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The online Bachelor of Science in Technology degree completion program is designed for working adults with an applied associate degree who cannot attend on-campus classes. Students can choose from concentrations in Training & Development or Information Studies and complete the degree by taking 5 core courses and selecting 4 more courses from a list of 8 electives. The program aims to integrate technological concepts into students' existing work experience and education, and typically enrolls students between 30-55 years old who have started their careers and want to further their education online.
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- Many online teachers have significant teaching experience but little training specific to online instruction. Training is most commonly ongoing workshops and from the workplace.
- Topics rated as most important for professional development include learning management system training, communication technologies, and the field of online teaching. Additional topics of interest relate to instructional design, student needs, and online facilitation strategies.
- Training needs vary depending on experience. Brand new teachers want more training on supporting students with disabilities and online collaboration, while more experienced teachers are interested in topics like the psychology of online learning and student autonomy.
Students and technology 2012
The document discusses students' use of technology in education based on survey results. It finds that the percentage of students taking at least one online course has increased from 15% in 2008 to 31% in 2012. It also notes that 65% of students say they learn most in blended learning environments that combine online and in-person elements. Additionally, 68% of students feel technology helps them achieve their academic outcomes.
Shaping the digital future of FE and skills - digital pedagogy
The webinar discussed challenges and opportunities for digital pedagogy and technology-enabled teaching and learning. Key challenges for the upcoming term include the digital divide disadvantaging learners without devices/connectivity, engagement of online learners, and delivering high quality instruction. Responding to these challenges requires consolidating tools/channels, maintaining learner engagement, and staff CPD. Moving forward, focus areas include accessibility of online content, mixed synchronous/asynchronous methods, single sign-on systems, and access to quality interactive content. Professional development is needed to support staff digital capabilities while identifying and assisting digitally excluded learners.
Policies and plans
This document discusses a county and school strategic plan. It notes that the county plan is based on a shared vision statement and includes 5 common points that are then tailored for each individual school. The points focus on developing globally competitive students, 21st century professionals, healthy responsible students, leadership for innovation, and 21st century systems. The document provides details on programming, hardware, goals and expectations around student achievement, technology use, safety, and parental involvement. It compares consistency and differences between the county and school plans.
Assessment of e learning readiness
E-learning has been widely regarded as a mode of delivery that offers possibilities for increasing access and improving quality in higher education institutions. This paper reports on the results of an assessment of the readiness for the implementation of this novel initiative among lecturers and students in the Faculty of Education at the National University of Lesotho. Surveys were administered to students and lecturers in the Faculty of Education which revealed high levels of readiness in relation to attitudes and awareness towards e-learning and areas of immense challenges emerging from institutional constraints as well as conceptual shifts required for a successful implementation of the initiative. The researchers recommend a clearer commitment by the university, including an explicit financial budgeting, as well as continuing professional development and technical support to e-learning implementation if the initiative is to realise its full potentials for improving the teaching and learning experiences in the university.
Using Tech in the Classroom Goes Beyond TPACK.pptx
Rutgers Online Learning Conference Marino, M. (June 1st, 2020). Using Tech in the Classroom Goes Beyond TPACK and ASSURE. Rutgers Online Learning Conference, Online due to COVID-19.
Open and e learning
This document is supportive for students, teachers and other educators. It has developed based on the basic concept of Open and e-learning as well as ICT using technique.
Leadership Principles In Technology
School leaders must play a central role in technology planning by communicating a clear vision, ensuring access to current hardware and online resources, and demonstrating effective integration of technology into daily classroom lessons. They must also provide ongoing professional development, assess the impact of technology using various forms of data, and maintain technical and instructional support systems. Finally, leaders need to understand legal and ethical issues related to technology use while developing community relationships to aid technology planning and implementation.
Technology Needs Assessment
The document provides a technology needs assessment for Johnson High School. It outlines objectives to integrate technology across the curriculum, improve availability of technology for students and teachers, and encourage distance learning and global awareness training. Surveys were distributed to gather input from teachers, students, parents, administrators, and staff. Findings indicated that most teachers want to incorporate more technology but some feel intimidated, while students want more technology use in classes. Recommendations include purchasing more equipment for classrooms, providing staff training, and exploring email monitoring and gaming/social media to engage students.
Moodle perceptions results
A presentation by Mel Hudson Smith, Lecturer in Operations Management in the Plymouth Graduate School of Management at Plymouth University, exploring students' perceptions of the new Digital Learning Environment (DLE).
CHEDTEB - Student Survey
This survey was conducted with students from three universities to determine their knowledge of and interest in new technologies. The results showed that students' overall knowledge is low, with only 16% having learned about blockchain technology from their university. While interest was higher than knowledge, males had greater knowledge and interest than females. Master's students also had higher knowledge than Bachelor's students. Most students felt universities could better prepare them for the job market and apply new technologies more in their own teaching. They requested additional courses in emerging technologies to expand their learning. The survey concludes universities need improvements in how they impart knowledge and serve as models for applying new methods and technologies.
FOR INTERNATIONAL PRESENTATION.pptx
This study aimed to develop an ICT skills-based training program for high school teachers at Agusan Pequeño National High School. The study found that teachers had low ICT knowledge and skills proficiency. Based on these findings, the researcher created a training program called "Project GRID" to address the needs of teachers. Expert validators found the program to be acceptable. It was recommended that the school adopt Project GRID long-term and level up questions in future assessments to focus more on applying ICT skills in a pedagogical context.
Teacher Design Decisions during Technology Integration
The document summarizes research on how teachers design lessons that integrate technology. It finds that teachers integrate technology in varying degrees and are influenced by their pedagogical beliefs, contextual factors, and backgrounds. The researcher observed teachers as they designed lessons, analyzed the lessons, and interviewed the teachers. The results showed that teachers focused more on teacher-based strategies than student-centered ones and used technology mostly for lower-level thinking. Teachers' technology integration was also affected by the support and priorities in their schools. The researcher suggests improving pre-service teacher education and in-service professional development focused on effective technology integration.
Cegos 2011 learning trends survey draft, final may 11
This survey from CEGOS provides a fascinating insight into trends in workplace learning and development across UK, France, Italy, Spain and Germany.
Texas s ta r chart
This document summarizes the results of a STaR (School Technology and Readiness) chart assessment for High Point Elementary. The STaR chart is a tool used by Texas schools to evaluate their progress in 4 key areas related to educational technology based on the state's long-range technology plan. While High Point scored at the "Advanced Tech" level in Infrastructure, their scores dropped from "Advanced Tech" to "Developing Tech" in the areas of Teaching & Learning, Educator Preparation & Development, and Leadership/Administration over the past 3 years. The presentation identifies areas for improvement and provides resources to help High Point become an "Exemplary" school in integrating technology.
Texas s ta r chart
This document summarizes the results of a STaR (School Technology and Readiness) chart assessment for High Point Elementary. The STaR chart is a tool used by Texas schools to evaluate their progress in 4 key areas related to educational technology based on the state's long-range technology plan. While High Point scored at the "Advanced Tech" level in Infrastructure, their scores dropped from "Advanced Tech" to "Developing Tech" in the areas of Teaching & Learning, Educator Preparation & Development, and Leadership/Administration over the past 3 years. The presentation identifies goals to improve technology integration and student-centered learning at High Point Elementary.
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Ate Slide Show
- 1. Online Bachelor of Science
- 3. Information Studies Students take 5 core courses and then select 4 courses from 8 electives.
- 4. Courses Instructional Design/Delivery Development/Evaluation of Training Programs Technological Forecasting Information Policy Analysis Digital Rights Management Media Usability Studies Computer Mediated Communications Technology Systems in Society Supervisory Skills Adult Learning Transformational Learning & Technology
- 5. Who are our students? 30-55 years of age Started a career Have an applied associate degree Could not attend class on campus
- 8. New students average 37 years of age
- 9. Average age of 40 at graduation
- 10. 43% are female
- 11. One year at a community college – 100%
- 12. Cooperative Education Involvement – 100%