ICT and its impact on schools’ infrastructure, teaching and learning Mark S. Steed
Keynote address at the haysmacintyre Schools Conference
30/01/2013
Presentation by Mark Steed, Principal of Berkhamsted School and Chair of the ISC ICT Strategy Group
Trends in the K-12 education market and their impact on ITRobert Nilsson
Styles of education are rapidly evolving and Extreme Networks keeps ahead of emerging trends like competency-based learning, virtual reality for education, massive open on-line courses (MOOC), digital badges, adaptive learning, and global connected and convergent classrooms so we can help you understand and implement them.
This presentation will also help you prepare for online assessments, drawing from customer experience with the PARCC field testing; implementing Chromebooks for education; using Google Glass and drones for education; and a look at the US E-rate program.
ICT and its impact on schools’ infrastructure, teaching and learning Mark S. Steed
Keynote address at the haysmacintyre Schools Conference
30/01/2013
Presentation by Mark Steed, Principal of Berkhamsted School and Chair of the ISC ICT Strategy Group
Trends in the K-12 education market and their impact on ITRobert Nilsson
Styles of education are rapidly evolving and Extreme Networks keeps ahead of emerging trends like competency-based learning, virtual reality for education, massive open on-line courses (MOOC), digital badges, adaptive learning, and global connected and convergent classrooms so we can help you understand and implement them.
This presentation will also help you prepare for online assessments, drawing from customer experience with the PARCC field testing; implementing Chromebooks for education; using Google Glass and drones for education; and a look at the US E-rate program.
Pedagogy skills in supporting language learningRobin Trangmar
The presentation explores the pedagogical skills used to support language learning. I'll revisit the way we teach by exploring how we learn; Investigate teaching as a “Design Science”, and explore pedagogical models of learning associated with practice. Finally I will question how we can promote non-formal learning through communities of practice
85% of college students own smartphones. This affects how they communicate, conduct research, and spend their time. With this in mind, more and more educators are engaging students on their mobile devices to dramatically boost learning outcomes. Learn how to overcome distractions of cell phone use in class, find out the latest research trends, and watch demos of how to adopt mobile devices for content creation and delivery
Tell me what you want and I’ll show you what you can have: who drives design of technology for learning?
Associate Professor Sue Cobb
Interactive Technologies and Games (ITAG) Conference 2014
Health, Disability and Education
Dates: Thursday 16 October 2014 - Friday 17 October 2014
Location: The Council House, NG1 2DT, Nottingham, UK
BYOD: How Long Can Schools Afford to Neglect Personal Tech?ColinHaines2
Each and every day countless teachers are forced to reprimand students for using their personal electronic devices in class since it is against a school or district policy, but are these policies in fact a detriment to the very students whose learning they seek to protect?
Pedagogy skills in supporting language learningRobin Trangmar
The presentation explores the pedagogical skills used to support language learning. I'll revisit the way we teach by exploring how we learn; Investigate teaching as a “Design Science”, and explore pedagogical models of learning associated with practice. Finally I will question how we can promote non-formal learning through communities of practice
85% of college students own smartphones. This affects how they communicate, conduct research, and spend their time. With this in mind, more and more educators are engaging students on their mobile devices to dramatically boost learning outcomes. Learn how to overcome distractions of cell phone use in class, find out the latest research trends, and watch demos of how to adopt mobile devices for content creation and delivery
Tell me what you want and I’ll show you what you can have: who drives design of technology for learning?
Associate Professor Sue Cobb
Interactive Technologies and Games (ITAG) Conference 2014
Health, Disability and Education
Dates: Thursday 16 October 2014 - Friday 17 October 2014
Location: The Council House, NG1 2DT, Nottingham, UK
BYOD: How Long Can Schools Afford to Neglect Personal Tech?ColinHaines2
Each and every day countless teachers are forced to reprimand students for using their personal electronic devices in class since it is against a school or district policy, but are these policies in fact a detriment to the very students whose learning they seek to protect?
Surviving a BYOD Implementation - Tots Frisco 16Diana Benner
Thinking about allowing students to bring their own devices to school next year? Join us as we discuss how to make this innovative approach work. Discussion will include the advantages and pitfalls of such an implementation, revising your AUP into an RUP, classroom management, and helping teachers to adapt.
Delivering Micro-Credentials in Technical and Vocational Education and TrainingAG2 Design
Explore how micro-credentials are transforming Technical and Vocational Education and Training (TVET) with this comprehensive slide deck. Discover what micro-credentials are, their importance in TVET, the advantages they offer, and the insights from industry experts. Additionally, learn about the top software applications available for creating and managing micro-credentials. This presentation also includes valuable resources and a discussion on the future of these specialised certifications.
For more detailed information on delivering micro-credentials in TVET, visit this https://tvettrainer.com/delivering-micro-credentials-in-tvet/
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.
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.
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
5. • Technology & Education
• Education & Communications
• Medicine & Technology
• Medicine & Education
5
6. What is Assistive Technology?
"Any item, piece of equipment, or product, whether
acquired commercially, off the shelf, modified, or
customized, that is used to:
Increase
Maintain
Improve
the functional capabilities of Individuals with
Disabilities."
(Technology Related Assistance Act)
8. Assistive Technology versus
Instructional Software
• Assistive Technology- used to bypass, work
around, aide in dealing with a specific
disability
• Instructional Software- designed to develop
and improve specific skills
9. Capabilities
• Activities in daily living • Composing written material
• Control of environment • Vision
• Mobility • Hearing
• Position and seating • Reading
• Recreation • Study Skills
• Communication • Math
• Motor aspects of writing • Computer proficiency
-From TAM, 2005
10. More is not always
better
Start from least
restrictive to more
restrictive
23. PreWriting Process
Inspiration 7.5
The Diagram view
helps students create
and modify concept
maps, webs, idea
maps, and other
graphical organizers.
Audio support is available for student
to have text read aloud or to record
their own voices.
27. Assistive & Augmentative
Communication
Springboard Vantage Plus
Vanguard II
Plus with IBM
Plus
Dynavox & Dynamite
28.
29.
30.
31. Free Media Publishing Tools
• Blogs: explanation & example 1 & example 2
• Wikis: explanation & example
• PhotoSharing: explanation
• Social Bookmarking: explanation & example
• VoiceThread: explanation & example 28
35. Shared Computing
• Sugata Mitra: Hole in the Wall experiment
showed children learn best at the computer in
groups.
32
36. Open Education Safety
1) Keep your personal information secret.
2) Never meet anyone in real life you only met online.
3) No incoming communications from “outsiders.”
37. New Publishing Process
1) Non-linear & Worldwide
2) Must be competitive with what students are doing at home
38. 5 Things You Need
1. Free Media Sources
2. Free Media Editing Tools
3. Free Media Publishing Tools
4. Free Media Collaboration Tools
35
39. Media Sources
• United Streaming:
– Video, Stills, Audio
• YouTube,Vimeo, Subject-specific Video Sites:
– Use VPN
– Don’t allow referral videos
– Download using whatever downloader is available (google
“rip youtube videos” for latest version).
• TeacherTube:
– Request school-wide access via SBTS
– Same as YouTube, but vetted
• iTunes, Google, Flickr (Creative Commons) Other:
– Watch your copyright rights
36
40. Free Media Editing Tools
• Windows MovieMaker:
– Edits Video
• Windows PhotoStory:
– Edits Photos into a Movie
• Audacity:
– Edits Audio like a Cassette Tape Recorder
• PhotoEditor:
– There are a number of online options, check with
your SBTS.
37
41. Social Media
• Blogging in Groups & comments
• Wiki page comments
• VoiceThread
• Twitter in Groups
• Photosharing in Groups
• Social Bookmarking in Groups
• Skype
38
42. Parent Productivity Tools
• 25 Digital Things All Teachers Should
Know (Google it!)
– Delicious (tagging)
– Wiki (tagging)
– PhotoSharing (tagging)
– Snagit
– RSS Feeds
– Google.com (Google Sites, Google Reader, Google
Earth)
39
44. What does AT Service Include?
“Training or technical assistance for
professionals (including individuals providing
education or rehabilitation services),
employers, or other individuals who provide
services to, employ, or are otherwise
substantially involved in the major life
functions of that child.”
-From IDEA, 2004 Sec. 300/a/300.6/f
45. Why AT and the IEP?
• IDEA requires that every IEP/IFSP committee
“consider whether the child needs
(vs. requires?) assistive technology
devices and services”
-From IDEIA, 2004
46. Why Consider AT?
• IDEA requires schools to provide AT if it
is needed for a student to receive a Free
Appropriate Public Education (FAPE)
• AT shall support a student’s participation
in learning in the LRE
-From IDEA 1997
47. Never Mention Specific AT Devices or
Models in IEP
• Define AT within the IEP by functionality genre
not by make or model.
– One must be able to adapt as much as is required
to teach.
– Trial and Error
– Child Development (Fade the AT)
– Technology Development (Upgrade AT)
48. AT as a Supplementary Aid
• AT may be necessary to maintain the student
in the LRE
• IDEA (300.114/a/2/ii): AT is necessary as a
supplementary aid if its presence (along with
other necessary aids) supports the student
sufficiently to maintain the placement and its
absence requires the student’s removal to a
more restrictive setting.
52. FAPE as Defined in IDEA
Free appropriate public education or FAPE means
special education and related services that--
(a) Are provided at public expense, under public supervision
and direction, and without charge;
(b) Meet the standards of the SEA, including the
requirements of this part;
(c) Include an appropriate preschool, elementary school, or
secondary school education in the State involved; and
(d) Are provided in conformity with an individualized
education program (IEP) that meets the requirements of
Sec. 300.320 through 300.324.
53. WHEN MUST THE DISTRICT PROVIDE
ASSISTIVE TECHNOLOGY?
If the answer to any of the following questions is YES:
1. AT needed for FAPE? (Free Appropriate Public Education)
2. AT needed for LRE? (Least Restricted Environment)
• AT needed to access school programs and activities?
• AT needed to access related services?
54. WHEN MUST THE DISTRICT PROVIDE
ASSISTIVE TECHNOLOGY?
If the answer to any of the following questions is YES:
1. AT needed for FAPE? (Free Appropriate Public Education)
2. AT needed for LRE? (Least Restricted Environment)
• AT needed to access school programs and activities?
• AT needed to access related services?
Could AT help
the student be
more
independent?
55. AT Goals
• Assistive Technology should NEVER be the
goal itself!
• For instance: Using a VOCA, Sara will click the
correct picture 5 times with 100% accuracy.
BAD
• AT is a tool to complete the goal!
56. Team Training Goal
• Write an IEP goal that entire team is trained
on AT device. Both use and maintenance.
57. Independent Use Goal
• Write IEP Goals for student to independently
care (charge, house, carry, maintain) AT
devices.
58. Outside Caregiver Support Goal
• Write IEP Goals for parents and caregivers to
learn and be trained on use and care of AT
device.
59. Placement Goal in All Environments
• Removal of the student from the classroom or
standard living environment to access assistive
technology for administrative, staff or caregiver
convenience is not appropriate.
– School
– Homes
– After School Caregivers
• Behavior Intervention Plan associated with the AT
for all environments, referenced in the IEP.
60. Who Must Pay for AT?
• It is the responsibility of the school district to
provide for the equipment, services, or programs
identified in the IEP. The school district may pay for
the equipment, service, or program itself, utilize
other resources to provide or pay for the device, or
utilize private insurance funds, Medicaid, or other
sources of funds as long as the device or service
identified in the IEP is provided at no cost to the
parent.
-From: Family Guide to Assistive Technology, 2000
61. Can I Take it Home?
• If it is determined by the IEP team that a
particular AT device or service is necessary
for home use in order for the child to receive
FAPE, the technology must be provided in the
home by the school district to implement the
IEP.
-From IDEIA, 2004
62. Who Owns the AT Device?
• If the school district purchases the equipment,
the equipment belongs to the district. As long
as the student stays in the district, the
equipment may follow them through different
placements.
-From: Family Guide to Assistive Technology, 2000
We are currently in a technology revolution in education. But it’s not what you think. It’s not the technology itself. The real revolution is the fact that students have access to technologies outside of school. \n\nHere's the problem. A study of students conducted last year found a majority of forth and fifth graders spend 3 to 6 hours a day on social media unsupervised at home. They play with Myspace, Facebook and all the "sharp scissors" collaborative technology out there. Heck even in 3rd grade there are early adopters in each class using MySpace and collaborating with folks they don't know in their gaming sites. Webkins starts them off at an early age. Yes, that's right, Webkins targets kids with stuffed animals and with each animal they get a login for a social networking site.\n \nOpen Education, as it is currently defined, is the use of free and collaborative technologies in education.\nFraught with issues about safety, stability which are brought about by misunderstanding and fear, practitioners and proponents of Open Education have a rough row to hoe.\nBlogs, wikis, free media production software, sites allowing web pages to be built with little or no effort are making things easier to do.\n
\n
\n
\n
\n
\n
\n
\n
AT can be used to divide a classroom or bring it together.\n
\n
\n
\n
\n
\n
\n
\n
\n
\n
\n
\n
\n
\n
\n
\n
\n
\n
\n
\n
\n
\n
\n
In the K-5 environment, collaboration must be managed. \n\nThe authentic publishing environment can be provided, but without incoming communication.\n
The linear “secret” writing process must be replaced with a non-linear content development process which includes world-wide publishing, or else our lessons will not be relevant to students.\n