “forward”).
A3.10 Add a Web site to Favorites or Bookmark it for future reference.
A3.11 Identify basic elements of a Web site (e.g., URL, hyperlinks, etc.) and use
a URL.
A3.12 Create and send a message using email. Retrieve and read email. Reply to
sender and forward an email. Save, print and delete an email.
5
5. Technology Self-Assessment Rubric
B. Developing Technology
Check Strand #1 – Teaching & Learning with Technology
off
B1.1 Design and develop lessons and activities that integrate technology in a
variety of instructional settings for all students.
B1.2 Identify and locate technology resources including online curriculum
resources for planning.
B1.3 Facilitate technology-enhanced lessons that address content standards and
student technology standards.
B1.4 Manage student technology activities to optimize learning with available
resources (e.g., in a one-computer classroom, a computer lab, or with
portable/wireless technology).
B1.5 Use appropriate technology to differentiate instruction (multimedia
presentations, concept maps, etc.) for all learners.
B1.6 Apply technology in assessing student learning of subject matter using a
variety of school or individual assessment tools and strategies.
B1.7 Use application programs to organize curriculum-specific information/data
into charts, tables and diagrams (spreadsheets, databases, etc.).
B1.8 Create multimedia presentations to communicate curriculum content.
B1.9 Integrate results of electronic research into classroom instruction, (with
proper citations) as appropriate to the grade level.
B1.10 Locate and enroll in appropriate technology professional development
activities offered by the district, online or local college/university.
Check Strand #2 – Ethics and Safety
off
Ensure equitable access to technology resources for all students in the
B2.1
class.
B2.2 Use basic assistive technology resources. For example, change text size or
make templates in a word processor, use text-to-speech features, change
mouse controls, use on-screen calculators.
B2.3 Cite electronic sources correctly in accordance with copyright law; explain
and model this in the classroom.
B2.4 Explain and demonstrate ethical and legal behavior in
copying/downloading files, applications, and media (Internet).
B2.5 Ensure responsible uses of technology by students: a. including intellectual
property b. copyright laws, c. effective use of resources and d.
environmental concerns.
B2.6 Validate a Web site for authenticity (e.g., find site sponsor, author, date
the site was last updated, etc.)
6
6. Technology Self-Assessment Rubric
B. Developing Technology, Cont'd.
Check Strand #3 – Technology Operations and Concepts
off
B3.1 Identify and use basic features of a computer operating system (e.g.,
format/initialize disks, access information on size and format of a file,
create and organize folders on local hard drive and desktop).
B3.2 Manage files, to save, locate and organize files.
B3.3 Operate peripheral equipment (e.g., scanner, printer, projector).
B3.4 Resolve basic technical difficulties (e.g., soft reboot, paper jam, ink
cartridge replacement).
B3.5 Connect a computer to peripheral devices (e.g., printers), a network outlet,
and take proper care of the system.
B3.6 Use editing and formatting features (margins, cut and paste, spelling, and
page numbers). Insert images (e.g., graphics, clip art) from other files into
word-processing documents.
B3.7 Create a report or newsletter using word-processing or desktop publishing
software.
B3.8 Describe the structure and function of spreadsheet (e.g., cells, rows,
columns, and formulas) and apply formatting features, reposition columns
and rows.
B3.9 Create an original spreadsheet, entering simple formulas (various number
formats, equations, percentages, exponents).
B3.10 Interpret spreadsheet information, and produce simple charts from data.
B3.11 Define terms (field, table, record etc.) and functions of a database and use
it for simple analysis.
B3.12 Create and manipulate graphics using a drawing or painting program (e.g.,
adjust scale, size, shape).
B3.13 Create a simple multimedia presentation (using PowerPoint, KidPix, Max
Show, etc.) and explain the terminology (slide, transition, etc.)
B3.14 Differentiate among browser, email program and Internet service provider.
B3.15 Organize Bookmarks or Favorites into folders for future reference.
B3.16 Identify and use basic search strategies on the Internet.
Send an email attachment, open and save on to the desktop.
B3.17
B3.18 Create an address book in an e-mail program.
7
7. Technology Self-Assessment Rubric
C. Proficient
Check Strand #1 – Teaching & Learning with Technology
off
C1.1 Evaluate technology resources, including online resources for accuracy and
suitability.
C1.2 Plan for the management of technology resources within the context of
learning activities (schedule use of computer lab, wireless laptops,
SmartBoard, etc.).
C1.3 Use technology to support learner-centered strategies that address all
students.
C1.4 Manage student learning experiences that integrate effective uses of
technology to meet a variety of learning styles.
C1.5 Use the Internet for curriculum development and instruction (e.g. Web
Quests, classroom web pages)
C1.6 Introduce Web 2.0 tools such as blogs, wikis, podcasts, designing virtual
tours, etc.
C176 Use appropriate technology tools to enhance one's own curriculum, if
applicable: projectors, wireless laptops, handhelds, environmental probes,
sensors, robotics, dynamic geometric software, and measuring devices.
C1.8 Use technology resources to collect and analyze data, interpret results, and
communicate findings to improve instructional practice and maximize
student learning.
C1.9 Identify and evaluate developing technologies as they relate to one's
subject area, grade level and student population.
C1.10 Manipulate data using charting tools and graphic organizers (e.g., concept
mapping, and outlining software) to connect ideas and organize
information.
Check Strand #2 – Ethics and Safety
off
C2.1 Use specific assistive technology software (e.g., programs that use
pictures/symbols with words, talking word processing, or word prediction).
C2.2 Address situations where inappropriate sites are accessed, and contact
proper district personnel to block such sites.
C2.3 Demonstrate and teach students the issue of ergonomics (e.g., repetitive
stress injuries) and how to use equipment safely.
8
8. Technology Self-Assessment Rubric
C. Proficient, Cont'd.
Check Strand #3 – Technology Operations and Concepts
off
C3.1 Save (also retrieve, load, and import) documents in different file formats
(e.g., RTF, HTML, PDF, etc.) to facilitate file sharing.
C3.2 Use a variety of external peripherals (e.g., digital camera, camcorder, CD-
RW, scanner) and connect them to a computer.
C3.3 Resolve commonly occurring technology problems, and use proper
terminology for communicating them (e.g., frozen screen, disk error,
printing problems).
C3.4 Identify, download and use multimedia, graphic, sound and video files.
C3.5 Install new software from a variety of sources (e.g., CD, downloads, plug-
ins and applications).
C3.6 Use built-in calculating functions in a spreadsheet application.
C3.7 Customize formatting of charts or graphs created in spreadsheet. Define
and use built-in data functions of a spreadsheet such as sort, filter, find.
C3.8 Perform simple operations in a database (e.g., browse, sort, search,
delete, add data, define field formats, etc.).
C3.9 Create a multimedia presentation that includes imported sound and graphic
files, tables and a design template.
C3.10 Demonstrate effective search strategies to locate and retrieve electronic
information.
C3.11 Share links among users via email or posting.
9
9. Technology Self-Assessment Rubric
D. Advanced
Check Strand #1 – Teaching and Learning with Technology
off
D1.1 Use technology to challenge students to use higher order thinking skills and
creativity (e.g., applets and programs that require the application of logic to
solve problems).
D1.2 Use specialized technology tools for problem solving, decision-making, and
creativity (e.g., simulation software, environmental probes, computer-aided
design, geographic information systems, dynamic geometric software,
graphing calculators, art and music composition software).
D1.3 Routinely and rigorously identify, evaluate, and apply emerging
technologies as they relate to teaching and learning.
D1.4 Combine information from different applications (e.g., a chart imported
from a spreadsheet into a word-processed report can be linked to update
automatically when the data is changed in the spreadsheet) to
enhance/clarify communication of information.
D1.5 Present information, ideas, and results of work using the most appropriate
communications technologies (e.g., multimedia presentations, Web pages,
digital videotapes, desktop-published documents).
D1.6 Use electronic communications to enhance teaching and learning, (e.g.
podcasts, wikis, distance learning programs, interactive video, etc.).
D1.7 Design and deliver effective staff development in technology and its
integration in curriculum.
Check Strand # 2 – Ethics and Safety
off
D2.1 Manage assistive technology equipment and install peripherals for diverse
learners (alternative keyboards, voice recognition, and scanners with OCR
software).
Check Strand #3 – Technology Operations and Concepts
off
D3.1 Troubleshoot and add new hardware.
D3.2 Identify and use methods for transferring, downloading, and converting
graphic, sound, and video files. Use different graphic file formats where
appropriate (e.g., PICT, TIFF, JPEG).
D3.3 Import/export and link data between spreadsheet, databases and other
applications, including presentation applications.
D3.4 Design, create and manipulate an original database.
D3.5 Create and post a Web page per school policy.
10
10. Technology Self-Assessment Rubric
ARCHDIOCESE OF HARTFORD
TECHNOLOGY SELF ASSESSMENT RUBRIC
(INSERT SCHOOL NAME AND ADDRESS HERE)
TEACHER NAME :_______________________________________
TEACHING POSITION: __________________________________
GRADE LEVEL(S): ____________________________________
CONFERENCE DATE: ___________________________________
STARTING LEVEL:
EARLY TECHNOLOGY
DEVELOPING TECHNOLOGY
PROFICIENT
ADVANCED
SKILL LEVEL UPDATES
DATE SKILL LEVEL/STRAND CODE
11