Campus technology action plan
•Download as DOC, PDF•
0 likes•120 views
This document outlines a campus technology action plan to provide teacher training on using Smart Boards and tablets to enhance classroom instruction. The plan's objectives are to integrate technology into delivering instruction as per the campus and district technology plans. All teachers will be surveyed to assess current technology use and needs. Administrators will review lesson plans created by teachers to integrate the new technologies. Ongoing evaluation will include surveys, monthly focus groups and peer reviews of integrated lesson plans to ensure technology adoption.
Report
Share
Report
Share
Recommended
Students use technology to learn maths
Technology can enhance students' learning of mathematics in several ways:
1) It makes learning more enjoyable and gives students freedom over their learning process.
2) Technology helps students construct knowledge and encourages self-learning as well as collaborative learning.
3) Tools like calculators and graphics software allow students to visualize mathematical concepts and develop a deeper understanding through exploration of multiple representations.
Campus STAR Chart Presentation
The document summarizes the findings of Copeland Elementary School's STAR Chart assessment in key areas related to technology readiness and use from 2007 to 2010. It shows that from 2007-2008, the school's teaching and learning, administration and support, and infrastructure were at the developing technology level. By 2008-2009, teaching and learning had advanced but the other areas remained developing. By 2008-2010, administration and support had also advanced while infrastructure remained developing.
Technology+Use+Vs.+Technology+Integration+ W401
This document discusses the difference between merely using technology in the classroom versus integrating it. Technology use involves having devices like computers present but not using them to specifically enhance learning. Technology integration means designing lessons that use technology to more efficiently teach the curriculum. While technology use has no real educational purpose, technology integration provides alternative learning methods and complements what is being taught. The role of technology should be to prepare students for the real world and enhance lessons through purposeful use, not just having devices for their own sake.
Technology Action Plan
The technology action plan has four main action steps:
1. Administer surveys to evaluate teachers' technology knowledge and students' technology use and needs.
2. Create a team to assess technology resources and develop a professional development plan based on survey data.
3. Provide on-site professional development for teachers and update hardware/software based on survey findings.
4. Analyze effects of new implementations by evaluating data and making modifications for next year if needed.
Drewyor -- Rationale For Technology Integration
This document discusses the rationale for integrating technology into schools. It notes that students today are networked and connected everywhere, and that the information landscape is constantly changing. It also cites challenges in classrooms like diverse student needs and lack of access to materials. The document argues that technology integration can help address these issues through adaptive and personalized instruction, data-driven lessons, and just-in-time learning. It also states that now is the right time for integration, as technology is increasingly important for students to succeed, and more funding is available to support these efforts.
Technology Persuasive Pp 2
Technology can support student achievement and provide a more effective learning environment in several ways:
1) Students using computer-based instruction scored higher (64th percentile) on average than those without (50th percentile).
2) Technology enhances differentiated instruction by engaging students and allowing them to interact with content in multiple ways.
3) When used for math instruction and learning games, technology correlates with higher math achievement for 4th and 8th graders.
4) Technology can provide cost-effective learning through software exploration and distance learning.
A study of the teaching of ict skills in my school
This document summarizes a study on teaching ICT skills in a school. It defines ICT as technology used to manage information and communication, including hardware like computers and software like office applications. It outlines necessary steps for using ICT in schools like having an ICT policy and filtering system. It also discusses the national curriculum expectations for ICT and how the school approaches ICT instruction with half the class receiving lessons weekly. Assessments of ICT are primarily through observation and references are provided.
Technology in Mathematics
Technology integration in mathematics classrooms involves using computers, calculators, smartboards, and other technological tools to engage students, differentiate instruction, and provide reinforcement. Effective integration includes using spreadsheets, websites, and graphic organizers to develop conceptual understanding and solve problems while meeting state objectives. Teachers must learn the technology, create guidelines for lessons, model its use, and monitor students to ensure technology is used safely and effectively.
Recommended
Students use technology to learn maths
Technology can enhance students' learning of mathematics in several ways:
1) It makes learning more enjoyable and gives students freedom over their learning process.
2) Technology helps students construct knowledge and encourages self-learning as well as collaborative learning.
3) Tools like calculators and graphics software allow students to visualize mathematical concepts and develop a deeper understanding through exploration of multiple representations.
Campus STAR Chart Presentation
The document summarizes the findings of Copeland Elementary School's STAR Chart assessment in key areas related to technology readiness and use from 2007 to 2010. It shows that from 2007-2008, the school's teaching and learning, administration and support, and infrastructure were at the developing technology level. By 2008-2009, teaching and learning had advanced but the other areas remained developing. By 2008-2010, administration and support had also advanced while infrastructure remained developing.
Technology+Use+Vs.+Technology+Integration+ W401
This document discusses the difference between merely using technology in the classroom versus integrating it. Technology use involves having devices like computers present but not using them to specifically enhance learning. Technology integration means designing lessons that use technology to more efficiently teach the curriculum. While technology use has no real educational purpose, technology integration provides alternative learning methods and complements what is being taught. The role of technology should be to prepare students for the real world and enhance lessons through purposeful use, not just having devices for their own sake.
Technology Action Plan
The technology action plan has four main action steps:
1. Administer surveys to evaluate teachers' technology knowledge and students' technology use and needs.
2. Create a team to assess technology resources and develop a professional development plan based on survey data.
3. Provide on-site professional development for teachers and update hardware/software based on survey findings.
4. Analyze effects of new implementations by evaluating data and making modifications for next year if needed.
Drewyor -- Rationale For Technology Integration
This document discusses the rationale for integrating technology into schools. It notes that students today are networked and connected everywhere, and that the information landscape is constantly changing. It also cites challenges in classrooms like diverse student needs and lack of access to materials. The document argues that technology integration can help address these issues through adaptive and personalized instruction, data-driven lessons, and just-in-time learning. It also states that now is the right time for integration, as technology is increasingly important for students to succeed, and more funding is available to support these efforts.
Technology Persuasive Pp 2
Technology can support student achievement and provide a more effective learning environment in several ways:
1) Students using computer-based instruction scored higher (64th percentile) on average than those without (50th percentile).
2) Technology enhances differentiated instruction by engaging students and allowing them to interact with content in multiple ways.
3) When used for math instruction and learning games, technology correlates with higher math achievement for 4th and 8th graders.
4) Technology can provide cost-effective learning through software exploration and distance learning.
A study of the teaching of ict skills in my school
This document summarizes a study on teaching ICT skills in a school. It defines ICT as technology used to manage information and communication, including hardware like computers and software like office applications. It outlines necessary steps for using ICT in schools like having an ICT policy and filtering system. It also discusses the national curriculum expectations for ICT and how the school approaches ICT instruction with half the class receiving lessons weekly. Assessments of ICT are primarily through observation and references are provided.
Technology in Mathematics
Technology integration in mathematics classrooms involves using computers, calculators, smartboards, and other technological tools to engage students, differentiate instruction, and provide reinforcement. Effective integration includes using spreadsheets, websites, and graphic organizers to develop conceptual understanding and solve problems while meeting state objectives. Teachers must learn the technology, create guidelines for lessons, model its use, and monitor students to ensure technology is used safely and effectively.
Week 10 group presentation computer
This document discusses the use of computers by principals, students, and teachers. For principals, it outlines how they can use computers for communication, record keeping, information gathering, and support. It also discusses responsibilities like ensuring internet safety and equitable access. For students, it describes advantages of computer use like increased motivation and preparing them for the future. Skills developed through use include research and presentation abilities. Benefits in the learning environment are also outlined. For teachers, it summarizes technology standards and lists 5 important internet technologies. It provides principles for integrating technology into the curriculum, as well as considerations for technology planning.
Colmesneil technology plan
Final assignment for EDLD5362, Lamar University. Presentation about the Technology Plan for the school district I work in.
Colmesneil technology plan
Final assignment for EDLD 5362. Presentation on the Technology Plan for the school district I work in.
One to-one i pad™ usage and applications in k-12 classrooms
This document discusses the benefits of using iPads in K-12 classrooms from the perspectives of both teachers and students. It outlines how iPads can help with organizing class materials through tools like iTunes U, allow for immediate assessment and flipping the classroom. Teachers can use iPads to model usage, track student progress through apps like Socrative, while students can use iPads to take electronic notes, showcase creativity with apps like iMovie, and submit work electronically through Showbie. Some cautions discussed include classroom management, digital safety, internet access, and ensuring technology understanding, along with potential solutions.
Unrealistic Expectations?
Teachers face unrealistic expectations to integrate technology into their classrooms despite their ability to use technology lagging behind the availability of technology in schools. Effective professional development for teachers on educational technology includes peer feedback, follow up support, contextually relevant examples, and opportunities to practice. Simply providing technology in classrooms is not enough, as a teacher's readiness and ability to use technology effectively determines the impact of educational technology, not its mere presence.
Online presentation
Teachers face unrealistic expectations to integrate technology into their classrooms despite their ability to use technology lagging behind the availability of technology in schools. Effective professional development for teachers on technology integration requires elements like peer feedback, follow up support, contextually relevant examples, and educational uses of technology. Simply having technology present in classrooms does not guarantee its effective use - teachers need readiness training to incorporate technology meaningfully into their instruction.
Ict resource utilization, availability and accessibility by teacher educators...
This document discusses a study that investigated the utilization of information and communication technology (ICT) resources by teacher educators at the College of Education in Katsina-Ala, Benue State, Nigeria. The study found that ICT resources were not available at the college and therefore could not be accessed by teacher educators for instructional development purposes. Based on these findings, the study recommended that the college authority should provide ICT resources to teacher educators and sponsor training programs to help them develop ICT skills for instructional delivery.
Ict 21 st century
ICT plays an important role in 21st century teacher education by helping teachers interact with students, access institutions and universities, and improve their teaching skills and professional development. ICT allows teachers to prepare for teaching using tools like word processing and multimedia, and helps evaluate students. It makes the classroom more student-centric by facilitating project-based learning and access to multiple sources of information. ICT also helps bridge the gap between teachers and students by enabling better communication and acting as a storehouse for educational information.
Action Plan for Classroom Technology Integration
This action plan has four goals: to improve communication using digital tools within the school and between the school and community; to promote technology use by teachers; to improve student academic achievement through tools like the internet, weblogs and podcasts; and to provide parents and students with internet safety guidance.
Edc 3100
The document discusses reasons for integrating information and communication technologies (ICTs) into teaching a class of 6 five-year-olds with diverse backgrounds and learning needs. First, using ICTs like online math games can cater to different ability levels. Second, technologies like digital cameras and blogs can help develop English skills and confidence. Third, tools like document cameras can aid visual learning and focus attention on science experiments. The goal is to engage students and enhance learning across the curriculum using technologies.
Week%208 1.%20 tutorial%20activities
This document outlines activities for a week 8 tutorial on using ICT skills to enhance student engagement and literacy. It includes 1) having students work collaboratively in groups to evaluate potential settlement sites using a map and table, and 2) redesigning the activity for the 21st century using ICT strategies like blogs, storyboards, laptop wraps, and short films. Additional backup activities are discussed in case technology access is lost, such as carrying out the map activity without ICT or discussing assigned readings. The goal is to apply ICT literacies like access, integration, and communication while maintaining collaborative problem-solving.
Teaching and Learning with Technology in Mathematics & Science Instruction
Chapter 11 PowerPoint Presentation for Teaching and Learning with Technology in Mathematics & Science Instruction by Doering and Roblyer (2013)
The Impacts Of Information And Communication Technology (ICT) On The Teaching...
This document discusses the impacts of information and communication technology (ICT) on teaching and learning science and mathematics. It defines ICT and explains how ICT has transformed education by creating a more interactive learning environment. ICT allows for more effective demonstration of concepts and feedback on student progress. The use of ICT in classrooms enhances teaching and makes lessons more exciting for students. ICT also helps students become independent learners by developing critical thinking and problem-solving skills. For science and mathematics specifically, ICT is increasingly used in laboratories for data acquisition, handling, and analysis.
ICT in Mathematics
This presentation is about the need, importance and role of ICT in Mathematics Teaching.
This presentation is specially prepared for B.Ed. Sem. II Mathematics Pedagogy Students for online interaction due to Covid 19 pandemic in the period of lockdown.
Data Collection Tools Session 2 (Participant)
This document summarizes a teacher training session on integrating data collection tools into teaching and learning. The session covered designing ICT-based lessons using tools like digital cameras, video cameras and dataloggers. It provided steps for lesson planning including determining learning outcomes, designing lesson tasks to support pedagogy and thinking skills, deciding on assessments, and evaluating lessons. Examples of using tools to study photosynthesis and chemical reactions were given. Time was allotted for teachers to plan lessons and share resources using provided templates and websites.
Availability and utilization of information and communication technology ict...
This document discusses a study that surveyed the availability and utilization of information and communication technology (ICT) facilities in tertiary institutions in Niger State, Nigeria.
The study involved 150 lecturers from three federal tertiary institutions who completed a questionnaire. The results showed that ICT facilities were inadequately provided across the institutions. Specifically, desktop computers and internet access for lecturers, digital libraries, and institutional websites were largely unavailable. Some facilities like multimedia classrooms and audiovisual equipment had higher availability in colleges of education compared to universities and polytechnics. Overall, the findings indicated that ICT facilities and their effective use for teaching and research purposes needed to be improved in the tertiary institutions surveyed.
Technology Powerpoint (W-200)
This document summarizes three articles about the use of technology in education. It discusses how 95% of classrooms had internet access in 2005 but many teachers felt unprepared to use technology. One article describes a 4th grade class that was issued laptops. Surveys of pre-service teachers found mixed experiences with and attitudes towards technology. Benefits of devices like PDAs for both students and teachers are also noted. The document concludes that as educators, it is important to keep up with technology and how it can benefit student learning.
Mcastellonactionplan
The document outlines an organizational chart and action plan for integrating technology into instruction at the district and campus level. It begins by describing the roles and responsibilities of various personnel from the Board of Trustees to campus principals and teachers in implementing technology. It then discusses developing a professional development plan and evaluation plan to improve use of data and decision making regarding technology integration. The goal is to adequately prepare students and teachers for a digital era by systematically implementing and monitoring technology in core subjects according to improvement plans.
Mcastellonactionplan
The document outlines an organizational chart and action plan for integrating technology into instruction at the district and campus level. It begins by describing the roles and responsibilities of various personnel from the Board of Trustees to campus principals and teachers in implementing technology. It then discusses developing a professional development plan and evaluation plan to improve use of data and decision making regarding technology integration. The goal is to adequately prepare students and teachers for a digital era by systematically implementing and monitoring technology in core subjects according to improvement plans.
Technology Action Plan
1) The technology action plan outlines professional development for teachers to improve technology integration skills and move students to higher-level thinking with technology.
2) Teachers will learn how to access and use online student data databases, and assess whether teachers feel more comfortable using these resources.
3) The plan will be evaluated based on classroom observation data, surveys of teacher technology skills and comfort levels, and student technology use levels.
What Technology Preparation is Needed?
This study examined digital native preservice teachers' technology experiences, beliefs, and skills. It found that while they were confident in technology and spent a lot of time using basic technologies, their technology activities were often limited to social media. Additionally, they lacked experience with more advanced classroom technologies and assistive technologies. The study concluded that despite growing up with technology, digital native teachers still need systematic technology training to strengthen their skills in a variety of educational technologies.
AN EXPLORATORY STUDY ON K-12 TEACHERS USE OF TECHNOLOGY AND.docx
AN EXPLORATORY STUDY ON K-12 TEACHERS'
USE OF TECHNOLOGY AND MULTIMEDIA IN THE CLASSROOM
INTRODUCTION
Teachers
positively support their curricular goals and enhance
classroom instruction (Smerdon, B., Cronen, S., Lanahan, L.,
Anderson, J., Lannotti, N., & Angeles, J. (2000); Gray,
Thomas & Lewis, 2010). There are multiple technology tools
st
in the 21 century available for teachers to integrate in their
classroom for these purposes; however, there are
challenges. These tools change rapidly so it becomes
inherent for schools to have current technology and
teachers that are sufficiently prepared to use these
technology tools (Hinostroza, 2011). Often teachers do not
understand terminology necessary to communicate when
using these tools. Two terms educators commonly use
interchangeably are technology and multimedia. The term
“technology” denotes the hardware that is used in the
classroom and the term “multimedia”conveys software
applications combining digital media types, such as text,
images, sound, and video, which are the definitions used in
this study. Furthermore, it is difficult to establish a skill and
integrate technology in their classroom to
By
knowledge level necessary for educators.
The International Society for Technology in Education (ISTE)
developed five standards in evaluating the necessary skills
and knowledge of educators. These five standards are to:
1) Facilitate and inspire student learning and creativity; 2)
Design and develop digital age learning experiences and
assessments; 3) Model digital age work and learning; 4)
Promote and model digital citizenship and responsibility;
and 5) Engage in professional growth and leadership (ISTE,
2008).
For the purposes of this study, the ISTE Standard 2: Design
and develop digital age learning experiences and
assessments and ISTE Standard 3: Model digital age work
and learning, were the primary focus. More specifically, two
indicators from standard 2 were examined: a) Design or
adapt relevant learning experiences that incorporate
digital tools and resources to promote student learning and
creativity and b) Develop technology-enriched learning
environments that enable all students to pursue their
individual curiosities and become active participants in
* Associate Professor, Instructional Systems Technology, University of North Carolina Charlotte, USA.
** Assistant Professor, Educational Leadership, University of North Carolina Wilmington, USA.
ABSTRACT
st
21 century has seen new technology and multimedia made available for integration in K-12 classrooms. This exploratory
study examines K-12 teachers' use of technology and multimedia in the classroom in two southern counties in the
Southeastern United States. The purpose of the study was to answer the following five research questions: 1) What
technology do teachers use in the classroom; 2) How often do teachers use technology/multimedia in the ...
More Related Content
What's hot
Week 10 group presentation computer
This document discusses the use of computers by principals, students, and teachers. For principals, it outlines how they can use computers for communication, record keeping, information gathering, and support. It also discusses responsibilities like ensuring internet safety and equitable access. For students, it describes advantages of computer use like increased motivation and preparing them for the future. Skills developed through use include research and presentation abilities. Benefits in the learning environment are also outlined. For teachers, it summarizes technology standards and lists 5 important internet technologies. It provides principles for integrating technology into the curriculum, as well as considerations for technology planning.
Colmesneil technology plan
Final assignment for EDLD5362, Lamar University. Presentation about the Technology Plan for the school district I work in.
Colmesneil technology plan
Final assignment for EDLD 5362. Presentation on the Technology Plan for the school district I work in.
One to-one i pad™ usage and applications in k-12 classrooms
This document discusses the benefits of using iPads in K-12 classrooms from the perspectives of both teachers and students. It outlines how iPads can help with organizing class materials through tools like iTunes U, allow for immediate assessment and flipping the classroom. Teachers can use iPads to model usage, track student progress through apps like Socrative, while students can use iPads to take electronic notes, showcase creativity with apps like iMovie, and submit work electronically through Showbie. Some cautions discussed include classroom management, digital safety, internet access, and ensuring technology understanding, along with potential solutions.
Unrealistic Expectations?
Teachers face unrealistic expectations to integrate technology into their classrooms despite their ability to use technology lagging behind the availability of technology in schools. Effective professional development for teachers on educational technology includes peer feedback, follow up support, contextually relevant examples, and opportunities to practice. Simply providing technology in classrooms is not enough, as a teacher's readiness and ability to use technology effectively determines the impact of educational technology, not its mere presence.
Online presentation
Teachers face unrealistic expectations to integrate technology into their classrooms despite their ability to use technology lagging behind the availability of technology in schools. Effective professional development for teachers on technology integration requires elements like peer feedback, follow up support, contextually relevant examples, and educational uses of technology. Simply having technology present in classrooms does not guarantee its effective use - teachers need readiness training to incorporate technology meaningfully into their instruction.
Ict resource utilization, availability and accessibility by teacher educators...
This document discusses a study that investigated the utilization of information and communication technology (ICT) resources by teacher educators at the College of Education in Katsina-Ala, Benue State, Nigeria. The study found that ICT resources were not available at the college and therefore could not be accessed by teacher educators for instructional development purposes. Based on these findings, the study recommended that the college authority should provide ICT resources to teacher educators and sponsor training programs to help them develop ICT skills for instructional delivery.
Ict 21 st century
ICT plays an important role in 21st century teacher education by helping teachers interact with students, access institutions and universities, and improve their teaching skills and professional development. ICT allows teachers to prepare for teaching using tools like word processing and multimedia, and helps evaluate students. It makes the classroom more student-centric by facilitating project-based learning and access to multiple sources of information. ICT also helps bridge the gap between teachers and students by enabling better communication and acting as a storehouse for educational information.
Action Plan for Classroom Technology Integration
This action plan has four goals: to improve communication using digital tools within the school and between the school and community; to promote technology use by teachers; to improve student academic achievement through tools like the internet, weblogs and podcasts; and to provide parents and students with internet safety guidance.
Edc 3100
The document discusses reasons for integrating information and communication technologies (ICTs) into teaching a class of 6 five-year-olds with diverse backgrounds and learning needs. First, using ICTs like online math games can cater to different ability levels. Second, technologies like digital cameras and blogs can help develop English skills and confidence. Third, tools like document cameras can aid visual learning and focus attention on science experiments. The goal is to engage students and enhance learning across the curriculum using technologies.
Week%208 1.%20 tutorial%20activities
This document outlines activities for a week 8 tutorial on using ICT skills to enhance student engagement and literacy. It includes 1) having students work collaboratively in groups to evaluate potential settlement sites using a map and table, and 2) redesigning the activity for the 21st century using ICT strategies like blogs, storyboards, laptop wraps, and short films. Additional backup activities are discussed in case technology access is lost, such as carrying out the map activity without ICT or discussing assigned readings. The goal is to apply ICT literacies like access, integration, and communication while maintaining collaborative problem-solving.
Teaching and Learning with Technology in Mathematics & Science Instruction
Chapter 11 PowerPoint Presentation for Teaching and Learning with Technology in Mathematics & Science Instruction by Doering and Roblyer (2013)
The Impacts Of Information And Communication Technology (ICT) On The Teaching...
This document discusses the impacts of information and communication technology (ICT) on teaching and learning science and mathematics. It defines ICT and explains how ICT has transformed education by creating a more interactive learning environment. ICT allows for more effective demonstration of concepts and feedback on student progress. The use of ICT in classrooms enhances teaching and makes lessons more exciting for students. ICT also helps students become independent learners by developing critical thinking and problem-solving skills. For science and mathematics specifically, ICT is increasingly used in laboratories for data acquisition, handling, and analysis.
ICT in Mathematics
This presentation is about the need, importance and role of ICT in Mathematics Teaching.
This presentation is specially prepared for B.Ed. Sem. II Mathematics Pedagogy Students for online interaction due to Covid 19 pandemic in the period of lockdown.
Data Collection Tools Session 2 (Participant)
This document summarizes a teacher training session on integrating data collection tools into teaching and learning. The session covered designing ICT-based lessons using tools like digital cameras, video cameras and dataloggers. It provided steps for lesson planning including determining learning outcomes, designing lesson tasks to support pedagogy and thinking skills, deciding on assessments, and evaluating lessons. Examples of using tools to study photosynthesis and chemical reactions were given. Time was allotted for teachers to plan lessons and share resources using provided templates and websites.
Availability and utilization of information and communication technology ict...
This document discusses a study that surveyed the availability and utilization of information and communication technology (ICT) facilities in tertiary institutions in Niger State, Nigeria.
The study involved 150 lecturers from three federal tertiary institutions who completed a questionnaire. The results showed that ICT facilities were inadequately provided across the institutions. Specifically, desktop computers and internet access for lecturers, digital libraries, and institutional websites were largely unavailable. Some facilities like multimedia classrooms and audiovisual equipment had higher availability in colleges of education compared to universities and polytechnics. Overall, the findings indicated that ICT facilities and their effective use for teaching and research purposes needed to be improved in the tertiary institutions surveyed.
Technology Powerpoint (W-200)
This document summarizes three articles about the use of technology in education. It discusses how 95% of classrooms had internet access in 2005 but many teachers felt unprepared to use technology. One article describes a 4th grade class that was issued laptops. Surveys of pre-service teachers found mixed experiences with and attitudes towards technology. Benefits of devices like PDAs for both students and teachers are also noted. The document concludes that as educators, it is important to keep up with technology and how it can benefit student learning.
What's hot (17)
One to-one i pad™ usage and applications in k-12 classrooms
One to-one i pad™ usage and applications in k-12 classrooms
Ict resource utilization, availability and accessibility by teacher educators...
Ict resource utilization, availability and accessibility by teacher educators...
Teaching and Learning with Technology in Mathematics & Science Instruction
Teaching and Learning with Technology in Mathematics & Science Instruction
The Impacts Of Information And Communication Technology (ICT) On The Teaching...
The Impacts Of Information And Communication Technology (ICT) On The Teaching...
Availability and utilization of information and communication technology ict...
Availability and utilization of information and communication technology ict...
Similar to Campus technology action plan
Mcastellonactionplan
The document outlines an organizational chart and action plan for integrating technology into instruction at the district and campus level. It begins by describing the roles and responsibilities of various personnel from the Board of Trustees to campus principals and teachers in implementing technology. It then discusses developing a professional development plan and evaluation plan to improve use of data and decision making regarding technology integration. The goal is to adequately prepare students and teachers for a digital era by systematically implementing and monitoring technology in core subjects according to improvement plans.
Mcastellonactionplan
The document outlines an organizational chart and action plan for integrating technology into instruction at the district and campus level. It begins by describing the roles and responsibilities of various personnel from the Board of Trustees to campus principals and teachers in implementing technology. It then discusses developing a professional development plan and evaluation plan to improve use of data and decision making regarding technology integration. The goal is to adequately prepare students and teachers for a digital era by systematically implementing and monitoring technology in core subjects according to improvement plans.
Technology Action Plan
1) The technology action plan outlines professional development for teachers to improve technology integration skills and move students to higher-level thinking with technology.
2) Teachers will learn how to access and use online student data databases, and assess whether teachers feel more comfortable using these resources.
3) The plan will be evaluated based on classroom observation data, surveys of teacher technology skills and comfort levels, and student technology use levels.
What Technology Preparation is Needed?
This study examined digital native preservice teachers' technology experiences, beliefs, and skills. It found that while they were confident in technology and spent a lot of time using basic technologies, their technology activities were often limited to social media. Additionally, they lacked experience with more advanced classroom technologies and assistive technologies. The study concluded that despite growing up with technology, digital native teachers still need systematic technology training to strengthen their skills in a variety of educational technologies.
AN EXPLORATORY STUDY ON K-12 TEACHERS USE OF TECHNOLOGY AND.docx
AN EXPLORATORY STUDY ON K-12 TEACHERS'
USE OF TECHNOLOGY AND MULTIMEDIA IN THE CLASSROOM
INTRODUCTION
Teachers
positively support their curricular goals and enhance
classroom instruction (Smerdon, B., Cronen, S., Lanahan, L.,
Anderson, J., Lannotti, N., & Angeles, J. (2000); Gray,
Thomas & Lewis, 2010). There are multiple technology tools
st
in the 21 century available for teachers to integrate in their
classroom for these purposes; however, there are
challenges. These tools change rapidly so it becomes
inherent for schools to have current technology and
teachers that are sufficiently prepared to use these
technology tools (Hinostroza, 2011). Often teachers do not
understand terminology necessary to communicate when
using these tools. Two terms educators commonly use
interchangeably are technology and multimedia. The term
“technology” denotes the hardware that is used in the
classroom and the term “multimedia”conveys software
applications combining digital media types, such as text,
images, sound, and video, which are the definitions used in
this study. Furthermore, it is difficult to establish a skill and
integrate technology in their classroom to
By
knowledge level necessary for educators.
The International Society for Technology in Education (ISTE)
developed five standards in evaluating the necessary skills
and knowledge of educators. These five standards are to:
1) Facilitate and inspire student learning and creativity; 2)
Design and develop digital age learning experiences and
assessments; 3) Model digital age work and learning; 4)
Promote and model digital citizenship and responsibility;
and 5) Engage in professional growth and leadership (ISTE,
2008).
For the purposes of this study, the ISTE Standard 2: Design
and develop digital age learning experiences and
assessments and ISTE Standard 3: Model digital age work
and learning, were the primary focus. More specifically, two
indicators from standard 2 were examined: a) Design or
adapt relevant learning experiences that incorporate
digital tools and resources to promote student learning and
creativity and b) Develop technology-enriched learning
environments that enable all students to pursue their
individual curiosities and become active participants in
* Associate Professor, Instructional Systems Technology, University of North Carolina Charlotte, USA.
** Assistant Professor, Educational Leadership, University of North Carolina Wilmington, USA.
ABSTRACT
st
21 century has seen new technology and multimedia made available for integration in K-12 classrooms. This exploratory
study examines K-12 teachers' use of technology and multimedia in the classroom in two southern counties in the
Southeastern United States. The purpose of the study was to answer the following five research questions: 1) What
technology do teachers use in the classroom; 2) How often do teachers use technology/multimedia in the ...
Proposed Technology Plan
The document proposes a technology action plan for Columbia High School with the goal of fully integrating technology into the curriculum and providing daily computer/internet access for all students. Key elements of the plan include acquiring mobile computer labs for classroom use, establishing an after-school computer lab, providing teacher professional development on topics like data analysis and using Web 2.0 tools, and revising technology policies. Progress will be evaluated using tools like lesson plans, assessment scores, teacher websites, observations, and student/parent feedback to determine if technology goals are being effectively achieved.
Technology In Education
The document presents a staff development presentation on technology integration in education. It discusses the current state of technology and staff development, the value of staff development, principles of adult learning, technology standards, a proposed district technology training program, the impact of technology on student achievement, and ideas for technology integration. It concludes by emphasizing the need to establish priority funding for teacher training and create a clear technology plan and expectations.
Multimedia and hypermedia in teaching dr minae mwangi
The presentation is a resource for teacher educators on how to integrate multimedia and hypermedia tools in creating constructivist learning environments.
Explore the Use of Mobile Devices to Conduct Teacher Professional Development
Explore the Use of Mobile Devices to Conduct Teacher Professional DevelopmentNew York Institute of Technology
1. The document discusses a case study on using mobile devices to conduct teacher professional development (PD) to improve their technology skills.
2. Five teachers with varying technology skills and motivation participated in the PD, which provided video clips on skills like PowerPoint, Google Earth, and image editing via mobile devices.
3. The teachers found the mobile-based PD more effective than workshops as it allowed flexible, self-paced learning anywhere, and helped reinforce skills through replay of video clips. They unanimously preferred this model for future PD.Paper #1 ict in math
The study examined approaches and guidelines for using technology in mathematics teaching. It identified three approaches: 1) teacher educators as primary users, 2) preparing teachers to be primary users, and 3) preparing teachers to have students use technology. The guidelines were to introduce technology in context and address mathematics, take advantage of technology, connect topics, and use multiple representations. The researchers believe these approaches and guidelines provide concrete ways to integrate technology and reflect best practices in mathematics education.
Paper #1 ict in math
The study examined approaches and guidelines for using technology in mathematics teaching. It identified three approaches: 1) teacher educators as primary users, 2) preparing teachers to be primary users, and 3) preparing teachers to have students use technology. The guidelines were to introduce technology in context and address mathematics, take advantage of technology, connect topics, and use multiple representations. The researchers believe these approaches and guidelines provide concrete ways to integrate technology and reflect best practices in mathematics education.
Pattern of classroom activities during students’ use of computers: Relations ...
This document summarizes a study that examined how teachers integrate technology into their classrooms. The study found that teachers tended to use more student-centered practices like facilitating projects and independent inquiry when students used computers as learning tools like the internet, word processing, and presentations. In contrast, drill and practice software was associated with less student-centered practices. The study was based on observations of 143 technology integration lessons in schools that received federal technology grants. It provides insight into how different types of computer applications relate to classroom instructional strategies.
Keys To Success Burnett
This document summarizes key factors for successful technology integration in schools. It notes that while technology is often touted as improving student achievement, there is little research evidence showing actual improvements. Several conditions are seen as necessary for technology to be effective, including adequate funding, equipment and infrastructure, professional development, technical support, and a shared vision. The document examines expectations for technology's role and questions whether fundamental school changes should be expected from technology alone.
Gerdts master's poster final
The document discusses using document cameras effectively in the classroom. It outlines a project to create a handbook with research-based document camera activities and provide websites with implementation ideas. The handbook and websites were distributed to teachers and the activities were modeled in staff trainings. The document discusses frameworks for integrating technology effectively, like TPACK, which emphasizes the need for teachers to have knowledge of technology, pedagogy, and content and how they intersect.
Gerdts master's poster final
The document discusses using document cameras effectively in the classroom. It outlines a project to create a handbook with research-based document camera activities and provide websites with implementation ideas. The handbook and websites were distributed to teachers and the activities were modeled in staff trainings. The document discusses frameworks for integrating technology effectively, like TPACK, which emphasizes the need for teachers to have knowledge of technology, pedagogy, and content and how they intersect.
Valeria shanks week 10 multimedia presentation
The document discusses the development and adoption of computer technology in K-12 education. It outlines how competition with Russia's space program led to the need for computer technology in schools. Early innovators like Apple donated computers to classrooms. Rogers' diffusion of innovations model describes how computer technology was adopted in five stages from knowledge to confirmation. Factors like relative advantage and compatibility affected adoption rates. While computer access benefits students, some schools have yet to integrate technology. Support is needed for 21st century learning through widespread technology adoption.
Recommendations for technology spending
The document recommends spending on instructional technology to improve student outcomes. It argues that technology allows for more interactive teaching, better prepares students for their careers, and helps close achievement gaps. When used effectively by trained teachers, technology can boost test scores, engage students in their learning, and develop higher-order thinking skills. However, the most important factor is teacher efficacy; simply giving teachers technology without proper training may not improve learning. The recommendation is for ongoing, supported professional development to help teachers learn how to design interactive lessons that meet standards through technology integration.
EDLD 5362 Technology Plan Assignment
The Irving ISD Technology Plan aims to integrate technology into teaching and learning across the district. It was created by a technology committee comprised of administrators, teachers, students, parents, and community members. The plan seeks to provide all students and teachers with personal computing devices, support higher-order thinking, and prepare students for the 21st century through ongoing professional development and ensuring a robust technical infrastructure. Progress will be evaluated annually based on staff training records, student assessment scores, and other metrics.
Action and Evaluation Report
The organizational chart identifies personnel responsible for integrating technology from the district to campus level. It includes the Board of Trustees, Superintendent, Business Administrator, Associate Superintendent for Curriculum, Executive Director of Technology Services, PEIMS Coordinator, Principal, Educational Technology Facilitator, Network Support Specialist, Teachers, and Campus Technology Instructional Specialist.
The professional development plan aims to improve teachers' use of data and technology integration. Activities include training teachers to access and analyze achievement data, forming PLCs to collaborate, and providing progress reports.
The evaluation plan assesses teachers' ability to access and analyze data to individualize instruction. It evaluates the professional development activities and PLC collaboration through monitoring access to data,
Week 2 - Introduction to the use of technology in supporting learning
Week 2 - Introduction to the use of technology in supporting learningNational Institute of Education
This document provides an overview of an educational technology course, including:
- The course instructors and what to expect from the interactive, hands-on workshops focusing on practical strategies.
- Key terminology, perspectives, and definitions related to educational technology from various professional organizations are discussed to understand the "big picture".
- The history of digital technologies from the pre-microcomputer era to current mobile/open access technologies is examined to understand what was learned from the past.
- Issues impacting technology uses such as cultural, social, educational are reviewed to develop a sound rationale for integrating technology.
- Emerging trends in hardware/software and their educational applications are explored to consider the future of educational technologySimilar to Campus technology action plan (20)
AN EXPLORATORY STUDY ON K-12 TEACHERS USE OF TECHNOLOGY AND.docx
AN EXPLORATORY STUDY ON K-12 TEACHERS USE OF TECHNOLOGY AND.docx
Multimedia and hypermedia in teaching dr minae mwangi
Multimedia and hypermedia in teaching dr minae mwangi
Explore the Use of Mobile Devices to Conduct Teacher Professional Development
Explore the Use of Mobile Devices to Conduct Teacher Professional Development
Pattern of classroom activities during students’ use of computers: Relations ...
Pattern of classroom activities during students’ use of computers: Relations ...
Week 2 - Introduction to the use of technology in supporting learning
Week 2 - Introduction to the use of technology in supporting learning
Campus technology action plan
- 1. 5352 Instructional Leadership EA1208 Jackie Vaughn March 22, 2011 Campus Technology Action Plan Action Plan: To provide teachers/staff the opportunity to improve instruction by learning how to use Smart Boards and SCS Tablets to enhance learning. The training will allow teachers to use technology to provide interaction with the students and to increase student success. Objectives: • In our Campus Improvement Plan integrating technology in the classroom in delivering instruction is paramount. Our goal is to train the teachers on using Smart boards and tablets in the classrooms to enhance learning. This is inline with our campus Objective 3.2: Students will be provided opportunities to interact with current technology to enhance learning. • In the District Technology Plan, Goal 1, Objective 1.1-all administrators, teachers, and staff will have increased access to technology tools and will use a variety of these tools to address the individual needs of students. Target Group: Teachers/Staff at Havard Elementary Activity Person Timeline Resources Responsible Meeting with campus F. Keal (Principal) May 2011 Multipurpose room principal and staff concerning the use of technology on campus. Online survey F. Keal (Principal) May 2011 Classroom (Intranet) about computers and technology and T. Morris (campus computer lab. instruction with TIS) regards to Smart boards and SCS J. Vaughn tablets. (Teacher) Surveys will be used to gather data on Students and all technology that is campus teachers. being used and discuss technology that is available and how to meet the needs of the students
- 2. and teachers. Review surveys F. Keal (Principal) May 2011 Computer and results and plan staff conference room. development sessions T. Morris (campus (dates/times). TIS) J. Vaughn (Teacher) Professional Person Responsible Timeline Resources Development Teachers will sign up T. Morris (campus May 2011 Computers and for Staff TIS) Eduphoria software Development session in Eduphoria Professional T. Morris (campus June 2011 Classroom with development for the TIS) Smart board and at campus trainers. least one SCS tablet. Training will be J. Vaughn provided by the (Teacher) vendors of the technology. Company provided trainers. Professional T. Morris (campus August 2011 Classrooms with development for TIS) Smart boards and teachers who have SCS tablets. Smart boards and J. Vaughn SCS tablets. (Teacher) Evaluation methods Person Responsible Timeline Resources Create a lesson plan F. Keal (Principal) September Computer and integrating Smart 2011 Eduphoria software. Boards and SCS B. Keil tablets and post them (Assistant in Eduphoria for Principal) review by campus Administrators. Teachers that have These lesson plans Smart boards and will be driven by SCS tablets. STaR chart data.
- 3. These will be reviewed and approved/disapproved by campus administrators. Survey staff members T. Morris (campus October 2011 Intranet online on integration TIS) survey. techniques with regards to the Smart boards and SCS tablets. Monthly focus group F. Keal (Principal) Ongoing Conference room on integration of and computers. technology into the B. Keil classrooms with (Assistant regards to the Smart Principal) boards and SCS tablets along with Teachers that have peer reviews of Smart boards and integrated lesson SCS tablets. plans.