Individual Education Programs (IEPs) are developed by a team to establish goals and plans for students with special needs. IEPs are tailored to each student's unique needs and abilities. Teachers should incorporate assistive technologies and resources that are appropriate for students' IEPs. Examples include computer programs, audio books, and writing aids. It is important for teachers to consider students' individual needs and abilities when developing lesson plans and choosing technologies.
This document discusses e-learning and its application in Bahasa Malaysia (Malay language) classes. It defines e-learning as learning that can take place anywhere and anytime using internet-connected devices. The document outlines different types of e-learning including purely online, blended, self-study, and instructor-led models. It also lists common delivery methods like print, video, audio, and communication tools. Examples are given of how e-learning can be used for Bahasa Malaysia classes, such as watching videos and using iPads for applications and dictionaries.
The document describes a proposed UDL elementary school. It will serve grades K-5 and provide general education, special education, ESL, and other programs. Classrooms will be grouped by grade and students will be further grouped in collaborative, ability, and small groups. The school will be staffed according to the Concord Model and teachers will be required to obtain certifications in relevant subjects. Instruction will incorporate the three UDL principles and differentiate content, process, products, and the learning environment. The curriculum will have flexible goals, methods, materials, and assessments to meet varied student needs. Core subjects and technologies like computers and iPads will be incorporated into lessons. Assessment will be ongoing and include both formal and informal methods
This document discusses e-learning and strategies for teaching mathematics online or with technology. It defines e-learning as using computers and the internet to deliver education. It highlights benefits like cost-effectiveness and accessibility but also challenges like lack of instructor supervision. It provides examples of using software like GeoGebra and Maplesoft to visualize math concepts as well as websites and songs to help students practice math online in an interactive way.
Trends and Issues in the use of ICT in Language Teachingssorden
Dr. Stephen D. Sorden presented on trends in educational technology for language teaching. He discussed several key trends, including a focus on personalized learning through adaptive technologies and data, the growth of blended learning models, and increasing availability of open educational resources. Other trends involved using mobile technologies, augmented and virtual reality, and shifting student roles from consumers to creators. The talk highlighted how technology is being used to improve language instruction and make learning more efficient, personalized, and available anywhere.
The document discusses pedagogical challenges in the digital environment. It notes that today's students are accustomed to digital devices and have short attention spans. This presents challenges for teachers who must compete with technology for students' attention. The digital environment also allows students more control over their learning in terms of time, place, path, and pace. Teachers now have a role as facilitators helping students convert knowledge into practice. They must use a variety of strategies and be digitally competent to engage Gen Y students. While technology provides opportunities, it also poses challenges as multiple modes of learning are now possible beyond just classroom teaching.
Module 6: Integration of ICT in Teaching-Learning and AssessmentNISHTHA_NCERT123
Learning Objectives
After going through this module, the learner will be able to
• Explain the meaning of ICT
•Identify appropriate learning resources suitable to the nature of content and teaching-learning strategies
• Explore various eContent, tools, software, hardware for teaching, learning and assessment for different subjects
• Design and implement a teaching-learning plan based on ICT-Content-Pedagogy integration
Individual Education Programs (IEPs) are developed by a team to establish goals and plans for students with special needs. IEPs are tailored to each student's unique needs and abilities. Teachers should incorporate assistive technologies and resources that are appropriate for students' IEPs. Examples include computer programs, audio books, and writing aids. It is important for teachers to consider students' individual needs and abilities when developing lesson plans and choosing technologies.
This document discusses e-learning and its application in Bahasa Malaysia (Malay language) classes. It defines e-learning as learning that can take place anywhere and anytime using internet-connected devices. The document outlines different types of e-learning including purely online, blended, self-study, and instructor-led models. It also lists common delivery methods like print, video, audio, and communication tools. Examples are given of how e-learning can be used for Bahasa Malaysia classes, such as watching videos and using iPads for applications and dictionaries.
The document describes a proposed UDL elementary school. It will serve grades K-5 and provide general education, special education, ESL, and other programs. Classrooms will be grouped by grade and students will be further grouped in collaborative, ability, and small groups. The school will be staffed according to the Concord Model and teachers will be required to obtain certifications in relevant subjects. Instruction will incorporate the three UDL principles and differentiate content, process, products, and the learning environment. The curriculum will have flexible goals, methods, materials, and assessments to meet varied student needs. Core subjects and technologies like computers and iPads will be incorporated into lessons. Assessment will be ongoing and include both formal and informal methods
This document discusses e-learning and strategies for teaching mathematics online or with technology. It defines e-learning as using computers and the internet to deliver education. It highlights benefits like cost-effectiveness and accessibility but also challenges like lack of instructor supervision. It provides examples of using software like GeoGebra and Maplesoft to visualize math concepts as well as websites and songs to help students practice math online in an interactive way.
Trends and Issues in the use of ICT in Language Teachingssorden
Dr. Stephen D. Sorden presented on trends in educational technology for language teaching. He discussed several key trends, including a focus on personalized learning through adaptive technologies and data, the growth of blended learning models, and increasing availability of open educational resources. Other trends involved using mobile technologies, augmented and virtual reality, and shifting student roles from consumers to creators. The talk highlighted how technology is being used to improve language instruction and make learning more efficient, personalized, and available anywhere.
The document discusses pedagogical challenges in the digital environment. It notes that today's students are accustomed to digital devices and have short attention spans. This presents challenges for teachers who must compete with technology for students' attention. The digital environment also allows students more control over their learning in terms of time, place, path, and pace. Teachers now have a role as facilitators helping students convert knowledge into practice. They must use a variety of strategies and be digitally competent to engage Gen Y students. While technology provides opportunities, it also poses challenges as multiple modes of learning are now possible beyond just classroom teaching.
Module 6: Integration of ICT in Teaching-Learning and AssessmentNISHTHA_NCERT123
Learning Objectives
After going through this module, the learner will be able to
• Explain the meaning of ICT
•Identify appropriate learning resources suitable to the nature of content and teaching-learning strategies
• Explore various eContent, tools, software, hardware for teaching, learning and assessment for different subjects
• Design and implement a teaching-learning plan based on ICT-Content-Pedagogy integration
This document discusses assistive technology (AT) and its use in education to help students with disabilities. It defines AT and outlines steps for choosing AT, including collecting student information, identifying activities, testing methods, and making recommendations. The document also provides examples of different types of AT like tablets, hearing assistance devices, and classroom websites. It shares the author's experience planning lessons using AT to meet the needs of students with disabilities.
This document discusses a proposed blended learning model for schools in Ecuador to address issues with the traditional "teacher-centered" approach. It identifies problems such as learner frustration and lack of interaction/support. The proposed model incorporates both online and classroom learning using tools like WordPress/blogs for quizzes, audio, games and forums. It is based on social constructivism and having learners practice and reinforce content with teacher guidance and collaborative work. Challenges include lack of devices, student preparedness, and time demands on teachers. The model aims to make learning more active, collaborative and supported through both online and in-person environments.
SAUDI SECONDARY SCHOOL TEACHERS ATTITUDES' TOWARDS USING INTERACTIVE WHITEBOA...Hisham Hussein
The research aims at investigating the Saudi Secondary school Teachers' Attitudes towards using Interactive Whiteboard in the classrooms. The research uses the Quasi- Experimental approach, with one group (100) teachers, and limited to the Secondary school Teachers that enrolled in the first semester of (2011/2012) academic year. The research uses Interactive Whiteboard Attitude Survey, observation skill card for using Interactive Whiteboard in the classrooms and structured interviews with students. The results indicated that there were appositive attitude towards using Interactive Whiteboard. But a few number of teachers used effectively the Interactive Whiteboard effectively in the classrooms. These results indicated that the teachers need a professional development program for effective using of Interactive Whiteboard effectively to help them in improving their Teaching skills and the students learning. More details of the results are discussed in the study.
The ppt is about trends in teaching technology from traditional
methods to latest ones leading to advancement in scope & enhancement of education standards & students interest.
Helen Singer (Information Manager, University of Hertfordshire)
Engineering engagement with EVS (5 minutes)
This five minute talk describes a scenario of being given an hour in a lecture theatre with several hundred new Engineering and Technology students. Helen will explain how she decided to use the Electronic Voting System to engage the students, and give a brief evaluation of how this went.
This document discusses technology tools for teachers. It introduces the Commonwealth Educational Media Centre for Asia (CEMCA), which promotes the use of information and communication technologies (ICTs) to serve educational needs in Commonwealth countries in Asia. The document examines different categories of technology tools that can help minimize time and effort spent on tasks, be easy to use, and support varied learning needs. These include mind tools, resource management tools, creativity tools, online learning tools, and subject-specific tools. The goal is to equip teachers with a toolkit to examine and use appropriate digital tools in their educational contexts.
UDL is a framework for designing instruction that provides all students equal opportunities to learn. A UDL elementary school would be designed for students of all abilities. It would include various accessibility features, assistive technologies, flexible learning environments, and individualized instruction using UDL principles. Teachers would be trained in UDL and use it to set clear goals and assessments for each student. The school aims to challenge all students at their level by providing multiple means of representation, engagement, and expression.
Students who struggle with learning may be eligible for an Individualized Education Program (IEP) to receive specialized support. An IEP is developed to meet the unique needs of each student, and may involve accommodations, assistive technologies, and specialized instructional practices. Examples of assistive technologies include audio recording devices, text-to-speech software, and adaptive computers or apps. Teachers implement strategies like graphic organizers, instructional aids, reduced distractions, and positive reinforcement to help students with challenges like auditory processing difficulties, ADHD, or mild learning disabilities. The goal is to support each student's full participation and success in school.
This document discusses different types of e-learning and considerations for e-learning design. It identifies seven varieties of e-learning including standalone courses, virtual classrooms, games/simulations, and mobile learning. Instructional design influences e-learning design by translating goals into technology and content choices. Other design perspectives include software engineering, media design, and economics. Proper alignment of learning goals and objectives is important for effective e-learning design.
The document discusses how many middle school students in NYC are adept at using technology outside of school but are still failing classes. It suggests that these students have different learning style preferences than their teachers, and that using technology in the classroom may be better suited to engaging these students and addressing their various learning styles. The document argues that technology can help teachers appeal to all of their students' learning styles and improve teaching and learning outcomes.
This is intended to enable all teachers to utilise the newest technological developments in the field of Information and Computer Technology. This can help them derive the maximum out of their teaching endeavours. Students are thus benefitted by better knowledge, with great pleasure and ease. The skill to use the thus gained knowledge also can be developed.
The UDL design school Pursue-IT Elementary is proposed to offer a multi-educational opportunity for learners of all abilities through personalized instruction accommodating different learning styles. The pre-K through 5th grade school would have a wheelchair accessible building with soundproof walls and sensory rooms. Small class sizes of 20 students each would be staffed by a teacher and two assistants providing flexible lessons through Google Docs tailored to students' preferred learning networks of recognition, strategic, or affective. The curriculum would combine core subjects with life skills and use assistive technologies. Assessment would be ongoing through observations and computer-based diagnostic tests.
Mobile devices, especially the integration and adoption of iPads in school classrooms, is gaining emphasis across the research and development forums of academic, policy, organizational, political, and public spheres. In April 2012, the Danish government announced that they would allocate DKK 500 million to develop the use of IT in elementary schools in Denmark. Since then, many municipalities have purchased iPads for schools for large sums. The existing literature, however, says very little about how these IT resources are being used or should be used in teaching. This paper contributes to the knowledge of how teachers and students use iPads in school contexts. During fall 2013, three elementary schools’ second and sixth graders were observed, and their subject teachers were interviewed. The researchers applied a social constructivist perspective and a qualitative research design, using grounded theory methodology. The relevant factors identified were available knowledge and adoptable practice (including innovation evaluation, subject culture, learning activity design, and teachers’ and students’ skill level with iPads); advantages (including mobility, multimodality, access to information, startup time, and differentiated learning environments); and adoption barriers (including accessibility, training, and economy) as seen in relation to technology, pedagogy, and content. The paper concludes that the identified nature of knowledge, practices, and barriers are similar to the trend of integrating and adopting desktop computers and other educational technologies. However, there are some unique advantages that iPad and other mobile devices can enable through apps, readiness, etc. Policies and strategies should be adopted to combine training and maintenance along with ensuring access to iPads.
This slide presentation is all about classroom technology. it also includes the levels of integration of technology in teaching, the barriers and challenges that teachers face when using technology inside the classroom.
The document discusses various audio-visual aids that can be used to enhance teaching and learning. It describes non-projected aids like charts, diagrams, and models as well as projected aids like slides, filmstrips, overhead projectors and LCD panels. Projected aids have advantages like allowing magnification, bringing distant concepts into the classroom, and enabling ideas to be presented to a large audience simultaneously. Effective use of instructional technology and multimedia tools like PowerPoint can improve learning outcomes by making lessons more engaging and content more accessible to students.
3 different types of educational technologyBorn clet
Educational technology includes various types of media like text, audio, images, videos and applications that deliver instructional content. Learning can occur in or outside the classroom, and can be self-paced asynchronous learning or instructor-led synchronous learning. There are two main types of educational technology - synchronous and asynchronous. Synchronous learning occurs in real-time with participants interacting simultaneously, while asynchronous learning is self-paced without dependency on other participants' schedules. Examples of each type are discussed along with their advantages and uses.
Student-centered learning shifts the focus from the teacher to the students, allowing students to build on their own knowledge through investigation. While there is only one teacher for a classroom of students with individual needs, multimedia tools can help guide all students through constructing new knowledge. Multimedia allows teachers to address different learning styles like visual, auditory, verbal, physical, logical, social and solitary, providing instructional opportunities in multiple styles at once. Constructivist teachers invite students to contribute to and modify lessons, and multimedia tools make additions and changes easy by allowing students to post suggestions or links for review and potential inclusion.
Students are the future, but what's the future for students? To arm them with the relevant, timeless skills for our rapidly changing world, we need to revolutionize what it means to learn.
Using Technology for Teaching and Learning in the 21st Century ClassroomSabrina Craft
Using technology in the classroom helps prepare students for their future careers by allowing them to learn in different styles and collaborate with classmates. It also helps teachers make real-world connections and keep students engaged by incorporating tools they enjoy. When mobile technology and up-to-date digital resources are available, students can take more control over their learning and have access to the most current information.
iTeach and iLearn with iPads in Secondary Language Arts (AERA 2013 Presentation)Joan E. Hughes, Ph.D.
Presented at: American Educational Research Association (AERA) Conference, April 2013, San Francisco, CA.
Authors: Gregory S. Russell and Joan E. Hughes, Ph.D.
Abstract: Tablet computers like the iPad seem to be well-suited for educational purposes, but little empirical research yet exists that examines its potential. This ethnography characterizes the ways in which two, veteran English Language Arts teachers and their students use ubiquitous iPads to facilitate teaching and learning in high-school. Results indicate that the iPad improves the efficiencies of learning activities but also introduces new classroom management issues. Many teaching and learning activities replicate or amplify previous approaches, and a few are transformed. This research can provide guidance for other schools that endeavor to create ubiquitous tablet computing environments. Future research should examine the longitudinal effects of similar interventions.
This document discusses assistive technology (AT) and its use in education to help students with disabilities. It defines AT and outlines steps for choosing AT, including collecting student information, identifying activities, testing methods, and making recommendations. The document also provides examples of different types of AT like tablets, hearing assistance devices, and classroom websites. It shares the author's experience planning lessons using AT to meet the needs of students with disabilities.
This document discusses a proposed blended learning model for schools in Ecuador to address issues with the traditional "teacher-centered" approach. It identifies problems such as learner frustration and lack of interaction/support. The proposed model incorporates both online and classroom learning using tools like WordPress/blogs for quizzes, audio, games and forums. It is based on social constructivism and having learners practice and reinforce content with teacher guidance and collaborative work. Challenges include lack of devices, student preparedness, and time demands on teachers. The model aims to make learning more active, collaborative and supported through both online and in-person environments.
SAUDI SECONDARY SCHOOL TEACHERS ATTITUDES' TOWARDS USING INTERACTIVE WHITEBOA...Hisham Hussein
The research aims at investigating the Saudi Secondary school Teachers' Attitudes towards using Interactive Whiteboard in the classrooms. The research uses the Quasi- Experimental approach, with one group (100) teachers, and limited to the Secondary school Teachers that enrolled in the first semester of (2011/2012) academic year. The research uses Interactive Whiteboard Attitude Survey, observation skill card for using Interactive Whiteboard in the classrooms and structured interviews with students. The results indicated that there were appositive attitude towards using Interactive Whiteboard. But a few number of teachers used effectively the Interactive Whiteboard effectively in the classrooms. These results indicated that the teachers need a professional development program for effective using of Interactive Whiteboard effectively to help them in improving their Teaching skills and the students learning. More details of the results are discussed in the study.
The ppt is about trends in teaching technology from traditional
methods to latest ones leading to advancement in scope & enhancement of education standards & students interest.
Helen Singer (Information Manager, University of Hertfordshire)
Engineering engagement with EVS (5 minutes)
This five minute talk describes a scenario of being given an hour in a lecture theatre with several hundred new Engineering and Technology students. Helen will explain how she decided to use the Electronic Voting System to engage the students, and give a brief evaluation of how this went.
This document discusses technology tools for teachers. It introduces the Commonwealth Educational Media Centre for Asia (CEMCA), which promotes the use of information and communication technologies (ICTs) to serve educational needs in Commonwealth countries in Asia. The document examines different categories of technology tools that can help minimize time and effort spent on tasks, be easy to use, and support varied learning needs. These include mind tools, resource management tools, creativity tools, online learning tools, and subject-specific tools. The goal is to equip teachers with a toolkit to examine and use appropriate digital tools in their educational contexts.
UDL is a framework for designing instruction that provides all students equal opportunities to learn. A UDL elementary school would be designed for students of all abilities. It would include various accessibility features, assistive technologies, flexible learning environments, and individualized instruction using UDL principles. Teachers would be trained in UDL and use it to set clear goals and assessments for each student. The school aims to challenge all students at their level by providing multiple means of representation, engagement, and expression.
Students who struggle with learning may be eligible for an Individualized Education Program (IEP) to receive specialized support. An IEP is developed to meet the unique needs of each student, and may involve accommodations, assistive technologies, and specialized instructional practices. Examples of assistive technologies include audio recording devices, text-to-speech software, and adaptive computers or apps. Teachers implement strategies like graphic organizers, instructional aids, reduced distractions, and positive reinforcement to help students with challenges like auditory processing difficulties, ADHD, or mild learning disabilities. The goal is to support each student's full participation and success in school.
This document discusses different types of e-learning and considerations for e-learning design. It identifies seven varieties of e-learning including standalone courses, virtual classrooms, games/simulations, and mobile learning. Instructional design influences e-learning design by translating goals into technology and content choices. Other design perspectives include software engineering, media design, and economics. Proper alignment of learning goals and objectives is important for effective e-learning design.
The document discusses how many middle school students in NYC are adept at using technology outside of school but are still failing classes. It suggests that these students have different learning style preferences than their teachers, and that using technology in the classroom may be better suited to engaging these students and addressing their various learning styles. The document argues that technology can help teachers appeal to all of their students' learning styles and improve teaching and learning outcomes.
This is intended to enable all teachers to utilise the newest technological developments in the field of Information and Computer Technology. This can help them derive the maximum out of their teaching endeavours. Students are thus benefitted by better knowledge, with great pleasure and ease. The skill to use the thus gained knowledge also can be developed.
The UDL design school Pursue-IT Elementary is proposed to offer a multi-educational opportunity for learners of all abilities through personalized instruction accommodating different learning styles. The pre-K through 5th grade school would have a wheelchair accessible building with soundproof walls and sensory rooms. Small class sizes of 20 students each would be staffed by a teacher and two assistants providing flexible lessons through Google Docs tailored to students' preferred learning networks of recognition, strategic, or affective. The curriculum would combine core subjects with life skills and use assistive technologies. Assessment would be ongoing through observations and computer-based diagnostic tests.
Mobile devices, especially the integration and adoption of iPads in school classrooms, is gaining emphasis across the research and development forums of academic, policy, organizational, political, and public spheres. In April 2012, the Danish government announced that they would allocate DKK 500 million to develop the use of IT in elementary schools in Denmark. Since then, many municipalities have purchased iPads for schools for large sums. The existing literature, however, says very little about how these IT resources are being used or should be used in teaching. This paper contributes to the knowledge of how teachers and students use iPads in school contexts. During fall 2013, three elementary schools’ second and sixth graders were observed, and their subject teachers were interviewed. The researchers applied a social constructivist perspective and a qualitative research design, using grounded theory methodology. The relevant factors identified were available knowledge and adoptable practice (including innovation evaluation, subject culture, learning activity design, and teachers’ and students’ skill level with iPads); advantages (including mobility, multimodality, access to information, startup time, and differentiated learning environments); and adoption barriers (including accessibility, training, and economy) as seen in relation to technology, pedagogy, and content. The paper concludes that the identified nature of knowledge, practices, and barriers are similar to the trend of integrating and adopting desktop computers and other educational technologies. However, there are some unique advantages that iPad and other mobile devices can enable through apps, readiness, etc. Policies and strategies should be adopted to combine training and maintenance along with ensuring access to iPads.
This slide presentation is all about classroom technology. it also includes the levels of integration of technology in teaching, the barriers and challenges that teachers face when using technology inside the classroom.
The document discusses various audio-visual aids that can be used to enhance teaching and learning. It describes non-projected aids like charts, diagrams, and models as well as projected aids like slides, filmstrips, overhead projectors and LCD panels. Projected aids have advantages like allowing magnification, bringing distant concepts into the classroom, and enabling ideas to be presented to a large audience simultaneously. Effective use of instructional technology and multimedia tools like PowerPoint can improve learning outcomes by making lessons more engaging and content more accessible to students.
3 different types of educational technologyBorn clet
Educational technology includes various types of media like text, audio, images, videos and applications that deliver instructional content. Learning can occur in or outside the classroom, and can be self-paced asynchronous learning or instructor-led synchronous learning. There are two main types of educational technology - synchronous and asynchronous. Synchronous learning occurs in real-time with participants interacting simultaneously, while asynchronous learning is self-paced without dependency on other participants' schedules. Examples of each type are discussed along with their advantages and uses.
Student-centered learning shifts the focus from the teacher to the students, allowing students to build on their own knowledge through investigation. While there is only one teacher for a classroom of students with individual needs, multimedia tools can help guide all students through constructing new knowledge. Multimedia allows teachers to address different learning styles like visual, auditory, verbal, physical, logical, social and solitary, providing instructional opportunities in multiple styles at once. Constructivist teachers invite students to contribute to and modify lessons, and multimedia tools make additions and changes easy by allowing students to post suggestions or links for review and potential inclusion.
Students are the future, but what's the future for students? To arm them with the relevant, timeless skills for our rapidly changing world, we need to revolutionize what it means to learn.
Using Technology for Teaching and Learning in the 21st Century ClassroomSabrina Craft
Using technology in the classroom helps prepare students for their future careers by allowing them to learn in different styles and collaborate with classmates. It also helps teachers make real-world connections and keep students engaged by incorporating tools they enjoy. When mobile technology and up-to-date digital resources are available, students can take more control over their learning and have access to the most current information.
iTeach and iLearn with iPads in Secondary Language Arts (AERA 2013 Presentation)Joan E. Hughes, Ph.D.
Presented at: American Educational Research Association (AERA) Conference, April 2013, San Francisco, CA.
Authors: Gregory S. Russell and Joan E. Hughes, Ph.D.
Abstract: Tablet computers like the iPad seem to be well-suited for educational purposes, but little empirical research yet exists that examines its potential. This ethnography characterizes the ways in which two, veteran English Language Arts teachers and their students use ubiquitous iPads to facilitate teaching and learning in high-school. Results indicate that the iPad improves the efficiencies of learning activities but also introduces new classroom management issues. Many teaching and learning activities replicate or amplify previous approaches, and a few are transformed. This research can provide guidance for other schools that endeavor to create ubiquitous tablet computing environments. Future research should examine the longitudinal effects of similar interventions.
Panel Presentation from "Lightning Talk Series - At The Helm: Women's Impact in EdTech" sponsored by EdTech Women (http://edtechwomen.com).
In this presentation, I share four stories of graduate students I mentored from the Learning Technologies program at the University of Texas at Austin who are putting the "ed" into "edtech" in their current work. I call for all of us to mentor others, especially those underrepresented in the edtech field, and to ensure that the "ed" is in "edtech" and to seek help if you are unsure. Ultimately, collectively we will continue to shape and change education.
Audio for this presentation is located at http://techedges.org/sxswedu-2014-presentation-and-audiorecording/
Connect and Inspire: Finding the path to 21st century learningJudy O'Connell
Our learners are involved in an “architecture of participation”, creating, adapting and sharing content. Are you? How will you build capacity in your school to deliver 21st century learning? Although the vision is global, the path to 21st Century education requires a local journey, one that recognizes and responds to specific challenges and opportunities. This new multimodal paradigm for learning means that ‘how we teach becomes what we teach’ – every day!
The document discusses the Khan Academy, a non-profit educational organization founded by Salman Khan that provides free online video lessons. It has over 1,200 educational videos that have been viewed over 9 million times by 80,000 monthly users worldwide. The Khan Academy aims to provide a quality education to anyone with internet access and can be used to supplement classroom lessons, explain concepts in another way, and allow students to replay videos as needed for test preparation or for parents helping their children.
The document discusses the importance of teaching 21st century skills like critical thinking, problem solving, creativity, and global awareness to better prepare students for success. It recommends teachers build a personal learning network to identify tools like blogging, wikis and video conferencing that can help foster these skills. Teachers are assigned to create a technology personal learning network, select two 21st century skills to teach and tools to help develop these skills in lesson plans.
Digital literacy and the 21st century classroom environmentmwinfield1
This document discusses digital literacy and 21st century classroom environments. It defines digital literacy as the ability to find, evaluate, utilize, share, and create content using information technologies and the internet. The document also explores how digital literacy influences learning experiences and examines the differences between traditional and 21st century classroom environments which incorporate more technology, collaboration, and adaptive learning.
The document discusses circular linked lists and their implementation. Circular linked lists are used to arrange processes that need access to a shared resource in a ring structure so that each process gets access in a round-robin fashion. Key points:
- Circular lists form a ring with each node pointing to the next and the last node wrapping back to the first
- Common operations on circular lists include adding/deleting nodes from head/tail and finding/printing nodes
- Implementation uses a tail pointer that points to the last node, with the head found by following next pointers from tail
- Adding nodes requires updating next pointers of preceding and succeeding nodes to incorporate the new node in the ring
This document discusses integrating critical thinking and the other "4Cs" (communication, collaboration, and creativity) into teaching. It provides definitions and examples of how each "C" can be developed to prepare students for the 21st century. The document outlines 10 specific ways that technology can be integrated to teach each of the 4Cs, with examples for different grade levels and subjects. The examples focus on having students conduct research, analyze information from different perspectives, solve problems collaboratively, and use digital tools to communicate and present their work.
The 21st Century Educator - students as partners in teaching and learning Simon Bates
The document discusses using technology and student engagement to improve 21st century education. It provides an example of a case study where students created an online question repository to more deeply engage with formative assessment. This student-generated question bank grew substantially over time and analysis found it improved learning outcomes correlated with students' final exam scores. The document also discusses ensuring high-quality student-generated questions and explanations through scaffolding and rubrics.
The laboratory method of teaching utilizes hands-on learning through observation and experimentation. It allows students to conduct original research, develop skills in using lab equipment, and enhance higher-order thinking abilities. There are three main types of laboratory methods - experimental, demonstration, and culminating activities. The experimental method trains students in problem-solving, while demonstration presents facts and principles. Culminating activities allow students to organize and present their findings. The laboratory method promotes understanding and problem-solving skills, but can be more time-consuming and uneconomical than other methods.
This document discusses the laboratory method of teaching science. The laboratory method involves students deriving scientific laws and principles through hands-on experimentation. There are two major types of laboratory methods: situations where students work informally in small groups with shared equipment, and demonstrations performed by teachers. The goals of laboratory work are to teach observational skills, scientific inquiry methods, and problem solving. Safety is emphasized, and advantages include developing skills like observation, reasoning, and applying the scientific method, while disadvantages include the time and cost inefficiency.
The document defines laboratory method as a teaching procedure that uses experimentation and hands-on experiences with materials and equipment to discover facts and study scientific relationships. It is used not only in the physical sciences but also in other subjects. The goals of the laboratory method are to provide students with firsthand experiences in experimentation to increase interest, allow participation in original research, and develop skills in using lab tools and instruments. The method can be either experimental, with an emphasis on discovery and problem solving, or observational, with a focus on acquiring facts through demonstrations and activities.
The document discusses the purposes and processes of laboratory work. Laboratories are planned learning activities that involve hands-on experience with raw data to solve problems. They allow students to observe, reason, and improve their understanding of scientific inquiry while developing problem-solving and independent work skills. Both teachers and students have defined roles and responsibilities to ensure laboratories are properly planned, supervised, and evaluated.
This document discusses laboratory teaching methods in science. It identifies two major types of laboratory work: situations where students work informally in pairs or groups with shared equipment, and demonstrations by the teacher to illustrate principles. The major goals of laboratory work are to teach observational and manual skills, improve understanding of scientific inquiry, and develop problem-solving abilities. Correct methods include self-preparation, explanations, conducting experiments safely, observing, and reporting. Advantages are hands-on learning, developing reasoning and observation skills, and understanding research methods. Disadvantages include time and cost inefficiencies. Various laboratory teaching methods are identified such as student-led experiments, demonstrations, visual aids, and safety procedures.
The document discusses the benefits of laboratory and inquiry-based teaching methods. It emphasizes that labs allow students to actively engage in science through hands-on activities rather than just listening to lectures. Effective lab instruction follows a learning cycle of engaging students, allowing them to explore concepts and learn skills, explaining questions generated, having students elaborate on their knowledge, and evaluating their understanding. Labs aim to teach observational and problem-solving skills while nurturing a constructive attitude.
Laboratories are wonderful settings for teaching and learning. It utilizes raw data or material things to produce better understanding of the subject matter. It is a method of learning by doing. It provides students with opportunities to think about, discuss, and solve real problems.
Here are the suggested dimensions for the interior of a laboratory:
- Work benches: 3-4 feet wide by 10-12 feet long. Allow at least 3 feet of clear space between benches.
- Stools: Provide at least 1 stool per 2 linear feet of bench space. Stools should be adjustable in height from sitting to standing positions.
- Fume hoods: Provide at least 1 linear foot of fume hood space per 2 workers if volatile chemicals will be used. Minimum dimensions are 4 feet wide by 2 feet deep by 7 feet high.
- Storage: Allow at least 10 square feet per worker for chemical and equipment storage in ventilated cabinets and on shelves above benches. Flammable materials should
Connecting Technology with Instruction: Using iPads in Pre-Service Teacher Tr...ohedconnectforsuccess
Connecting Technology with Instruction: Using iPads in Pre-Service Teacher Training
June 27, 9 – 10am, Room: Champaign
In this presentation, participants will hear a case study of undergraduate pre-service teachers enrolled in a four-year private college in northeast, Ohio. Thirteen pre-service teachers were asked to implement iPads into their teaching during an after-school program at a public elementary school. Hear from the research participants on the perceived benefits and challenges of using iPads in the field.
Main Presenter: Carla Abreu-Ellis, Ashland University
Co-Presenter(s): Katherine Davis and Jason Brent Ellis, Ashland University
This document discusses various ways that assistive technology has helped students with different needs. It provides examples of students who struggled in areas like writing, reading, and life skills and how the use of apps, iPods, laptops, and other technologies helped improve their skills and independence. The document also discusses how low-tech and universal design solutions can help students and how students have used technologies like podcasting, Bookshare, and Smartboards to learn.
This document discusses various ways that assistive technology has helped students with different needs. It provides examples of students who struggled in areas like writing, reading, and life skills and how the use of apps on iPods or iPads helped improve their skills. Low-tech solutions like colored tape are also shown to help students gain independence. Data is presented showing academic gains students achieved through consistent use of assistive technology apps. The document promotes using technology to reinforce classroom instruction, for students to teach each other, and in speech therapy. It emphasizes that assistive technology does not need to be high-tech and lists potential apps that can be used for Tier 1 interventions.
This document provides an agenda and notes for a teacher professional development session. It includes topics like using blogs and wikis in the classroom, digital pedagogy, the TPACK framework, Bloom's taxonomy, and legal and ethical online issues. Examples are given of how teachers have incorporated ICT tools into lessons on topics like the Fitzroy River turtle to engage students in real-world problem solving and knowledge creation. Teachers are encouraged to reflect on incorporating ICTs and digital pedagogy approaches into their own subjects and classrooms.
This document provides an agenda and notes for a teacher professional development session. It includes topics like using blogs and wikis in the classroom, digital pedagogy, the TPACK framework, Bloom's taxonomy, and legal and ethical online practices. Examples are given of how teachers have incorporated ICT tools into lessons on topics like the Fitzroy River turtle to engage students in hands-on projects and collaborate with researchers. The session also discusses productive pedagogies and using ICTs to develop higher-order thinking skills when appropriate for content and age groups.
SMILE is an open-source mobile inquiry-based learning environment.
Learn more at http://www.smileconsortium.org/
Talk from: http://www.unesco.org/new/en/unesco/themes/icts/m4ed/unesco-mobile-learning-week/webinar/paul-kim/
Meteri ini disampaikan oleh Professor Norimune Kawai, Ph.D., CCC-SLP, pada kegiatan Webinar: Implementation of Inclusive Education in Early Childhood, yang diselenggarakan oleh PPPPTK TK dan PLB
Digital Literacy with EFL Student Teachers: Exploring Student Teachers’ Initi...Tati D. Wardi Ph.D.
The document discusses a study that explored student teachers' perceptions of integrating digital technologies into an English teaching unit. The study found that student teachers selected Facebook, blogs, Skype, and WhatsApp as digital tools suitable for language teaching. For Facebook, student teachers saw potential for facilitating online classrooms and discussions. Blogs were viewed as a way to connect reading and writing and give students a sense of writing ownership. Skype and other VoIP tools could help students practice speaking skills. WhatsApp could support group activities and demonstrate the learning process. The findings were discussed in relation to prior research on using social media and digital tools for education.
Individual learning in biology and scienceRita Keskitalo
This document outlines an upcoming workshop on individual and personalized learning in biology and science. The workshop will be held in Reykjavik, Iceland on October 8, 2017 and is aimed at primary and lower secondary school teachers. It will cover topics like the new curriculum, 21st century skills, individualized learning approaches, and using technology like students' own devices and social media to enhance learning. The schedule provides an overview of the activities for the day which include introductions, presentations on individual learning approaches, hands-on learning activities, and discussions. Teachers will learn about designing individual learning experiences and assessing student learning in new ways. The document encourages participants to share and discuss ideas online using various hashtags.
This document summarizes several educators' use of technology to improve student learning. Key points include:
- Teachers used tools like Edmodo, Google Docs, Blackboard, Learn360 and videos to engage students, provide alternative ways for students to interact with material, and offer differentiation.
- Evidence of impact included increased student engagement, collaboration, access to information, and opportunities for feedback and assessment.
- Moving forward, teachers planned to continue and expand their use of technology tools to further transform learning and meet varied student needs.
Blended learning - Online Learning and Traditional LearningArpit Srivastava
Blended learning can increase flexibility for learners in several ways:
- It allows learners to access course content and materials online, so they can learn anywhere at any time, not just during scheduled class meetings. This provides more flexibility over when and where they learn.
- The online components allow learners to review lectures, lessons, and materials at their own pace. They aren't constrained by the pace of the entire class.
- By moving some content online, it frees up class time that can then be used for more interactive, applied, and personalized learning activities like discussions, projects, labs, etc. This shifts the focus to applied, active learning during face-to-face meetings.
Blen
Project Copernicus describes an initiative which allows and encourages students to bring their own technology to class, while teachers create lessons which encourages
Final project, special needs and technologyjas1692
This document provides an overview of special education and assistive technology for students with special needs. It discusses the history of special education in the US, common special needs like autism and learning disabilities, and examples of assistive technologies including speech recognition software and interactive whiteboards. The document also summarizes two studies that found iPads and iPods helped students with special needs improve their academic and communication skills.
It's time for change from traditional lecture to flipped learning modelAlfredo Prieto Martín
We discuss the reasons for urgent change of our model of university learning. We show results of five years of flipped model in spanish university courses
This document outlines a lesson plan for a college-level communication theories class that utilizes a webquest and PowerPoint presentations. Students will be divided into groups, with each group assigned a different communication theory to research and present. They will use provided online resources to complete a PowerPoint summarizing the key aspects of their assigned theory. Each group will then present their PowerPoint to the class. The lesson is designed to actively engage students in constructing their own understanding of communication theories through collaborative research and presentation of content.
This document provides information about implementing a flipped classroom model at a school. It includes a list of teachers and their subject areas. It then defines the traditional classroom model and the flipped classroom model. In the flipped model, direct instruction occurs through video lessons watched at home, while class time is used for hands-on activities, projects, and addressing student questions. The document discusses benefits of the flipped model like increased engagement and test scores. It provides tips for teachers in planning and executing a flipped model. Overall, the document serves to explain the flipped classroom approach and provide guidance for teachers interested in adopting this method.
Presented at the Oregon Technology in Education Network OTEN 2016 Conference.
This session reviews three apps — Nearpod, Ed Puzzle, and Schoology — for supporting Differentiated Instruction (DI), and shares outcomes from their initial exploration in different classrooms in a Future Ready Middle School.
Beef up your backchat: using audience response systems to assess student lear...Elizabeth Yates
Presentation at WILU 2014 at Western University. Describes use of web-based audience response systems for formative assessment during information literacy sessions.
This document presents information about flipped classrooms including:
- A flipped classroom moves activities like lectures outside of class time and uses class time for hands-on work and discussions.
- Benefits include personalized learning, one-on-one teacher time, and students learning at their own pace. Challenges include reliance on student preparation and increased screen time.
- Steps for implementing a flipped classroom include getting buy-in, creating online resources, managing the classroom, providing technology training, and assigning content for homework.
- An example lesson plan is provided that focuses on gas exchange in the lungs and uses a storytelling activity in groups.
Similar to Teaching and learning with iPads for high school students with disabilities (CEC 2013 Presentation) (20)
Pivot Points for Technology Integration (Tech & Learning Live Austin Keynote)Joan E. Hughes, Ph.D.
Dr. Hughes kicks off a day of professional development workshops and discussions with a presentation on developing a “distributed vision” for K-12 technology initiatives.
She believes the technology vision is not a piece of paper filed away but a new way of living and working – impacting day-to-day and long-range thinking, actions, decisions, and processes. She will share research-based examples of how schools successfully navigate this cultural shift to get all stakeholders on board and provide tips and tools you can use to replicate these success stories in your schools and districts.
Situational ingenuity of teachers: The key to transformative, content-focused...Joan E. Hughes, Ph.D.
This presentation was shared at a colloquium sponsored by the University of Houston, Victoria on April 28, 2014 (Please read the slide notes for generally what I said in the presentation). I share my vision for the use of digital technologies in education. I refer to it as transformative, content-focused classroom technology integration. I illustrate this concept through 3 stories of practice: from teachers, a school and its district, and a college of education. Tom is a mathematics teachers who designs a lesson with ropes, video, ipads, and graphing calculators to help students learn to write an equation for a trig function. Hilly High School began a iPad learning innovation in which all students got ipads - I share how they developed their vision which included both a technology-focus and a learning-focus. Finally, I share data on preservice teachers' use of social technologies and discuss how COEs could design a set of experiences that would develop preservice teachers to be connected educators. These will show the possibilities but also many of the challenges involved in this work. In these stories, I hope that you’ll discover ways that you, as a teacher, a school leader, a teacher educator, a parent, can assist in this transformation. I end by describing "situational ingenuity" and how I see teachers as most interested in this challenging work in their classrooms and how I see it as the key to designing content-focused, technology-supported innovations in classrooms.
SITE 2014 Presentation: Preservice Teachers' Social networking use, concerns,...Joan E. Hughes, Ph.D.
This paper was presented at the Society for Information Technology and Teacher Education on March 18, 2014 by Sa Liu (representing the authors). It is authored by Joan Hughes, Yujung Ko, Mihyun Lim, and Sa Liu. If you would like a copy of the paper, please contact Dr. Joan Hughes
An audio-recording of the presentation will be available soon at http://techedges.org
Descriptive Indicators of Future Teachers’ Technology Integration in the PK-1...Joan E. Hughes, Ph.D.
This research examined preservice teacher graduates' positioning toward integrating technology in future teaching. Participants included 115 preservice teachers across three cohorts in 2008-2009 who graduated from a laptop-infused teacher education program. The study implemented a case study methodology that included a survey administered upon graduation.Indicators of positioning toward technology integration included: digital technology self-efficacy, attitude toward learning technologies, pedagogical perspective, personal/educational digital technology behaviors during the program, and TPACK knowledge used to rationalize their most valued technologies for future teaching. Results indicated graduates held moderate digital technology self-efficacy, positive attitude toward learning technologies,and moderate constructivist philosophy. During their preparation,productivity software activities were used most widely for educational purposes.Their most valued technologies for teaching subject matter were predominantly productivity software as well as general hardware, such as computers, projectors, and document cameras. They described teacher-centric uses three times more often than student-centered. Graduates showed low depth of TPACK. Teacher education programs need to consider the degree to which their candidates are exposed to a range of contemporary ICTs, especially content-specific ICTs, and the candidates' development of TPACK, which supports future technology-related instructional decision making. Such knowledge is developed across the teaching career, and technological induction programs may support continued TPACK development.Future research should employ longitudinal studies to understand TPACK development and use across novice and veteran teachers.
Teaching and learning with Internet-supported technologies - Course syllabusJoan E. Hughes, Ph.D.
In the course participants will examine a myriad of ways the Internet may function within teaching and learning contexts through internet-supported technologies (e.g., web, apps etc.). The course will focus on these technologies’ capabilities for instructional use, learning, professional development, and research. The course will provide a set of foundational readings to situate your thinking in this educative space. Then you will lead your own experiences with a diverse array of Internet-based instructional and learning tools; it will also encourage you to consider these tools with a critical eye, always determining the advantages and disadvantages of using particular web-supported or web-based tools.
This course focuses on the role of Internet-based technologies within face-to-face or hybrid learning situations and mostly within PK-12 realms. For all uses we consider, we will use the following questions (as well as any you offer) to structure our analysis of Internet uses:
• What assumptions about the nature of knowledge and learning does this innovation make (either explicitly or implicitly)?
• What unique role does the technology play in facilitating learning?
• How is this innovation seen to fit with existing school curriculum (e.g., Is the innovation intended to supplement or supplant existing curriculum? Is it intended to enhance the learning of something already central to the curriculum or some new set of understandings or competencies?)
• What demands does the innovation place on the knowledge of teachers or other “users”? What knowledge supports does the innovation provide?
• How does the technology fit or interact with the social context of learning? (e.g., Are computers used by individuals or groups? Does the technology support collaboration or individual work? What sorts of interaction does the technology facilitate or hinder? Does it change or reify social systems?)
Course goals include:
• Understanding the historical context of uses of the Internet and Web for teaching and learning
• Experiencing what it is like to be an actor in the ‘participatory’ or ‘semantic’ or ‘connected’ culture of the Web
• Developing a critical framework for evaluating web uses in educational contexts
• Interpreting (i.e., reading, understanding, interpreting, adapting) educational research that focuses on teaching/learning with the Internet-supported technologies
This course is not about fully online or distance education topics. If you are interested in that topic, consider taking LT’s “Online Learning” course(s).
Course developed by Dr. Joan E. Hughes at The University of Texas at Austin
The purpose of this class is to introduce you to the theories, assumptions, and practices underlying the use of qualitative research in education. In the tradition of survey courses, this class examines the broad history, concepts, and themes that distinguish multiple methods of qualitative research, specifically as they relate to education research. Students will study, practice, and reflect on different qualitative research methodologies and consider the components and challenges faced when engaging in qualitative research methods. Each student will design and conduct his/her own qualitative study. Issues related to data collection, negotiating access to the field, ethics, and representation will be of particular importance. While it is not assumed that you will gain a comprehensive, rich understanding of any one particular qualitative research tradition over the trajectory of the course, it is expected that upon completion you will acquire the foundational knowledge and experience to begin evaluating, selecting, and defending appropriate qualitative methods for use in your own future research projects.
Goals:
1. Understand historical background and fundamental tenets of qualitative research.
2. Understand ethical issues within qualitative research.
3. Develop a researchable question.
4. Identify the limits and affordances of qualitative research designs.
5. Develop a beginning awareness of qualitative inquiry approaches, including ethnography, case studies, narrative, postmodern, critical, and basic interpretive.
6. Engage in qualitative research activities, including: field observations, interview, coding, analysis, and report writing.
Teaching English with technology: Exploring teacher learning and practice (Hu...Joan E. Hughes, Ph.D.
The document is a dissertation from 2000 that examines how teachers learn about and integrate technology into their English teaching practice. It explores the process of teacher learning when adopting new technologies and how that impacts classroom instruction. The dissertation studies multiple teachers to understand the relationship between teacher learning experiences with technology and how they subsequently apply technologies in their teaching.
Common Writing Issues for Undergraduates, Masters, and Ph.D. StudentsJoan E. Hughes, Ph.D.
Handout from my undergraduate course at UTexas which focuses on assisting students to develop research and writing skills. I appended some other writing tips that I also provide for Masters/Ph.D.students, with their descriptions in the APA 6.0 Manual.
RAT Question Guide: Using the Replacement, Amplification, and Transformation ...Joan E. Hughes, Ph.D.
This downloadable question guide can help districts, schools, or individuals identify the important dimensions of the teaching and learning process and THEN use those dimensions to explore how the use of technology impacts these dimensions. I use this guide in my consulting with schools and districts (and in my graduate-level teaching) to support the change process related to educational technology integration and transformation.
Please note this is Copyrighted. Please contact me for use.
For more information see the RAT Slides: http://www.slideshare.net/joanhughes/rats-lides
or
The RAT article: http://www.slideshare.net/joanhughes/hughes-scharber-site2006
or
A presentation that puts RAT in context with school change and professional learning: http://www.slideshare.net/joanhughes/transformative-technology-integration-in-classrooms
Ready, Aim, Fire: A presentation about technology integration and iPad integr...Joan E. Hughes, Ph.D.
In this presentation, I speak about the challenges of technology integration with a group of U.S. K-12 district superintendents and principals. I use my recent research on a high school's endeavor to integrate iPads into teaching and learning to situate my remarks about technology integration. Topics covered include: school change, vision/goals for technology integration, my RAT (replacement, amplification, transformation) model for assessing lessons that integrate technology, and using subject-specific problems of practice to drive technology-related professional learning for teachers.
This handout was shared with a group of superintendents, principals, and directors of teaching/learning after they visited the University of Texas Visualization Laboratory in the College of Education. We then led them in an introductory visualization activity with Gapminder.com and encouraged them to share these resources with their high school teachers who might want to integrate data analysis and visualization into their content area activities.
Session conducted on Thursday, October 3, 2013
This activity was used in a session with school district leaders (superintendents, principals, directors of teaching/learning) to expose them to beginner data visualization tools.
UGS 302 Syllabus: The role of technology among youth in society and education...Joan E. Hughes, Ph.D.
Fall 2013. A semester-long, writing-intensive course that leads first-year students in considering inventions and innovations (technological and historical) that have changed society and education. We weave from exploring current trends to historical shifts to again current digital innovations with critique from a range of perspectives (educational, political, advertising/marketing, technical, psychological). This course includes university-level requirements including: visiting remarkable places at UT (Harry Ransom Center, TACC VisLab), attending university lectures, engaging in research, writing and oral presenting, and being taught by a Ph.D. tenured faculty member.
Technology Integration: The RAT – Replacement, Amplification, and Transformat...Joan E. Hughes, Ph.D.
The reference is: Hughes, J.E., Thomas, R., & Scharber, C. (2006, March). Assessing Technology Integration: The RAT – Replacement, Amplification, and Transformation – Framework. (SITE) Conference Proceedings (CD-ROM).
Abstract: This brief paper will introduce an assessment framework, called RAT – Replacement, Amplification, and Transformation, that can be used with preservice and inservice teachers to increase critical decision-making concerning integration of technology into the K-12 classroom. The framework is currently being refined through (a) expanding our literature review to refine conceptual and theoretical categories, (b) subsequently applying the framework to videotaped technology - supported classroom lessons, and (c) working with practicing teachers interested in learning self-assessment techniques to improve their technology integration decision-making.
A framework for action: Intervening to increase adoption of transformative we...Joan E. Hughes, Ph.D.
Abstract: Web 2.0 tools have emerged as conducive for innovative pedagogy and transformative learning opportunities for youth. Currently, Web 2.0 is often adopted into teachers’ practice to simply replace or amplify traditional instructional approaches rather than promote or facilitate transformative educational change. Current models of innovation adoption do not adequately address successful diffusion of transformative educational technology. A new interactional model, called a framework-for-action (FFA), repositions ‘success’ on qualitative criteria and necessitates timely intervention by change agents at ‘points of factor interaction’ in the change process. These interventions engage potential adopters (i.e., teachers) in meaningful learning opportunities that reposition individuals or groups to make decisions leading to adoption of technologies that support transformative learning and teaching with web 2.0 tools.
Final published article can be found at:
Hughes, J. E., Guion, J.*, Bruce, K.*, Horton, L.*, & Prescott, A.* (2011.) A framework for action: Intervening to increase adoption of transformative web 2.0 learning resources. Educational Technology, 51(2), 53-61.
This compilation paper was presented at the American Educational Research Association annual meeting in April 2011 at an invited session of the TACTL (Technology as an Agent of Change for Teaching and Learning) Special Interest Group.
Paper presented at the American Educational Research Association Conference, April 2011
Authors: Michelle Fulks Read, Sara Jolly Jones, Joan E. Hughes, & Gloria Gonzales-Dholakia
Degree of Digital Equity in Schools by Race and Socio-Economic CharacteristicsJoan E. Hughes, Ph.D.
This research examined digital equity between two middle schools - one that was majority minority and low socioeconomic status, and one that was historically white with a more even demographic distribution. The study found that students at the white school were more likely to use technology both in and out of school for communication, creation, and other activities. Specifically, teachers at the white school used digital tools for teaching more, and students there used technology more in their coursework. While minority students at both schools used technology more outside of school, minority students at the white school also used technology significantly more during school compared to those at the majority minority school. The results indicate differences in access to and use of technology between socioeconomic and racial groups.
This is the digital technology self-efficacy measure we use in our research.
A 17-item digital technology self-efficacy measure adapted from Holcomb, King, & Brown (2004) who reported reliability µ=0.80. Language was updated replacing computer with digital technology. Items were measured with a scale of 1 (strongly disagree) to 4 (strongly agree). A 1.0 score reflects low digital technology self-efficacy, while a 4.0 represents high digital technology self-efficacy.
Holcomb, L., King, F. B., & Brown, S. W. (2004). Student traits and attributes contributing to success in online courses: Evaluation of university online courses. The Journal of Interactive Online Learning, 2(3), 1-16.
Presentation by Dr. Joan E. Hughes on November 8, 2010 for SETDA - State Educational Technology Directors Association (http://www.setda.org/).
This was a 10 minute talk to get a working group started on the topic "Helping Educators Transform Their Practice."
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
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.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
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 ...
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
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.
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.
Teaching and learning with iPads for high school students with disabilities (CEC 2013 Presentation)
1. TEACHING AND LEARNING WITH IPADS FOR
HIGH SCHOOL STUDENTS WITH DISABILITIES
The University of Texas at Austin
Minwook Ok & Joan E. Hughes
Council of Exceptional Children (CEC) 2013
2. Background & Rationale
• Technology-based instruction can support students with
disabilities to enhance their academic
learning, motivation, attention, on-time task and
independence (Bouck & Flanagan, 2009; Fitzgerald, Koury, & Mitchem, 2008;
Woodward & Rieth, 1997)
• iPads have gained popularity recently and
researchers, parents, teachers have demonstrated iPads
can be useful tools for teaching students with disabilities
(Nirvi, 2011)
• However, there is little empirical research investigating the
effects of using iPads in the teaching and learning of
students with disabilities; More research is required
3. Purpose & Research Question
• To understand the recent phenomenon of iPad
integration into PK-12 schools, especially in a
special education class
• How do iPads support teaching and learning in a
modified high school biology class?
4. Participants and Setting
• A special educator
o 11 years teaching experience in special education
o Teaching a modified biology class
• Four students
o 9th - 10th graders
o 2 students with LD, 1 student with TBI, 1 student with CP
• High school in an affluent suburban area in US
o Serves 2,500 students
o 74% White, 11% Hispanic, 10% Asian, 4% Multi-Race, 1% African-
Americans, 3% economically disadvantaged, 2% ELL
o High achievement school
o Invests heavily in digital technologies for classrooms
o 1:1 iPad initiative started in May 2011
• A modified high school biology classroom
5. Research Design
• Qualitative research design: Ethnography
• Data collection
• Field notes of weekly observation in classes
• Formal teacher interview at the beginning and at the end of
semester
• Informal chats with the teacher
• Duration
• One academic semester (Feb-May in 2012)
6. Modified Biology Class
• Teaching basic cellular chemistry (e.g., atoms, molecules, bonding
animal cells, cellular respiration, ATP production, classification system, human
systems, organization of life)
• Duration: 45 minutes
• Biology class can be difficult for students with disabilities
because of difficult vocabularies and concepts
• Designed to help students with disabilities to learn biology
• Small group instruction class
7. Teaching and Pedagogy
• Teacher
o Built personal rapport with her students
o Has passion about teaching students with disabilities
o Built classroom environment where students can feel safe; if they make mistakes
they are not going to be ridiculed. Safe place to try and learn
o Likes to integrate technology in her instruction
• Mainly provided “Small group, direct instruction with class discussions”
o A teacher opens PDF class notes on Smartboard, provides lectures on
concepts, fills out the blanks on the note, asks questions to students; students are
asked to open the notes on their iPads and take notes followed by the teacher
• Teacher believes iPads enhance more student-centered instruction and
project-based learning
• Break down to smaller contents, Review contents, Re-teach if
needed, Various materials (e.g., PDF class notes, textbooks, video, pictures)
8. Use of iPads in Teaching and Learning
• Mainly rely on using PDF files (class notes, tests, test review
materials) to take notes during class or work on tests on
their iPads
• E-mail communication
o Teacher sends class notes or test to students
o Students send homework/completed test to the teacher
o Teacher provides frequent feedback
o Teacher sends class notes to students who miss class
o Student group work
9. Use of iPads in Teaching and Learning
• Apps
o Screen Chomp: Whiteboard app - Formative assessment
o Noterize: Note taking app- Personalized document (e.g., different color, handwriting)
o Voice flash cards- Auditory scaffolding
o Edmodo: social secure learning network, class site
o Lab app (Toss-up): 3D coin-toss up for teaching gender probability
o Dictionary, spell checker, calculator
o iMovie: Develop student project
o Facetime: Student group work
• Web-browser use
• Edmodo (a free social secure learning network for teachers and students)
• E-mails
• Search information
10. Assessment
• At least two short quizzes per chapter, frequent pop-quizzes
• Multiple choice, short answers, fill out
blanks, vocabularies, open-ended questions
• Assessment tools
• Edmodo (Teacher uploads pop-quiz, test review, or announcement)
• Noterize app (Open test file on the app to complete test forms)
• Extra credit: Screen-chomp app (formative and summative assessment-
students can create a short video to show their knowledge of contents)
11. Advantages
• Mobility & Extended learning (learn anywhere & anytime)
• Communication (send notes to students who missed class; enhance teacher-
student/student-student interaction; increase feedback)
• Engagement & Motivation
• Organization
• Collaboration (Facetime, Edmodo, e-mail)
• Easy accommodation for individual students (e.g., larger
font, different color); No need to go to testing center (e.g., read aloud
test)
• Independent study tool (providing scaffolding)
• Builds Confidence
12. Barriers
• Limited time for professional learning
• Charging & Updating (going things slow down)
• Limited Memory
• No Flash capability (does not work with Smartbaord)
• Distractions & off-task behavior
o Classroom management: need to teach what is appropriate use
o If parents asked to take their child’s iPads because of addiction or
inappropriate use of iPads, the students cannot use iPads
13. School Support
• Set up Wi-Fi
• Professional learning (workshops, conference, training)
• Provide teachers iTunes cards to purchase apps
• Provide technical support
• Support teachers to have enough time to be familiar with
iPads; Minimal pushback
15. Limitations, Implications for Practice, Future research
• iPads can be useful tools in teaching and learning for students
with disabilities; more research is required to investigate how
iPads can be effectively used to support students with
disabilities
• School-district level support is important
• Teachers need to teach students appropriate use of technology
• Longitudinal study is required for deeper understanding
• Various special education class settings (e.g., life skill, modified English)
• Investigate effects of using iPads with younger students
(elementary or middle school students)
16. References
• Bouck, E. C., & Flanagan, S. (2009). Assistive technology and
mathematics: What is there and where can we go in
special education. Journal of Special Education Technology,
24(2), 17-30.
• Fitzgerald, G., Koury, K., & Mitchem, K. (2008). Research on
computer-mediated instruction for students with high
incidence disabilities. Journal of Educational Computing
Research, 38(2), 201-233. doi: 10.2190/EC.38.2.e
• Nirvi, S. (2011). Special education pupils find learning tool in
iPad applications. Education Week, 30(22), 16-17.
• Woodward, J., & Rieth, H. (1997). A historical review of
technology research in special education. Review of
Educational Research, 67(4), 503-536. doi: 10.2307/1170519
Editor's Notes
Interesting, unique, organization, portability, new way to learn, review, study any time, anyplace, communication, learn about new technology, collaboration, confidence