This article discusses the importance of evaluating technology programs in schools. It notes that technology specialists should be regularly assessing how the technology program is impacting teaching and learning. The article provides a checklist of items that should be considered when evaluating a technology program, including how technology is being integrated into the curriculum, how it supports research and problem-solving skills, and how well teachers are being trained on educational technology. It stresses that ongoing evaluation is key to ensuring the technology program is effective and having a positive influence on students.
This summary provides the key details from the document in 3 sentences:
This document summarizes several research articles on integrating technology into instruction. It discusses studies on using technology like laptops, digital books, and online collaboration to increase student engagement and achievement in middle school classrooms. The critiques for each article are also summarized and provide additional context for how the studies could be improved or built upon.
The document summarizes two articles about the role of technology in education. The first article discusses how library media specialists can promote technology use among reluctant teachers by collaborating on lesson plans, providing hands-on training and support, and maintaining open communication. The second article outlines principles from NAEYC and the Fred Rogers Center regarding appropriate technology use for young children, such as ensuring it is developmentally appropriate and does not harm children. The critique finds value in the articles' emphasis on intentional integration of suitable technology to enhance learning.
This article critique summarizes an article about a fire and life safety education program in Tucson, Arizona called "Adopt-A-School". The program aims to educate school children about fire safety in a multifaceted way. It also integrates a junior firefighter program to help with volunteer recruitment. The critique argues this is an excellent model for fire departments struggling with recruitment and retention. It emphasizes the importance of creative fire prevention and education programs to engage communities.
The article critiques a paper titled "Using Edutainment Software to Enhance Online Learning" which discusses using educational games to engage students. However, the critiquer notes some inconsistencies. Though the title references online learning, much of the content actually focuses on traditional classrooms rather than online settings. Additionally, while the introduction and conclusion suggest supporting educational games, some statements contradict this by listing arguments against their use. The most informative section objectively discusses the cognitive benefits of games in developing problem-solving and teamwork skills. Overall, the critiquer finds the paper's intent unclear due to inconsistencies between focusing on online versus traditional learning, and seeming both for and against educational games.
This document summarizes a journal article that examines tutors' views on utilizing e-learning systems in architectural education. The study surveyed tutors from the architecture faculty at a university in Saudi Arabia. It found that many tutors had limited experience using online tools and a slightly better experience with communication tools. While tutors were against online design courses, a mix of traditional and online teaching could provide more student support. The study concluded that innovative tools and a strategy integrating professional training and education are needed. Further research should assess blended courses and develop new systems to overcome shortcomings and meet architectural education needs.
The document discusses the debate around the role of computers in education. It summarizes the arguments made by technological optimists who believe computers and the Internet will revolutionize education, providing unlimited access to information and new forms of distance learning. However, the document argues that in reality, equal access to technology is still limited, finding useful information online can be difficult, and distance learning is unlikely to appeal to most students. While computers can expand learning, they also promote superficial thinking, isolate students, and may primarily benefit commercial and educational institutions rather than students themselves. Overall, the document concludes that computers have not yet realized their promised potential to transform education and that excellence still depends on traditional methods like reading, study, and good teaching.
This article discusses developing an art education curriculum to address contemporary social issues like discrimination, bullying, and violence. The researcher created an interdisciplinary art course for high school juniors and seniors that used artistic projects to examine these issues. Students devised and created individual and group projects both in and out of the classroom to bring awareness to these topics. The curriculum was developed with the belief that art can cultivate empathy and enable positive transformation. It emphasized socially engaged art over a sole focus on artistic techniques. Students participated in teaching and assessment to take responsibility for their learning. The researcher found this approach reduced problems and helped students understand course material through visual culture.
This document discusses the benefits of integrating arts into the curriculum for students with disabilities. It argues that arts like music, drawing, painting and literature can enhance, encourage and motivate these students. The arts provide alternative tools for students to better themselves and achieve their potential. When taught by knowledgeable teachers, arts can help students with disabilities communicate their thoughts and feelings. Studies show arts are linked to improved academic skills and reduced dropout rates. Specifically, drama improves language skills, music enhances language learning, and fine arts develop literacy and math skills. Technology can also help create new ways for students to stay engaged through arts and reduce learning barriers.
This summary provides the key details from the document in 3 sentences:
This document summarizes several research articles on integrating technology into instruction. It discusses studies on using technology like laptops, digital books, and online collaboration to increase student engagement and achievement in middle school classrooms. The critiques for each article are also summarized and provide additional context for how the studies could be improved or built upon.
The document summarizes two articles about the role of technology in education. The first article discusses how library media specialists can promote technology use among reluctant teachers by collaborating on lesson plans, providing hands-on training and support, and maintaining open communication. The second article outlines principles from NAEYC and the Fred Rogers Center regarding appropriate technology use for young children, such as ensuring it is developmentally appropriate and does not harm children. The critique finds value in the articles' emphasis on intentional integration of suitable technology to enhance learning.
This article critique summarizes an article about a fire and life safety education program in Tucson, Arizona called "Adopt-A-School". The program aims to educate school children about fire safety in a multifaceted way. It also integrates a junior firefighter program to help with volunteer recruitment. The critique argues this is an excellent model for fire departments struggling with recruitment and retention. It emphasizes the importance of creative fire prevention and education programs to engage communities.
The article critiques a paper titled "Using Edutainment Software to Enhance Online Learning" which discusses using educational games to engage students. However, the critiquer notes some inconsistencies. Though the title references online learning, much of the content actually focuses on traditional classrooms rather than online settings. Additionally, while the introduction and conclusion suggest supporting educational games, some statements contradict this by listing arguments against their use. The most informative section objectively discusses the cognitive benefits of games in developing problem-solving and teamwork skills. Overall, the critiquer finds the paper's intent unclear due to inconsistencies between focusing on online versus traditional learning, and seeming both for and against educational games.
This document summarizes a journal article that examines tutors' views on utilizing e-learning systems in architectural education. The study surveyed tutors from the architecture faculty at a university in Saudi Arabia. It found that many tutors had limited experience using online tools and a slightly better experience with communication tools. While tutors were against online design courses, a mix of traditional and online teaching could provide more student support. The study concluded that innovative tools and a strategy integrating professional training and education are needed. Further research should assess blended courses and develop new systems to overcome shortcomings and meet architectural education needs.
The document discusses the debate around the role of computers in education. It summarizes the arguments made by technological optimists who believe computers and the Internet will revolutionize education, providing unlimited access to information and new forms of distance learning. However, the document argues that in reality, equal access to technology is still limited, finding useful information online can be difficult, and distance learning is unlikely to appeal to most students. While computers can expand learning, they also promote superficial thinking, isolate students, and may primarily benefit commercial and educational institutions rather than students themselves. Overall, the document concludes that computers have not yet realized their promised potential to transform education and that excellence still depends on traditional methods like reading, study, and good teaching.
This article discusses developing an art education curriculum to address contemporary social issues like discrimination, bullying, and violence. The researcher created an interdisciplinary art course for high school juniors and seniors that used artistic projects to examine these issues. Students devised and created individual and group projects both in and out of the classroom to bring awareness to these topics. The curriculum was developed with the belief that art can cultivate empathy and enable positive transformation. It emphasized socially engaged art over a sole focus on artistic techniques. Students participated in teaching and assessment to take responsibility for their learning. The researcher found this approach reduced problems and helped students understand course material through visual culture.
This document discusses the benefits of integrating arts into the curriculum for students with disabilities. It argues that arts like music, drawing, painting and literature can enhance, encourage and motivate these students. The arts provide alternative tools for students to better themselves and achieve their potential. When taught by knowledgeable teachers, arts can help students with disabilities communicate their thoughts and feelings. Studies show arts are linked to improved academic skills and reduced dropout rates. Specifically, drama improves language skills, music enhances language learning, and fine arts develop literacy and math skills. Technology can also help create new ways for students to stay engaged through arts and reduce learning barriers.
This summary provides the key details about a research article that studied the impact of using virtual reality with and without gaming attributes for academic achievement. The study compared the effects of a basic computer-assisted instruction program to a virtual reality gaming program on students' math and language arts test scores. It found that the basic instruction program improved math scores but neither program improved language arts scores. The gaming program did not further increase math scores above the basic program. The summary critically examines the study's small sample size and sampling method.
ECD 400 Article critique young exceptional childtpuga3
This article critique summarizes an article about the importance of play for child development. It discusses how parents can hold play dates to help develop their child's social and play skills. The article outlines different types of play children engage in, such as isolated, parallel, and common play. It provides tips for parents on encouraging mutual play during play dates, such as engaging with children, praising shared play, and providing open-ended toys. Play dates should last 30-60 minutes in an environment that fosters interaction.
This document contains summaries of 9 articles related to technology integration in education. The summaries are brief, ranging from 1 to 4 sentences and highlight the main topics and conclusions of each article. Critiques of each article are also provided, noting positive aspects as well as potential areas of improvement.
Exploring 8th Grade Middle School Science Teachers’ Use of Web 2.0 ToolsAntwuan Stinson
This document provides information on a call for papers for a conference on instructional leadership. It also summarizes a study that explored how in-service middle school science teachers in rural Alabama integrate emerging technologies into their classrooms. Five teachers were interviewed about how they incorporate technology into lessons. The study was designed to understand how teachers engage students and support science learning when resources are limited. Key findings indicate that technology integration varies between teachers and changes with different instructional needs. Rural teachers need support to help students learn science concepts and develop scientific identities.
The document summarizes an interview with 4 male computing teachers about gender differences in teaching computing. The teachers agreed that boys tend to prefer the practical/problem-solving aspects while girls prefer theory. They also agreed that the number of optional subjects and perception of computing as difficult contributes to fewer students choosing it. However, all activities were seen as suitable for both genders. The teachers proposed encouraging flexible computing careers and multi-gender projects to help close the gender gap.
Using ISTE NETS Standards to frame teacher knowledge and application of one-to-one computing at implementation. The study evaluated a pilot program providing laptops to teachers and students in 7 early college high schools in North Carolina. Teacher interviews and focus groups explored teacher readiness and knowledge based on ISTE NETS standards. Findings showed that teachers had varying levels of technical skills but were progressing over time. Teachers projected laptops could reduce lectures and increase student-directed learning, research, and individualization. Teachers understood laptop monitoring software could help assessment but desired more training to implement effectively. Schools provided varying technology-related professional development to teachers.
This document provides a summary of research on the benefits of one-to-one computing initiatives in K-12 education. It discusses how giving each student a laptop or tablet can increase student engagement and ownership over their work. Research has found that these initiatives improve attendance rates, discipline, and test scores when implemented effectively with proper training. However, barriers like technical support and wireless infrastructure must be addressed. The document reviews several research articles that found one-to-one programs facilitate differentiated and student-centered learning, while also allowing for more feedback between teachers and students.
This study examined how teachers learn and integrate technology in their classrooms. It investigated teachers' technology learning experiences, how they use technology in practice, and the role of prior knowledge in developing technology-supported pedagogy. The study interviewed and observed four teachers varying in technology use, experience, and ability. It found that developing technology-supported classrooms depends on how teachers value technology, and that content-based technology learning is most effective. Teachers needing the most support are those less motivated to use technology or with less experience. Organizing teachers into subject-specific small groups benefits professional development.
Effects of Technological Device to StudentsKollins Lolong
This document discusses a study on the effects of technological devices on the learning performance of information technology students. It begins with an introduction describing the increasing role of technological devices like cellphones, laptops, and computers in students' lives. It then discusses the statement of the problem, which aims to determine the negative and positive effects of technological devices on IT student performance. The document also presents the study's scope, limitations, theoretical framework based on cognitive learning theory, and reviews related literature both from foreign and local sources on the role of technology in education.
This document discusses digital tools for collaborating in ESL classrooms. It begins by explaining that collaboration is emphasized in Ecuadorian education policy and standards. It then reviews literature showing that collaboration promotes knowledge construction, and digital tools can support collaboration through asynchronous and synchronous interactions. The document discusses constructs of collaboration and cooperative learning, and proposes that digital tools allow language learning to take place through social interaction. It reviews specific digital tools like discussion boards, email exchanges, and computer-assisted language learning programs that have been shown to improve language skills through collaborative online activities. Finally, it discusses elements of effective online collaboration, including establishing roles, accountability, and providing structured guidance and feedback.
The document summarizes research on 1:1 computing programs in K-12 education. It finds that while access to technology has increased, implementation and outcomes varied widely between schools. Standardized test scores in some cases increased slightly for students in 1:1 programs, but tests are a limited measure of success. Long-term impacts are still unknown due to most programs being recently established and underfunded research efforts. Teacher beliefs and leadership strongly influence how technology is used in classrooms.
The document discusses implementing technology to enhance learning and student outcomes. It describes John Dewey's views on progressive education and the need for teachers to continually improve their practice. The TPACK framework is presented as a way for teachers to effectively integrate technology, pedagogy, and content knowledge. The document also discusses implementing learning activities, with Adu (2010) providing steps for introducing technology, including examining the activity, deciding on technology, evaluating, and determining suitability. It emphasizes that implementation must be carefully planned and piloted to ensure problems are addressed before wider use. The importance of openly sharing all implementation stages on forums is discussed to help others.
This document presents a study on the relationship between multimedia enhanced language learning instruction and speaking competence among grade 9 students. It aims to determine the benefits of multimedia instruction, the overall speaking competence of students, and whether a relationship exists between multimedia instruction and speaking competence. The study also examines differences in these areas between genders. The study focuses on 75 grade 9 students at Western Mindanao State University – Integrated Laboratory School during the 2015-2016 school year. It utilizes surveys and a speaking skills test to gather data on multimedia benefits and speaking competence. The findings of the study could benefit teachers, administrators, students, and future researchers.
The document outlines a research project that will examine using student-generated webpages to improve math revision and development. It will include:
- Researching similar projects and effective revision/learning techniques using sources like blogs, wikis, and peer assessment.
- Designing a student webpage project and assessment rubric for a pilot Year 8 class. Test results will compare this class to a non-participant class.
- Drawing information from sources on the TPACK model, technology-enhanced learning, revision pedagogy, and the impact of peer review/feedback.
- Presenting findings and examples on a project webpage using text, images, links, video and audio. This open format can easily share results.
The document summarizes a project where students created webpages for math revision. Key points:
- Students created revision webpages as homework to improve their skills, incorporating class lessons.
- Peer and self-assessments found the projects improved revision for most students and they enjoyed the process.
- The project was presented at a conference, where feedback recommended expanding its scope and research base.
- To fully achieve its goals, the project needs to involve all math students and be supported by teachers over time.
This document summarizes three dissertations related to technology use in English classrooms. The first dissertation from 1997 examined factors preventing technology implementation in rural Tennessee schools, finding issues like lack of access, funding, training and fear of change. The second from 2012 explored how new teachers teach digital storytelling to tech-savvy students. It calls for better teacher training in technology use. The third from 2013 compared teacher perceptions of traditional vs technology-assisted teaching, finding technology can improve communication and prepare students for a global society, though some teachers resist change. The reviewer found themes around the need for improved teacher training and technology access in classrooms.
Effects of technology on classroom and studentsKerkLenard
1. Technology changes the roles of students and teachers in the classroom. Students take a more active role in their learning by manipulating information and making choices, while teachers act as facilitators providing guidance and support.
2. The use of technology highly motivates students and boosts their self-esteem. Students feel a sense of accomplishment from using technology and see it as empowering. They are more willing to take on complex tasks and work collaboratively with peers.
3. In addition to developing technical skills, students gain experience with collaboration, use of outside resources, and attention to design and audience when using technology for project-based learning. However, teachers must make sure technology does not distract from substantive content
This document provides a research proposal that examines the role of tutorials in distance and non-formal education. The objectives are to identify the impact of tutorials on distance learners, explain the role of tutorials in distance learning, uncover tutorial practices of course tutors, and provide recommendations for improving tutorial strategies. The methodology will use a mixed methods approach, collecting data through a validated questionnaire distributed to a stratified random sample of 300 students enrolled in education programs from multiple tehsils in Bahawalpur district. The research aims to evaluate tutorial effectiveness and tutor performance to enhance distance learning outcomes.
The document discusses Angela Phillips' experience in the H818 course, which aimed to develop students as networked practitioners. It describes how Angela engaged with different online networks and groups but found some areas challenging due to having dyslexia. While she felt confident sharing resources through video, websites and presentations, she found it harder to participate in written online forums and received fewer comments on her work than some peers. The document concludes that Angela needs to further develop skills in engaging with peer feedback to fully become a networked practitioner, and that she encourages networking among her own students and colleagues.
This document discusses using social media to engage students, especially girls, in STEM subjects. It identifies several issues with current STEM engagement, including lack of funding, focus on standardized testing, and subjects being seen as uninteresting. The document suggests ways to address these issues, such as using blogs and podcasts to connect students with STEM careers, and teaching Internet usage to provide access to technology. The goal is to attract more students to STEM fields to address the shortage of qualified professionals in these important areas.
This document summarizes and analyzes an excerpt from Homer's Odyssey. It notes that the excerpt establishes the framework of the story by introducing Odysseus's travels and sufferings. It describes how Athena convinces Zeus that Odysseus has endured enough and needs to return home to his wife and son. The document argues that the opening format of media res is still commonly used today in books and films. It suggests this format must have resonated during the time of the Odyssey to have endured into the modern era. Finally, it asserts that the themes of loyalty, perseverance, and overcoming treachery in the face of oppression in the Odyssey still relate to the human experience today, contributing to its lasting influence and inspiration of
The document summarizes a study that examined how career orientation shapes the relationship between job satisfaction and turnover intention. The study found that career orientation moderated these relationships such that the negative relationship between job satisfaction and turnover intention was stronger for independent employees compared to loyalty-focused employees. Additionally, changes in job satisfaction more strongly predicted changes in turnover intention for independent employees than loyalty-focused employees. The study contributed to understanding job satisfaction and turnover intention by showing how these factors are influenced by career orientation and employee type.
This summary provides the key details about a research article that studied the impact of using virtual reality with and without gaming attributes for academic achievement. The study compared the effects of a basic computer-assisted instruction program to a virtual reality gaming program on students' math and language arts test scores. It found that the basic instruction program improved math scores but neither program improved language arts scores. The gaming program did not further increase math scores above the basic program. The summary critically examines the study's small sample size and sampling method.
ECD 400 Article critique young exceptional childtpuga3
This article critique summarizes an article about the importance of play for child development. It discusses how parents can hold play dates to help develop their child's social and play skills. The article outlines different types of play children engage in, such as isolated, parallel, and common play. It provides tips for parents on encouraging mutual play during play dates, such as engaging with children, praising shared play, and providing open-ended toys. Play dates should last 30-60 minutes in an environment that fosters interaction.
This document contains summaries of 9 articles related to technology integration in education. The summaries are brief, ranging from 1 to 4 sentences and highlight the main topics and conclusions of each article. Critiques of each article are also provided, noting positive aspects as well as potential areas of improvement.
Exploring 8th Grade Middle School Science Teachers’ Use of Web 2.0 ToolsAntwuan Stinson
This document provides information on a call for papers for a conference on instructional leadership. It also summarizes a study that explored how in-service middle school science teachers in rural Alabama integrate emerging technologies into their classrooms. Five teachers were interviewed about how they incorporate technology into lessons. The study was designed to understand how teachers engage students and support science learning when resources are limited. Key findings indicate that technology integration varies between teachers and changes with different instructional needs. Rural teachers need support to help students learn science concepts and develop scientific identities.
The document summarizes an interview with 4 male computing teachers about gender differences in teaching computing. The teachers agreed that boys tend to prefer the practical/problem-solving aspects while girls prefer theory. They also agreed that the number of optional subjects and perception of computing as difficult contributes to fewer students choosing it. However, all activities were seen as suitable for both genders. The teachers proposed encouraging flexible computing careers and multi-gender projects to help close the gender gap.
Using ISTE NETS Standards to frame teacher knowledge and application of one-to-one computing at implementation. The study evaluated a pilot program providing laptops to teachers and students in 7 early college high schools in North Carolina. Teacher interviews and focus groups explored teacher readiness and knowledge based on ISTE NETS standards. Findings showed that teachers had varying levels of technical skills but were progressing over time. Teachers projected laptops could reduce lectures and increase student-directed learning, research, and individualization. Teachers understood laptop monitoring software could help assessment but desired more training to implement effectively. Schools provided varying technology-related professional development to teachers.
This document provides a summary of research on the benefits of one-to-one computing initiatives in K-12 education. It discusses how giving each student a laptop or tablet can increase student engagement and ownership over their work. Research has found that these initiatives improve attendance rates, discipline, and test scores when implemented effectively with proper training. However, barriers like technical support and wireless infrastructure must be addressed. The document reviews several research articles that found one-to-one programs facilitate differentiated and student-centered learning, while also allowing for more feedback between teachers and students.
This study examined how teachers learn and integrate technology in their classrooms. It investigated teachers' technology learning experiences, how they use technology in practice, and the role of prior knowledge in developing technology-supported pedagogy. The study interviewed and observed four teachers varying in technology use, experience, and ability. It found that developing technology-supported classrooms depends on how teachers value technology, and that content-based technology learning is most effective. Teachers needing the most support are those less motivated to use technology or with less experience. Organizing teachers into subject-specific small groups benefits professional development.
Effects of Technological Device to StudentsKollins Lolong
This document discusses a study on the effects of technological devices on the learning performance of information technology students. It begins with an introduction describing the increasing role of technological devices like cellphones, laptops, and computers in students' lives. It then discusses the statement of the problem, which aims to determine the negative and positive effects of technological devices on IT student performance. The document also presents the study's scope, limitations, theoretical framework based on cognitive learning theory, and reviews related literature both from foreign and local sources on the role of technology in education.
This document discusses digital tools for collaborating in ESL classrooms. It begins by explaining that collaboration is emphasized in Ecuadorian education policy and standards. It then reviews literature showing that collaboration promotes knowledge construction, and digital tools can support collaboration through asynchronous and synchronous interactions. The document discusses constructs of collaboration and cooperative learning, and proposes that digital tools allow language learning to take place through social interaction. It reviews specific digital tools like discussion boards, email exchanges, and computer-assisted language learning programs that have been shown to improve language skills through collaborative online activities. Finally, it discusses elements of effective online collaboration, including establishing roles, accountability, and providing structured guidance and feedback.
The document summarizes research on 1:1 computing programs in K-12 education. It finds that while access to technology has increased, implementation and outcomes varied widely between schools. Standardized test scores in some cases increased slightly for students in 1:1 programs, but tests are a limited measure of success. Long-term impacts are still unknown due to most programs being recently established and underfunded research efforts. Teacher beliefs and leadership strongly influence how technology is used in classrooms.
The document discusses implementing technology to enhance learning and student outcomes. It describes John Dewey's views on progressive education and the need for teachers to continually improve their practice. The TPACK framework is presented as a way for teachers to effectively integrate technology, pedagogy, and content knowledge. The document also discusses implementing learning activities, with Adu (2010) providing steps for introducing technology, including examining the activity, deciding on technology, evaluating, and determining suitability. It emphasizes that implementation must be carefully planned and piloted to ensure problems are addressed before wider use. The importance of openly sharing all implementation stages on forums is discussed to help others.
This document presents a study on the relationship between multimedia enhanced language learning instruction and speaking competence among grade 9 students. It aims to determine the benefits of multimedia instruction, the overall speaking competence of students, and whether a relationship exists between multimedia instruction and speaking competence. The study also examines differences in these areas between genders. The study focuses on 75 grade 9 students at Western Mindanao State University – Integrated Laboratory School during the 2015-2016 school year. It utilizes surveys and a speaking skills test to gather data on multimedia benefits and speaking competence. The findings of the study could benefit teachers, administrators, students, and future researchers.
The document outlines a research project that will examine using student-generated webpages to improve math revision and development. It will include:
- Researching similar projects and effective revision/learning techniques using sources like blogs, wikis, and peer assessment.
- Designing a student webpage project and assessment rubric for a pilot Year 8 class. Test results will compare this class to a non-participant class.
- Drawing information from sources on the TPACK model, technology-enhanced learning, revision pedagogy, and the impact of peer review/feedback.
- Presenting findings and examples on a project webpage using text, images, links, video and audio. This open format can easily share results.
The document summarizes a project where students created webpages for math revision. Key points:
- Students created revision webpages as homework to improve their skills, incorporating class lessons.
- Peer and self-assessments found the projects improved revision for most students and they enjoyed the process.
- The project was presented at a conference, where feedback recommended expanding its scope and research base.
- To fully achieve its goals, the project needs to involve all math students and be supported by teachers over time.
This document summarizes three dissertations related to technology use in English classrooms. The first dissertation from 1997 examined factors preventing technology implementation in rural Tennessee schools, finding issues like lack of access, funding, training and fear of change. The second from 2012 explored how new teachers teach digital storytelling to tech-savvy students. It calls for better teacher training in technology use. The third from 2013 compared teacher perceptions of traditional vs technology-assisted teaching, finding technology can improve communication and prepare students for a global society, though some teachers resist change. The reviewer found themes around the need for improved teacher training and technology access in classrooms.
Effects of technology on classroom and studentsKerkLenard
1. Technology changes the roles of students and teachers in the classroom. Students take a more active role in their learning by manipulating information and making choices, while teachers act as facilitators providing guidance and support.
2. The use of technology highly motivates students and boosts their self-esteem. Students feel a sense of accomplishment from using technology and see it as empowering. They are more willing to take on complex tasks and work collaboratively with peers.
3. In addition to developing technical skills, students gain experience with collaboration, use of outside resources, and attention to design and audience when using technology for project-based learning. However, teachers must make sure technology does not distract from substantive content
This document provides a research proposal that examines the role of tutorials in distance and non-formal education. The objectives are to identify the impact of tutorials on distance learners, explain the role of tutorials in distance learning, uncover tutorial practices of course tutors, and provide recommendations for improving tutorial strategies. The methodology will use a mixed methods approach, collecting data through a validated questionnaire distributed to a stratified random sample of 300 students enrolled in education programs from multiple tehsils in Bahawalpur district. The research aims to evaluate tutorial effectiveness and tutor performance to enhance distance learning outcomes.
The document discusses Angela Phillips' experience in the H818 course, which aimed to develop students as networked practitioners. It describes how Angela engaged with different online networks and groups but found some areas challenging due to having dyslexia. While she felt confident sharing resources through video, websites and presentations, she found it harder to participate in written online forums and received fewer comments on her work than some peers. The document concludes that Angela needs to further develop skills in engaging with peer feedback to fully become a networked practitioner, and that she encourages networking among her own students and colleagues.
This document discusses using social media to engage students, especially girls, in STEM subjects. It identifies several issues with current STEM engagement, including lack of funding, focus on standardized testing, and subjects being seen as uninteresting. The document suggests ways to address these issues, such as using blogs and podcasts to connect students with STEM careers, and teaching Internet usage to provide access to technology. The goal is to attract more students to STEM fields to address the shortage of qualified professionals in these important areas.
This document summarizes and analyzes an excerpt from Homer's Odyssey. It notes that the excerpt establishes the framework of the story by introducing Odysseus's travels and sufferings. It describes how Athena convinces Zeus that Odysseus has endured enough and needs to return home to his wife and son. The document argues that the opening format of media res is still commonly used today in books and films. It suggests this format must have resonated during the time of the Odyssey to have endured into the modern era. Finally, it asserts that the themes of loyalty, perseverance, and overcoming treachery in the face of oppression in the Odyssey still relate to the human experience today, contributing to its lasting influence and inspiration of
The document summarizes a study that examined how career orientation shapes the relationship between job satisfaction and turnover intention. The study found that career orientation moderated these relationships such that the negative relationship between job satisfaction and turnover intention was stronger for independent employees compared to loyalty-focused employees. Additionally, changes in job satisfaction more strongly predicted changes in turnover intention for independent employees than loyalty-focused employees. The study contributed to understanding job satisfaction and turnover intention by showing how these factors are influenced by career orientation and employee type.
The document discusses various topics related to technology use in classrooms. It describes how clickers are being used to engage all students in polling questions during lessons, but that overuse of clickers could shift the focus from learning material. iPads are also discussed as beneficial for presenting clear material on a large screen, though they may not be best for long writing assignments. The document addresses debates around filtering the internet in schools to block inappropriate content versus limiting access to educational resources, as well as issues of internet piracy and illegal music/movie downloading.
This document provides a framework for critiquing literature by assessing coherence, substance, and logical consistency. It evaluates if authors sensibly approached research, if arguments followed coherent reasoning, and if the literature contributed new knowledge, insights, and was relevant. It also considers if information will guide future thinking on issues, is useful to researchers/managers, and builds upon existing theories in a logically consistent manner without contradictions.
This document provides a list of resources for kids to use the internet for research and making PowerPoint presentations, including search engines designed for kids like KidsClick!, Kids Web, and Quintura Kids as well as general search engines. It also lists PowerPoint tutorial websites for kids to learn how to make presentations.
The document discusses acceptable internet use policies (AUPs) in schools. It notes that while the internet provides educational resources, it also presents dangers like inappropriate content and online predators. As a result, schools implement AUPs to outline rules for internet access and consequences for violations. Proper AUPs respect student rights while protecting them, and emphasize education over censorship or banning websites. The document provides guidelines for elements that should be included in effective AUPs.
The document provides a critique of the ANSI SQL isolation levels and proposes new definitions. It identifies ambiguities in how ANSI SQL defines isolation levels in terms of phenomena like "dirty reads" and "non-repeatable reads". The authors redefine the phenomena, introduce new phenomena like "dirty writes", and define new isolation types like Snapshot Isolation that provide better concurrency without compromising consistency. They characterize different isolation levels by the phenomena and anomalies they allow. The critique aims to establish a clearer hierarchy of isolation levels and their properties.
This document provides a template for critiquing different types of writing. It lists questions to consider when evaluating informative, persuasive, and entertaining writing. For informative writing, it prompts the reader to check the accuracy and significance of the information, and whether it is presented fairly. For persuasive writing, it suggests evaluating the definition of terms, use of evidence, logical reasoning, and potential biases. For entertaining writing, it prompts considering interesting characters, believability, communication of ideas, language use, and fulfillment of purpose. It also includes questions for agreeing or disagreeing with the author's position and examining their underlying assumptions.
The Station nightclub fire occurred on February 20, 2003 in West Warwick, Rhode Island. During a band's pyrotechnic performance, flames ignited polyurethane foam insulation lining the walls and ceiling of the nightclub. The fire spread quickly, with smoke visible in exit doorways within a minute and flames breaking through the roof in less than five minutes. One hundred people lost their lives. Major issues included the fire inspector's failure to properly evaluate the unsafe foam insulation and allow pyrotechnics without testing. The building may have been overcrowded and fire inspections did not ensure code violations were corrected, like blocked exits and no exit lighting. Recommendations are that inspectors should ensure compliance with fire codes
The third grade teachers have struggled with teaching information literacy standards to their students. The teachers lack classroom resources to effectively teach these skills. The document outlines a multi-week lesson plan for a unit focused on using internet research skills to create PowerPoint presentations on assigned animal topics. Over several weeks, students will research their topics online, take notes, and present their findings in a PowerPoint, with the goal of enhancing their understanding of how to conduct research using online resources.
The document discusses issues with Pakistan's education system. It argues that neither schools nor madrassas properly educate students about knowing Allah, and instead schools focus only on preparing students for money. It also says madrassa students have difficulty adjusting to modern society. The system needs reform to bridge the gap between schools and madrassas and give students space to develop their talents. However, spending on education needs to increase as literacy rates are rising despite policies that only benefit political aims rather than educating Pakistan.
Two firefighters riding on top of a ladder truck had to duck to avoid a railroad bridge as they were en route to a call. Witnessing crews failed to correct this unsafe behavior, which violated the fire department's policy requiring all personnel to ride inside vehicles and wear seat belts. An off-duty firefighter reported the incident to the fire chief. This scenario highlighted failures in safety compliance and leadership that could have seriously injured or killed crew members.
The document is a summary of an artifact written by Alex Boswell critiquing a New York Times article about special education. The artifact critiques an article discussing how special needs children often have to travel long distances for their education and the benefits of residential in-state schools. Boswell's critique notes the importance of listening to diverse needs and hopes more affordable residential schools will be built so lower income families can access special education services. The artifact demonstrates Boswell's advocacy for special education students and ability to support institutional changes that improve education quality and quality of life.
This document provides a lesson plan for a 2nd grade class to teach the difference between fiction and nonfiction. Students will research an animal using online and print resources and create an informative PowerPoint presentation and fictional story. The plan outlines standards, vocabulary, activities, and assessment. Activities include introducing fiction vs nonfiction concepts, modeling research skills, guided practice finding sources, independent research and creation of final products which will be evaluated using a rubric.
This study investigated whether older adults living in assisted living communities could experience successful aging. 200 participants aged 52-100 from 8 assisted living facilities in North Carolina completed questionnaires measuring successful aging, life satisfaction, depression, and sense of purpose. The results showed lower depression scores and higher successful aging scores. Women tended to experience more successful aging than men. The study provides evidence that older adults in assisted living can age successfully with preventative healthcare measures and support services. Larger, more diverse studies could further explore factors promoting successful aging.
Discussing Design: The Art of Critique - Web 2.0 Expo NY 2011Aaron Irizarry
In this presentation we’ll discuss the importance of critique and a language for discussing design. It can be easy to complain about the way things are and theorize on the way things should be. Progress comes from understanding why something is the way it is and then examining how it meets or does not meet it’s desired goals. This is critique. Critique is not about describing how bad something is, or proposing the ultimate solution. Critique is a dialogue, a conversation that takes place to better understand how we got to where we are, how close we are to getting where we want to go and what we have left to do to get there.
The contents of this presentation will focus on:
understanding critique
best practices for incorporating critiques into a design practice
identifying common challenges to critique and ways to improve our ability to deliver, collect and receive critique
The document discusses three articles about incorporating technology into classrooms, with a focus on social networking sites. One article describes classroom management software that allows teachers to monitor student computer usage. Another addresses how schools can utilize social networking's benefits while enforcing usage policies. The last discusses a national education plan that emphasizes using everyday technologies like social networking to spark student engagement and learning.
The document discusses technology integration in the classroom. It outlines two learning theories that provide a foundation for integration: directed and constructivist models. It also discusses the Technology Integration Plan (TIP) model for planning effective classroom technology use. The chapter emphasizes that certain conditions must be present for successful integration, including a clear technology vision, policies for safe internet use, technical support, and effective teaching strategies. Overall, the key takeaways are that technology integration requires planning, support structures, and strategies to enhance teaching and learning.
- Teachers need to prepare for the changing role of technology in education by becoming active digital learners themselves in order to understand how students learn with technology.
- Educators must get familiar with both asynchronous tools like blogs and email as well as synchronous tools like Skype to effectively teach with technology.
- Professional development is an ongoing process, as new technologies emerge, and teachers need to be open to learning new skills to stay current and help their students.
The document discusses how taking an educational technology course raised the author's awareness of important concepts and plans related to technology integration in schools. These included the Texas Long Range Plan for Technology, how technology standards are addressed in curricula from kindergarten onward, and the role of administrators in implementing technology. The author realized they would be expected to be familiar with these areas as an educational technology director or facilitator, but not as a teacher. They learned how to take a leadership role in helping other teachers integrate technology.
Powerpoint about integrating technology into the classroomJordin22
This document discusses integrating technology into classroom education. It includes three articles about developing curriculum frameworks that emphasize intellectual processes and technology skills. The articles argue that teachers need professional development on effective technology integration methods. They also say curriculum should prepare students for a changing world and meet higher standards to ensure teachers can provide necessary skills and experience with technology. A sample teacher preparation program is outlined to include state requirements, core subjects, globalization concepts and technology courses.
This class has helped the author realize the importance of staying up-to-date on educational technology trends and maintaining communication between teachers and IT. Through interviews and assignments, the author learned their school lacks clear technology goals and professional development for teachers in integrating technology. The author also discovered decision making around instructional technology in their district lacks teacher input. Overall, the class highlighted the work required for effective technology planning and implementation, and the importance of strong campus technology support for teachers.
This document discusses the use of technology in the math and science classroom. It makes three key points:
1. There is a need for strong support systems for teachers to learn how to effectively integrate technology into their lessons, as lack of support and professional development has led to a "digital divide".
2. Lessons should be designed purposefully using technology tools to enhance learning and engage students, not just for the sake of using technology. Frameworks like Learning for Use and T-GEM can help guide lesson planning.
3. Technology can help bring real-world experiences into the classroom through simulations, virtual field trips, and online learning environments, making lessons more relevant and interesting for students.
The course outcomes aligned more closely with the actual course content than the student initially envisioned. The student learned more about providing equitable technology access, understanding the organizational hierarchy for technology services, and the administrator's role in overseeing legal technology use. While the student was mostly successful completing assignments, some technological issues arose. The student realized they have more to learn about technology laws and regulations. Blogging could increase student engagement but also requires monitoring, and email may be a more effective way than blogging to communicate with school stakeholders.
The document is a reflection from a student on a course about instructional leadership and technology. Some key points:
- The student wanted to learn more about implementing technology in the classroom beyond just research and PowerPoint. They also wanted to learn about data programs to supplement what their district currently uses.
- They felt they achieved most of their goals and learned the importance of using technology in the classroom frequently. They realized they need to model technology use for students rather than just discussing it.
- One area they still wants to learn more is Microsoft Excel, as they believe it will be important for their future as an administrator. They also wanted more information on data programs mentioned by peers.
The document discusses improving technology use in the classroom. It describes programs used in Chicago schools that focused on supporting teachers during the transition to integrating technology. The programs helped improve teachers' attitudes, knowledge, and classroom practices regarding technology use. It also discusses the Discovery Educator Network Institute which provides online and in-person training programs for teachers to help them integrate technology and connect with other teachers. Finally, it outlines factors important for effective technology training programs, such as modeling, hands-on learning, and continued support, and notes that these programs can help increase teachers' comfort with and use of technology in the classroom.
The document discusses improving technology use in the classroom. It describes programs used in Chicago schools that focused on supporting teachers during technology integration. The programs helped improve teachers' attitudes, knowledge, and classroom practices with technology. It also discusses the Discovery Educator Network Institute which provides online and in-person training programs for teachers to help integrate technology and connect with other teachers. Finally, it outlines factors for successful technology training programs, such as modeling, hands-on learning, and continued support, and notes how one study showed such programs increased teachers' comfort with classroom technology.
This document discusses three controversies around educational technology:
1. It describes introducing technology into classrooms as an "invading species" and discusses teachers' resistance to changes in practice.
2. It examines gender differences in computer use, finding historical gaps that have narrowed but teacher attitudes and confidence remaining an issue.
3. A study of teachers given laptops for every student found mixed adoption of the technology into lessons and a need for teacher collaboration on technology integration.
This document outlines a technology action plan with three main parts: 1) an organizational chart showing the roles and responsibilities of different positions in integrating technology, 2) a discussion of professional development planning based on assessing student skills, and 3) an evaluation plan to monitor progress and share lessons across the district. Key positions include the Assistant Superintendent for Technology, principals, technology directors, and staff development coordinators who communicate across levels to coordinate technology goals.
Running Head IMPACTS OF TECHNOLOGY IN THE QUALITY OF EDUCATION 1.docxwlynn1
The document discusses the impacts of technology on the quality of education in the United States. It argues that technology has greatly improved engagement and collaboration among students by encouraging activities like blogging and social media use. It also states that technology helps prepare students for the job market, where 85% of employers require computer literacy. Additionally, the document discusses how technology benefits teachers by allowing easier communication and grading of assignments. In conclusion, it asserts that embracing technology in the classroom has more advantages than disadvantages for students and their educational quality.
This document discusses the integration of technology into classrooms. It provides findings from surveys that show most teachers believe printed textbooks will be replaced by digital tools by 2015. Articles examine how the "Net Generation" of students have grown up with technology and have different learning needs than past generations. Twitter is discussed as a potential educational tool, with benefits like collaboration, but also drawbacks like distraction. The conclusion emphasizes that while technology can engage students, teachers must stay informed on tools and ensure technologies are used to enhance learning rather than distract from it.
This document discusses several articles on the use of technology in education. According to the articles:
- Instructional technology can increase higher-order thinking, problem-solving, and inspire students to conduct research. However, teachers must use technology in a meaningful way for it to be effective.
- Technology allows for historical artifacts and data to be accessible to students, which can increase geographical and historical understanding.
- The benefits of technology, such as engaging students and making information accessible, outweigh the costs when used properly by teachers. But technology may also distract students if not implemented correctly.
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
The document discusses a student's experience in an educational leadership course on technology. The student learned much more than expected, including the importance of understanding various technology applications, laws around issues like cyberbullying and copyright, and the responsibilities of administrators in monitoring student technology use. While the course exceeded the student's expectations, they realized they still have more to learn regarding technology skills and legal/ethical issues.
This document contains summaries of multiple articles related to educational technology. The summaries provide overviews of the articles' topics and findings. The first article discusses a survey on students' technology knowledge and suggests educating both students and teachers on safe internet usage. The second article focuses on the benefits of interactive whiteboards for differentiation and engagement. The third promotes the use of Twitter for professional learning opportunities. Subsequent summaries address updating professional development models, implementing wikis with students, using interactive whiteboards in science lessons, and introducing podcasting in classrooms.
The document discusses the administrator's role in implementing technology in the classroom. It states that administrators must first form a clear vision of how technology can enhance education and benefit students. They then need to clearly articulate this vision to stakeholders to gain their support. The focus should be on how technology can support learning and growth, not just implementing new programs. Administrators are encouraged to involve stakeholders in developing a technology-rich improvement plan aligned with research and strategic goals. They must also help teachers effectively integrate technology to improve instruction and analyze student performance data.
How to create an educational wiki with soundLaurie Roberts
To create an educational wiki, a user first signs up for a free account on PBworks.com. They then choose a wiki address and security settings before accessing their wiki workspace. From there, the user can edit pages, add or delete users, and customize colors and navigation sidebar. Various rich media like images, links, and videos can be inserted into pages by clicking "Insert" and uploading or pasting the appropriate code. The wiki allows for collaborative, multimedia learning environments.
Information literacy unit ubd (praciticum)Laurie Roberts
This document outlines a lesson plan for a third grade science unit on information literacy. The unit goals are to teach students to distinguish between facts and opinions, identify main ideas and supporting details in nonfiction text, and properly cite sources using a bibliography. The lesson plan provides details on essential questions, learning objectives, assessments, and instructional activities. Key activities include analyzing passages for facts and opinions, completing graphic organizers, creating an animal research project with citations, and peer reviewing work. The overall goal is for students to gain skills in locating, evaluating and applying information from nonfiction sources.
The document discusses the need to update a school's copyright policy. The current policy is too vague and does not provide clear examples of what can and cannot be copied. The author proposes including a chart from Tech Learning that lists copyright guidelines for different media types, and provides specific details and examples. A clearer policy is needed so that students and teachers understand copyright laws and the consequences of infringement. When copyright laws are understood, they will be more likely to be followed closely.
This annotated bibliography summarizes 10 research articles on the topic of how parental involvement affects elementary students' academic achievement. The articles generally find that parental involvement is positively correlated with improved student outcomes, though the level of involvement may vary based on factors like socioeconomic status, family structure, gender and race. The articles also provide recommendations for schools to implement programs that foster greater collaboration with families to promote student success.
Georgia doe 2010 library media program selfLaurie Roberts
The document is a rubric from the Georgia Department of Education that evaluates library media programs across multiple categories on a basic, proficient, and exemplary scale. It covers student achievement and instruction, staffing, facilities, access to resources, and use of technology. The rubric provides detailed criteria for each category to determine if a program is meeting basic standards, achieving proficiency, or operating at an exemplary level.
This memorandum summarizes the results of an evaluation of the Media Center according to the Department of Education. It received high ratings in most categories, with two areas rated as "Basic." Suggestions are provided for improving those areas, such as having the media specialist more involved in student assessments and updating the computer system to allow online access to library resources from anywhere. One area rated "Proficient" could be improved to "Exemplary" by having the media specialist use student data to better tailor lessons and materials to individual learning needs and styles.
This document provides details of an information literacy lesson plan created by Laurie Roberts for a 1st grade reading/science class. The lesson involves students locating facts about different weather types from non-fiction books and online. Students are placed into groups and search the media center and internet for facts, then present their findings to the class. The document outlines learning objectives, materials, procedures, assessments and a reflection on collaborating with the classroom teacher to teach the lesson. It discusses challenges with collaboration and ways the lesson could be improved, such as shortening internet research time.
This document summarizes interviews conducted with teachers and a media specialist about information literacy, fluency, and competency. The interviews revealed that while younger teachers were open to collaboration, older teachers were not and did not view the media specialist as a leader. Teachers felt students lacked skills in evaluating online information and searching critically. The media specialist saw challenges but also opportunities to create lessons to teach these skills. The author concludes that greater collaboration is needed between teachers and the media specialist to fully prepare students for the digital age.
This document summarizes the media center facilities plan for S.L. Mason Elementary School. It includes an overview of the existing media center, results from teacher and student surveys identifying needs and positives, and proposed improvements such as a new circulation desk, seating, and shelving layout. The goal is to update the media center to better serve the school's 680 students and staff by addressing accessibility, organization, and functionality issues identified in the surveys. The revised floor plan and policies section outline the proposed changes and guidelines for equipment use, checkout procedures, and computer lab access.
Information literacy unit ubd (praciticum)Laurie Roberts
This document outlines a lesson plan for a third grade science unit on information literacy. The unit goals are to teach students to distinguish between facts and opinions, identify main ideas and supporting details in nonfiction text, and properly cite sources using a bibliography. The lesson plan provides details on essential questions, learning objectives, assessments, and instructional activities. Key activities include analyzing passages for facts and opinions, completing graphic organizers, creating an animal research project with citations, and peer reviewing work. The overall goal is for students to gain skills in locating, evaluating and applying information from nonfiction sources.
The document summarizes an evaluation of a school library's reference collection. It notes that the collection had 14,554 records and an average age of 1989. There was a need to purchase new atlases, encyclopedias, dictionaries, and thesauruses. An order was prepared for a class set of each item at a lower and higher reading level, totaling $4,119.17.
The document outlines a 30-minute staff development lesson on using wikis in the classroom. It includes the content standards, essential questions, objectives, assessments, and learning plan. Teachers will learn what a wiki is, how it can benefit students and differentiate instruction, and how to create their own wiki using PBworks. The performance task has teachers creating a wiki with a link, video, image, and multiple pages. They will complete a KWL chart and survey to assess their understanding and provide feedback.
The Satilla REMC Foundation establishes the $MART Grant program to provide funding for media centers and technology projects in schools within Satilla REMC's service area. The grant provides up to $1,325 for projects that enhance education. A media specialist at S.L. Mason Elementary applied for a $1,251 grant to purchase Kindles to revolutionize the school's reading program and get more students interested in reading. The program aims to benefit all 989 students by accommodating different learning styles and providing access to a wider range of reading materials.
This lesson plan introduces teachers to wikis and how they can be used in the classroom. The plan is for a 30-minute session where teachers will first complete a KWL chart about wikis. They will then view a presentation explaining what wikis are and their benefits. This includes allowing for differentiated instruction. Teachers will then create their own wiki using PBworks with guidance. Finally, teachers will summarize what they learned on a sticky note and place it on the "L" section of the KWL chart before completing a survey on the session. The goal is for teachers to understand wikis and how to implement them in their own classrooms.
The document outlines a 30-minute staff development lesson plan on using wikis in the classroom. It includes the content standards, understanding goals, essential questions, and student objectives. The assessment evidence involves teachers completing a KWL chart and creating their own wiki using PBworks. The learning activities include an introduction, presentation on wikis and their benefits, examples of wiki uses in different subjects, creating a wiki in PBworks, and summarizing with a KWL chart. A survey is provided to collect feedback on the session's usefulness and plans to implement wikis.
To create an educational wiki, a user first signs up for a free account on PBworks.com. They then choose a wiki address and security settings before accessing their wiki workspace. From there, the user can edit pages, add or delete users, and customize colors and navigation sidebar. Various rich media like images, links, and videos can be inserted into pages by clicking "Insert" and uploading or pasting the appropriate code. The wiki allows for collaborative, multimedia learning environments.
This document provides an overview of wikis and how they can be used in educational settings. It defines wikis as websites that allow for collaborative editing by multiple users with no specialized technical skills. The document discusses how wikis can benefit students by supporting differentiated instruction and engaging learning styles. Examples are given of how wikis can be used for class projects, peer review, showcasing student work, and teacher collaboration. Specific subjects like English, writing, science, social studies and math are discussed. Free wiki platforms for educational use are also listed.
This document provides an overview of wikis and how they can be used in educational settings. It begins with defining wikis as websites that allow collaborative editing by multiple users with no specialized technical skills. Several benefits of wikis for differentiating instruction are outlined, such as their ease of use, accessibility, and ability to engage diverse learning styles. Examples are given of how wikis can be incorporated into classrooms for projects, group work, portfolios, and teacher collaboration. Specific subjects like English, writing, science, social studies, and math are discussed. Finally, free wiki platforms are listed and the document concludes with a call to create a wiki.
This document discusses wikis and their use in education. It begins with introducing wikis as websites that allow collaborative editing by multiple users with no technical skills required. It then provides examples of how wikis can benefit students by allowing differentiated instruction and engaging learning styles. Specific ways wikis can be used in the classroom are outlined, such as for projects, portfolios, peer review, and note-taking. The document also discusses how teachers can use wikis for collaboration on lesson plans, resources, and student notes. Free wiki platforms like PBWorks and Wikispaces are presented. In the end, the reader is prompted to discuss wikis and create one.
To create an educational wiki, users go to PBworks.com and choose the "For Education" option. They then select the free plan and create a username and password. After confirming their email address, users can customize the look and security settings of their wiki. They can then begin creating and editing pages, adding links, images, videos and more. The wiki allows for easy collaboration and sharing of educational resources.
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A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
1. Laurie Roberts
May 29, 2009
ITEC 8530
Article Summaries
Grimes, R., & Smith, S. (2004, January). The Impact of Standards- Based Technology
Professional Development. T.H.E. Journal. Retrieved May 29, 2009, from
http://www.thejournal.com/articles/16588
Research Article
Summary
This article started off by explaining the background of the study that they
completed. They wanted to see how much of an effect on the classroom that technology
standards- based professional development would have. They used Bloomsfield’s four
stages of technology as criteria to go by. They then chose 10 classroom teachers to be
technology coaches. The coaches had some requirements that they had to complete. One
of the requirements was that they had to attend workshops. When this first began, the
teachers were asked to complete a survey. When it was over, they were asked to
complete the survey again. The results were that after implementing technology
professional development, a gain was shown in the usage and implementation of the
NETS by district level teachers.
Critique
I felt like this was a beneficial article. This would help us all come up with ways
that we can learn about technology and then share ideas about implementing it into the
classroom. I feel that any media specialist or technology specialist would benefit from
reading this article because it gives a background of professional development and shows
2. results of the professional development being implemented. I also felt that it was very
interesting and portrayed some important information. I think that this was a useful article
because it set the guidelines for ways to go about providing more technology based
professional development. I think that it was neat to actually see a real school being
used and this study being proven true because it is something that would benefit us all.
However, I did feel that they could have gone into more dept on that different ways that
presented professional development. From a future media specialist’s perspective, this
gave me an idea of how to educate teachers on ways to integrate technology into the
classroom.
3. Anderson, R. E., & Dexter, S. (2005). School Technology Leadership: An Emperical
Investigation of Prevalence and Effect. Educational Adminstration Quarterly, 41,
49-82.
Research Article
Summary
This article was about how important leadership is when referring to educational
technology. It stated that good leadership contributed to the success of the school
technology program. There was a huge emphasis in this article on the importance of the
principal being knowledgeable of technology and being up-to-date on the latest
technology. The article stated how leaders in a school should have a vision of educational
technology. The other thing that was touched on was how the technology leaders should
be working towards creating environments that support collaboration and higher level
thinking. This article did include a model of technology leadership. There was a section
that included the results of the technology leadership survey which included the eight
technology leadership components and characteristics. They reported about how school
demographics may lead to differences in technology leadership. The results were that
smaller schools may not have as much leadership or technology because they are
informal. They also reported about private schools saying that they did not have as much
technology leadership due to the support of the public. Many indicators were included
that they used to determine if the schools contained technology leadership and if not,
why. The ending results were that technology leaders need to be actively involved in
technology.
4. Critique
I was very impressed with this article. I think that this article would be good for
anyone involved in administration at schools or on the leadership team in schools. I think
that this article does a good job of explaining whether or not a school has good
technology leadership and if not, the factors that go into determining it. I also liked that
they mention the fact that demographics play a role in this. This is something that most
people never mention, but in my opinion, matters. I think that if there is no support, then
the technology and funding is not there. I really liked that they mentioned that leaders
needed a vision and that anyone involved in technology needed to work towards creating
environments that involved collaboration and higher- level thinking. The main thing that
I saw wrong with this paper was that it was worded weird. I think that it should have
talked more about how the presence of good technology leadership skills and the lack of
these skills contributed to the success or failure of the programs.
5. Anderson, M. A. (2002, November 1). The Value of Staff Development. School Library
Journal. Retrieved May 29, 2009, from
http://www.schoollibraryjournal.com/index.asp?layout=articleprint&articleid=ca2
54380
Professional Practice
Summary
This article was about the importance of staff development. It stated that staff
development was one of the newest responsibilities of technology specialist. It also
stated that if technology specialist present information for staff development, they are
more likely to be viewed as leaders. They also made the point that because this society is
so involved with technology, we really need to grasp these concepts so that we can use
them to catch their attention and learn. It listed 5 reasons why media specialist/
technology specialist should be involved in staff development.
Critique
This was another one of my favorite articles. I liked it because I am a firm
believer that this is the main way to reach teachers and to be viewed as a leader. They
will view you as someone that they can come to and feel comfortable asking for help
when they run into a problem. It listed some very good reasons to become involved in
staff development. One of the reasons was that it is a way to connect technology and
curriculum. The other one was that is has a positive impact of instructional strategies and
students learning. The reason behind this was because teachers will become eager to
learn about technology when they what it does and the impact that it has on student’s
6. learning. I have really learned that this year with the smart boards. I have been amazed
at how much more eager the students are to learn. I enjoyed reading this article and felt
that all of the reasons were fully supported and explained. I did not find any problems
with this paper or the content.
7. Hofer, M., Chamberlin, B., & Scot, T. (2004, October). T.H.E. Journal. Fulfilling The
Need for a Technology Integration Specialist. Retrieved May 29, 2009, from
http://www.thejournal.com/the/printarticle/?id=16981
Professional Practice
Summary
This article began by listing all of the names that a technology specialist goes by.
It then went into the current role of a technology coordinator. It then went into the
reasons that the schools need a technology coordinator. It listed how the usage of
computers for instruction had increased from 1990 to now. It also talked about how their
role had changed since then. It brought up a good point about how we need to make sure
that computers are being used to their full potential. Then the article went into the role of
the technology specialist.
Critique
Overall this was a pretty good article. I think that this would be good for the
teachers, administrators, media specialist, and technology specialist to read. I think that it
gives a good basis of what their job description is and how it is changing. It also listed a
sample of a job description for cities wanting to employ a technology specialist. This
would not only be good for systems to use when hiring a technology specialist, but also
for the schools to use as a reference for the role and responsibility of the school
technology specialist. The main thing that I thought could be improved about this article
was that they could have gone into more dept in the actual article about the current role of
a technology specialist. I also thought that it would have been good if they would have
8. included a section listing reasons and persuading schools to open a position for a school
technology specialist if there was not already one at their school,
9. Lin, F. L., & Chiou, G. F. (2008). Support-Seeking and Support-Giving Relationships of
School Technology Coordinators. British Journal of Educational Technology, 39,
922-927.
Professional Practice
Summary
This article was all about the roles of a technology coordinator. They did a study
about the environment of the workplace and who do people turn to for support. It also
brought up the good point about their relationship with their colleagues would explain a
lot about whether or not people come to them for help and if not, why. The main goal in
this article was to figure out if social networks had played a role in hindering operations.
Critique
I think that this was a very interesting article because in my opinion, it goes along
with collaboration. As everyone knows, before you can successfully collaborate with
someone, a relationship has to be established. Teachers are not going to be open to
collaborating with the media specialist or technology coordinator if they have only
spoken to him/her once. It also stated that the school technology coordinator would go to
someone higher when running into a problem with technology as opposed to asking a
colleague. I thought that this article would have been better if it would have had the
graphs all on one page and would have written all of the information down without
including all of the variables. I think that it made it hard to read. Some of the
information was very spread out. I also think that this would have been a better article
had they included more information about this topic.
10. Anderson, M. A. (2004, December 1). Does Your Tech Program Measure Up? School
Library Journal. Retrieved May 29, 2009, from
http://www.schoollibraryjournal.com/index.asp?layout=articleprint&articleid=ca482543
Professional Practice
Summary
This was an article that explained three different tools that could be used to assess
you technology program. The first one that they mentioned was Profilerpro. You can
develop you own questions to create a survey that will meet the needs of your school.
Then it talked about the in’s and out’s of this program. The next one that they mentioned
was Taglit. This includes six surveys that measure technology skills and how people use
them. This will give you a better understanding of the use of technology at your school.
The last one mentioned was the STAR chart. This is a survey that you take that will give
you instant feedback on the readiness of your program. The questions ask for this one
will definitely give you feedback on what areas your school needs to work on.
Critique
I thought that this was a good article because it was very informing on these
surveys. I think that I liked that STAR chart the best. It was neat because you could also
measure how the parents used technology and thought it was used in the classroom. This
would also be a good way of measuring how much the parents/children use technology at
home. I enjoyed reading this article and familiarizing myself with these tools, because in
turn, I used them to see what they were like. At the end of the article, I liked how they
set up the charts so that you could easily see which one would benefit you the most. I
think that media and technology specialist would love getting their hands on these
11. because the surveys are already there. The only thing that I would have changed would
have been that instead of talking so much about each tool, they would have explained a
good and bad technology program so that you could have had something to compare
yours with as opposed to just answering some questions.
12. Staples, A., & Pugach, M. C. (2005). Rethinking the Technology Integration Challenge:
Cases from Three Urban Elementary Schools. Journal of Research Technology in
Education, 37, 285-311.
Research Article
Summary
This article was a study that was done using elementary schools and how much
they integrated technology. They also did a study on how serious that they principal and
teachers were about technology. The article began by telling how the use and amount of
computers in the classroom has increased since 1990’s. They also gave me reasons why
technology could or was not incorporated such as, time for professional development and
lack of planning. The suggestions that were offered to fix this was by providing more
staff development and ways to use technology that aligned with the curriculum. They
also took into the account and mentioned funding. Isn’t money always a problem? As a
way to ensure that technology would be integrated into the curriculum, each school
created technology goals that they could work towards to ensure that they had a vision.
The teachers felt that the best way to learn to use technology was to provide technology
professional development. The study found that at first, the computers and technology
was used as a way to reward students and keep them busy. After the professional
development, the teachers began to use technology as whole group instruction and
integrate it into the curriculum.
Critique
I really enjoyed reading this article. I think that the entire staff at a school would
benefit from reading this because it shows how real schools learned to integrate
13. technology into the curriculum after attending staff development that offered ideas. I
think that it was neat to see how some teachers used technology then, and how teachers
use it now. I also liked how they developed goals and took one step at a time to work on
integrating it. I also like that they brought up the point about time, because that and
money are always everyone’s problem. I think that with the installation of smart boards
in our classroom this year, many of the teachers have found ways to use it that are aligned
with the GPS Standards, which are important. I have really seen how excited that the
teachers are at creating flip charts and really trying to come up with ways for technology
to be used in each lesson, each day.
14. King, K. P. (2005). Educational Technology Professional Development as
Transformative Learning Opportunities. Computers and Education, 41, 49-82.
Research Article
Summary
This article started off by discussing the attributes of a technology leader that
makes a technology program successful. I think that this is the main drive behind a
successful program. For this study, they used the NETS standards to assess the schools.
They did state that the principal should know how to operate all technology. I think this
is important so that when someone has a question or concern, he/she will be able to relate
to it. They also stated that time was needed to discuss ways in which we use technology.
This will help with us finding new ways to integrate it into the curriculum. It mentioned
the many things that we should consider all of the risk when managing technology. It
was stated that over the years the requirements for the use technology has become more
specific. This article also reviewed other literature and reported that they did not focus a
lot on leadership being the backbone of a successful technology program. In an effort to
assess schools, they came up with indicators that they used. This mainly included
whether or not they used technology in the ways listed. They then reported on the
policies that we found in the United States schools. They did a study to figure out if
technology leadership was different in from school to school. In order to determine this,
they used four indicators. They looked at the level, schools SES, and whether the school
was public/ private school. In my opinion, all of this matters. The main finding of this
research was that we need to improve our technology leadership. The other thing that was
15. determined is that everyone in the school needs to become involved in technology
leadership.
Critique
I thought that overall this article did a good job at presenting the information. I
liked how it explained it all. I think that this was a very good study because many times,
we have stated that the media and technology program is only as good as the person
managing it. This is true for anything that has to do with education. I also liked how
they used indicators and fully described them, so that even someone who did not
understand technology could understand this article. Again, I think that this would be a
article that anyone at schools should read because it was a study about technology and
technology leadership. I definitely agreed with them that we need to make sure that we
possess the leadership skills necessary to run these programs. I also thought that they
made a good point about the principals and how important it is for them to be involved in
technology. A principal’s job is getting more advanced each year, and in order to run a
good school, I feel that they need to be involved in all aspects and areas of that school.