This document discusses the impact of technology on education based on several studies and meta-analyses. It finds that technology can positively impact student achievement, with students scoring 13-15 weeks higher than those not using technology. However, drill-and-practice technologies may only result in 3-5 weeks of additional learning. Studies also found teacher technology training and a positive school climate are linked to higher student achievement. The document advocates for technology in education to prepare students for college, careers, and an increasingly digital world.
Integrating Technology-Enhanced Instruction to Narrow the Academic Achievemen...jamathompson
There is not a universal approach in meeting the learning needs of all students. Students have different learning styles that promote higher success in the classroom compared to other learning styles. Literature has demonstrated African American students’ diverse learning needs and preferred learning styles were not consistently being addressed in the classroom. Hence, some African American students were not learning and began to perform at a lower grade level. The presenter will provide suggestions of various technology-enhanced instructional strategies and its potential impact on African American student achievement. Additionally, the presenter will provide educators with several implications that can be applied to their current classroom setting.
This document discusses issues relating to integrating information and communication technology (I.C.T.) into classrooms and potential solutions. Key issues identified include limited internet access, inadequate school wiring, lack of physical space, and need for teacher training. Suggested solutions are upgrading internet systems, improving electrical wiring, constructing more classrooms, and providing teacher workshops. The advantages of I.C.T. integration are equipping students with 21st century skills, enabling collaboration, and motivating learning. Objectives are developing technological skills and improving student performance and interaction. Implementation strategies involve assessing needs, acquiring resources, and training and evaluating teachers.
The document summarizes several studies that examined the impact of educational technology on student achievement. It finds that students who used computer-assisted instruction, integrated learning systems, simulations, or collaborative technologies performed better on tests compared to students without access to such technologies. However, technologies were less effective or ineffective when the learning objectives were unclear or when the focus was not on education. The document concludes that technology is most effective for student learning when it is designed to support clear educational goals.
The classroom is set up with tables angled towards the front white board. There are also two other boards - one decorated by a teacher's assistant listing the daily plan, and the other is a "Twitter board". The lesson being taught is on finding the moles of an element, using notes from a power point presentation and a packet for homework. The classroom has labs around the perimeter to apply lessons hands-on. The teacher accommodates deaf and color blind students through individualized notes, hearing aids, and ensuring all students understand the material. Assistive technology like Edmodo, Progressbook, and YouTube are used to make content accessible online and on phones.
This document discusses using technology tools to engage students in a 1st grade classroom. It notes that the classroom has 21 students between the ages of 6-8, with various learning challenges. It promotes using approved online resources to support reading, math, and science learning. Integrating technology enables students to work independently and learn in different ways. Videos and online books can make topics exciting while addressing ethics and diversity. Some teachers are hesitant to integrate technology due to lack of experience, belief it is not needed, or concerns about classroom control and student focus. After using technology, students were more interested and excited about learning, and gains were seen in reading, math, and computer skills. The district supports technology integration by providing district-wide
Film 240 technology in the classroom- ariel weinbergAriel Weinberg
The document discusses the use of technology in classrooms. It notes that while nearly all schools now use technology, many young children begin using devices at home from a very early age. The document explores both the benefits and drawbacks of technology in education. On the positive side, technology can help demonstrate concepts, develop skills like critical thinking, and assist some students with special needs. However, overuse of devices may hinder development and cause distractions. The success of technology depends on how teachers apply and integrate it. Overall, the document presents an even-handed analysis of the complex issues around incorporating technology into modern education.
The IMPACT model aims to improve technology integration and student achievement through 1:1 technology programs, collaborative professional development, and support from instructional technology facilitators and media coordinators. Evaluation found that IMPACT schools saw increased technology use by teachers and students, with students more engaged in lessons and odds of improving test scores up to 55% higher than comparison schools. Key lessons included the importance of supportive leadership, flexible access to resources, and anticipating challenges when implementing district-wide.
This document provides an overview of STEM education and TPACK. It defines STEM as the integration of science, technology, engineering, and math. TPACK refers to technological pedagogical content knowledge, which recognizes the importance of understanding how technology relates to pedagogy and content. The document discusses why STEM is important for preparing students, challenges of STEM integration, and benefits such as strengthening problem solving skills. It provides examples of how technology can be integrated into lessons through simulations and data analysis software.
Integrating Technology-Enhanced Instruction to Narrow the Academic Achievemen...jamathompson
There is not a universal approach in meeting the learning needs of all students. Students have different learning styles that promote higher success in the classroom compared to other learning styles. Literature has demonstrated African American students’ diverse learning needs and preferred learning styles were not consistently being addressed in the classroom. Hence, some African American students were not learning and began to perform at a lower grade level. The presenter will provide suggestions of various technology-enhanced instructional strategies and its potential impact on African American student achievement. Additionally, the presenter will provide educators with several implications that can be applied to their current classroom setting.
This document discusses issues relating to integrating information and communication technology (I.C.T.) into classrooms and potential solutions. Key issues identified include limited internet access, inadequate school wiring, lack of physical space, and need for teacher training. Suggested solutions are upgrading internet systems, improving electrical wiring, constructing more classrooms, and providing teacher workshops. The advantages of I.C.T. integration are equipping students with 21st century skills, enabling collaboration, and motivating learning. Objectives are developing technological skills and improving student performance and interaction. Implementation strategies involve assessing needs, acquiring resources, and training and evaluating teachers.
The document summarizes several studies that examined the impact of educational technology on student achievement. It finds that students who used computer-assisted instruction, integrated learning systems, simulations, or collaborative technologies performed better on tests compared to students without access to such technologies. However, technologies were less effective or ineffective when the learning objectives were unclear or when the focus was not on education. The document concludes that technology is most effective for student learning when it is designed to support clear educational goals.
The classroom is set up with tables angled towards the front white board. There are also two other boards - one decorated by a teacher's assistant listing the daily plan, and the other is a "Twitter board". The lesson being taught is on finding the moles of an element, using notes from a power point presentation and a packet for homework. The classroom has labs around the perimeter to apply lessons hands-on. The teacher accommodates deaf and color blind students through individualized notes, hearing aids, and ensuring all students understand the material. Assistive technology like Edmodo, Progressbook, and YouTube are used to make content accessible online and on phones.
This document discusses using technology tools to engage students in a 1st grade classroom. It notes that the classroom has 21 students between the ages of 6-8, with various learning challenges. It promotes using approved online resources to support reading, math, and science learning. Integrating technology enables students to work independently and learn in different ways. Videos and online books can make topics exciting while addressing ethics and diversity. Some teachers are hesitant to integrate technology due to lack of experience, belief it is not needed, or concerns about classroom control and student focus. After using technology, students were more interested and excited about learning, and gains were seen in reading, math, and computer skills. The district supports technology integration by providing district-wide
Film 240 technology in the classroom- ariel weinbergAriel Weinberg
The document discusses the use of technology in classrooms. It notes that while nearly all schools now use technology, many young children begin using devices at home from a very early age. The document explores both the benefits and drawbacks of technology in education. On the positive side, technology can help demonstrate concepts, develop skills like critical thinking, and assist some students with special needs. However, overuse of devices may hinder development and cause distractions. The success of technology depends on how teachers apply and integrate it. Overall, the document presents an even-handed analysis of the complex issues around incorporating technology into modern education.
The IMPACT model aims to improve technology integration and student achievement through 1:1 technology programs, collaborative professional development, and support from instructional technology facilitators and media coordinators. Evaluation found that IMPACT schools saw increased technology use by teachers and students, with students more engaged in lessons and odds of improving test scores up to 55% higher than comparison schools. Key lessons included the importance of supportive leadership, flexible access to resources, and anticipating challenges when implementing district-wide.
This document provides an overview of STEM education and TPACK. It defines STEM as the integration of science, technology, engineering, and math. TPACK refers to technological pedagogical content knowledge, which recognizes the importance of understanding how technology relates to pedagogy and content. The document discusses why STEM is important for preparing students, challenges of STEM integration, and benefits such as strengthening problem solving skills. It provides examples of how technology can be integrated into lessons through simulations and data analysis software.
What is REALLY Happening with Technology in Early Childhood Education: Voices...Engagement Strategies, LLC
The document summarizes key findings from a 2012 survey of early childhood educators on their use of technology in the classroom. Some of the main findings are:
- Educators use technology primarily to engage children and support learning goals, though it is used as a supplement rather than the focus.
- The most commonly used technologies are laptop/desktop computers, interactive whiteboards, and tablets. Time spent on devices varies but is not considered excessive.
- Technology is used most for language/literacy and math activities and less for social-emotional goals. Educators guide technology use but also encourage child-driven activities.
- Professional development opportunities are available but comfort levels vary depending on the specific technology.
The document discusses the potential benefits of using iPads in K-12 classrooms, suggesting that they may replace traditional textbooks and allow students to take a more active role in their learning by providing an intuitive interface that even young students can easily use, as well as appealing to kinesthetic learners.
This document provides information about Ms. Mekus' first grade class for the fall of 2008. It outlines what subjects will be covered, including math, science, social studies, reading and spelling. It discusses the use of technology in the classroom for projects and the classroom website. It also provides Ms. Mekus' contact information for any parents who have questions.
This document summarizes key findings from Project Tomorrow's 2006 Speak Up survey of over 232,000 K-12 students, 21,000 teachers, and 15,000 parents about education, technology, and 21st century learning. Some high-level findings include:
- Students see communications and connecting with others online as very important, though safety and privacy are less of a concern. They want math and science taught in more applied, relevant ways.
- Teachers see benefits of technology for richer lessons and engaging students, but cite time as the top barrier. Most do not think schools are adequately preparing students for the future.
- Parents have mixed views on school technology and want better communication from schools, especially via email
Play, create and learn: What matters most for five-year-olds?EduSkills OECD
The OECD International Early Learning and Child Well-being Study asked over 4 500 five-year-olds what they liked best about their kindergarten or school.
Almost all children gave very specific answers, and many explained the reasoning behind their views.
Andreas Schleicher explores what we can learn from these children and how this can help education systems provide the best possible early learning environments.
Key questions we will address are:
-Why should education leaders and practitioners listen to children’s views, including children in the early years?
-What is the role of play in early cognitive and social-emotional development?
-Is there a trade-off between intentional teaching and learning, and unstructured play?
This document discusses how major institutions and experts believe educational video games can benefit students and help schools modernize. While most current games focus on entertainment, some schools are using popular games to relate course material and simulations that allow students to control historical scenarios. Creating games can also boost student engagement, though challenges remain in building teacher understanding and developing challenging, thought-provoking educational titles.
This document discusses holidays and celebrations. It provides examples of celebrations like Valentine's Day and Chinese New Year. It also contains a vocabulary activity that organizes celebration-related words into categories like special occasions, special food and drink, and activities. The document discusses using relative clauses of time and contains an activity with sentences to complete using information about when certain celebrations are observed.
This document outlines a project for students to learn about holidays and festivals celebrated around the world. Students will first discuss holidays in their own cultures. They will then research a holiday from another culture, investigating traditions related to food, clothing, music, dance, and symbols. Students will create a graphic organizer and symbol to represent the key aspects of their chosen holiday. The goal is for students to gain an appreciation of different cultural celebrations.
The document discusses several holidays and celebrations around the world. It describes traditions for New Year's Eve, Valentine's Day, Christmas, Chinese New Year, Day of the Dead, April Fool's Day, and Thanksgiving. For Chinese New Year, families clean their homes, decorate with red colors, have feasts, and light fireworks at midnight. For Day of the Dead, people in Mexico visit gravesites decorated with marigolds and candles, and build home altars dedicated to deceased loved ones. April Fool's Day involves playing practical jokes. Thanksgiving involves gathering with family and friends for a large meal and giving thanks.
The document discusses several winter holidays celebrated in some countries including Halloween, Christmas, Thanksgiving, and New Years. For each holiday, it provides 1-2 questions to prompt the reader on what they know about the holiday and then lists some common activities and traditions associated with that holiday celebration. It concludes by asking the reader about other winter holidays celebrated in their country.
The document discusses various religious and cultural festivals celebrated around the world, including Eid, Chinese New Year, and Chanukah. It provides details on the Islamic festivals of Eid-ul-Fitr, which marks the end of Ramadan, and Eid-ul-Adha, which commemorates Ibrahim's willingness to sacrifice his son. For Chinese New Year, the document explains its importance as the most celebrated Chinese holiday, during which families gather and give gifts, and how it follows the Chinese lunar calendar of 12 animal zodiac signs.
This document provides summaries of several festivals and holidays celebrated around the world:
Brazil's Carnival in Rio de Janeiro features elaborate parades by Samba schools over four days. Chinese New Year is celebrated for 15 days with family gatherings, firecrackers symbolizing good luck, and lantern festivals. In Japan, Hina Matsuri honors girls with doll displays and Kodomono-hi inspires boys with kite flying. Columbus Day commemorates Christopher Columbus' discovery of America. St. Patrick's Day features church services and meals of Irish bacon and cabbage. Christmas in Germany includes Advent calendars, St. Nicholas Day, decorating trees, and exchanging gifts on December 24th.
Prof. Gerald KNEZEK: Implications of Digital Generations for a Learning Society CITE
Keynote:
Implications of Digital Generations for a Learning Society: New Technologies, Pedagogies, and Assessments
Speaker: Prof. Gerald Knezek, University of North Texas
Time: 14:30 – 15:30, 29 May 2015 (Friday)
Venue: Room 408A, 409A & 410, 4/F, Meng Wah Complex, The University of Hong Kong
citers2015.cite.hku.hk/keynote-knezek/
The document discusses why parents support teaching technology in schools. Several parents are computer literate themselves and use technology in their daily lives. Other parents recognize the benefits of exposing children to technology even if they do not have it at home. Research shows that increased technology use in schools can improve academic achievement for both general education and special education students. A survey of parents found that most felt positively about their children using technology in school and saw benefits such as preparing them for the future workforce.
This document discusses the role of technology in improving academic achievement. It argues that implementing technology in classrooms, along with staff development and continued investment, can maximize student test scores and achievement. Specifically, it references research showing that a computer-supported learning environment improved student thinking, reading, and test performance. The document stresses the importance of ongoing staff training, keeping classrooms and technology up to date, and investing in educational technology to remain competitive and provide the best opportunities for students.
This document discusses parents' perspectives on using technology in schools. It notes that many parents today are computer literate and recognize the benefits of exposing children to technology to prepare them for the future workforce. Research shows that increased parental involvement through technologies like online grade access improves student achievement, attendance, and test scores. The document also addresses ensuring equity for all students when using technology, even for those without home computer or internet access. Overall, parents approve of and utilize technology in schools to help students succeed academically.
This document discusses perspectives from parents who support the use of technology in schools. It provides several key points:
1) Many parents today are computer literate and use technology in their own lives, recognizing the benefits it can provide their children.
2) Parents acknowledge that technology exposure at school benefits students, especially those without access at home, helping prepare them for global competitiveness.
3) Research shows technology can increase academic achievement for both general and special education students when utilized properly in schools.
The document summarizes a study that explored the perspectives of low-income parents and students on educational technology. It found that while schools emphasized using technology, they did not adequately teach students how to use it. As a result, students who lacked technology skills outside of school fell behind in assignments requiring technology. The study also found that parents enrolled in technology classes to learn skills that could help their children succeed in school and find better jobs. However, the skills taught did not always transfer beyond the classroom.
1) The document summarizes research exploring perspectives of low-income parents and students on educational technology. It aimed to understand views of opportunities made available through technology.
2) Parents enrolled in technology classes to learn skills like resume writing and map reading to find jobs or help children with schoolwork.
3) However, participants felt that while schools provided technology access, training was still needed on skills like typing, file management, and printing to be successful with technology-based assignments. Access alone did not solve inequities facing those without technology fluency.
The document summarizes a study that explored the perspectives of low-income parents and students on educational technology. It found that while schools emphasized using technology, they did not adequately teach students how to use it. As a result, students who lacked technology skills outside of school fell behind in assignments requiring technology. The study also found that parents enrolled in technology classes to learn skills that could help their children succeed in school and find better jobs. However, the skills taught did not always transfer beyond the classroom.
What is REALLY Happening with Technology in Early Childhood Education: Voices...Engagement Strategies, LLC
The document summarizes key findings from a 2012 survey of early childhood educators on their use of technology in the classroom. Some of the main findings are:
- Educators use technology primarily to engage children and support learning goals, though it is used as a supplement rather than the focus.
- The most commonly used technologies are laptop/desktop computers, interactive whiteboards, and tablets. Time spent on devices varies but is not considered excessive.
- Technology is used most for language/literacy and math activities and less for social-emotional goals. Educators guide technology use but also encourage child-driven activities.
- Professional development opportunities are available but comfort levels vary depending on the specific technology.
The document discusses the potential benefits of using iPads in K-12 classrooms, suggesting that they may replace traditional textbooks and allow students to take a more active role in their learning by providing an intuitive interface that even young students can easily use, as well as appealing to kinesthetic learners.
This document provides information about Ms. Mekus' first grade class for the fall of 2008. It outlines what subjects will be covered, including math, science, social studies, reading and spelling. It discusses the use of technology in the classroom for projects and the classroom website. It also provides Ms. Mekus' contact information for any parents who have questions.
This document summarizes key findings from Project Tomorrow's 2006 Speak Up survey of over 232,000 K-12 students, 21,000 teachers, and 15,000 parents about education, technology, and 21st century learning. Some high-level findings include:
- Students see communications and connecting with others online as very important, though safety and privacy are less of a concern. They want math and science taught in more applied, relevant ways.
- Teachers see benefits of technology for richer lessons and engaging students, but cite time as the top barrier. Most do not think schools are adequately preparing students for the future.
- Parents have mixed views on school technology and want better communication from schools, especially via email
Play, create and learn: What matters most for five-year-olds?EduSkills OECD
The OECD International Early Learning and Child Well-being Study asked over 4 500 five-year-olds what they liked best about their kindergarten or school.
Almost all children gave very specific answers, and many explained the reasoning behind their views.
Andreas Schleicher explores what we can learn from these children and how this can help education systems provide the best possible early learning environments.
Key questions we will address are:
-Why should education leaders and practitioners listen to children’s views, including children in the early years?
-What is the role of play in early cognitive and social-emotional development?
-Is there a trade-off between intentional teaching and learning, and unstructured play?
This document discusses how major institutions and experts believe educational video games can benefit students and help schools modernize. While most current games focus on entertainment, some schools are using popular games to relate course material and simulations that allow students to control historical scenarios. Creating games can also boost student engagement, though challenges remain in building teacher understanding and developing challenging, thought-provoking educational titles.
This document discusses holidays and celebrations. It provides examples of celebrations like Valentine's Day and Chinese New Year. It also contains a vocabulary activity that organizes celebration-related words into categories like special occasions, special food and drink, and activities. The document discusses using relative clauses of time and contains an activity with sentences to complete using information about when certain celebrations are observed.
This document outlines a project for students to learn about holidays and festivals celebrated around the world. Students will first discuss holidays in their own cultures. They will then research a holiday from another culture, investigating traditions related to food, clothing, music, dance, and symbols. Students will create a graphic organizer and symbol to represent the key aspects of their chosen holiday. The goal is for students to gain an appreciation of different cultural celebrations.
The document discusses several holidays and celebrations around the world. It describes traditions for New Year's Eve, Valentine's Day, Christmas, Chinese New Year, Day of the Dead, April Fool's Day, and Thanksgiving. For Chinese New Year, families clean their homes, decorate with red colors, have feasts, and light fireworks at midnight. For Day of the Dead, people in Mexico visit gravesites decorated with marigolds and candles, and build home altars dedicated to deceased loved ones. April Fool's Day involves playing practical jokes. Thanksgiving involves gathering with family and friends for a large meal and giving thanks.
The document discusses several winter holidays celebrated in some countries including Halloween, Christmas, Thanksgiving, and New Years. For each holiday, it provides 1-2 questions to prompt the reader on what they know about the holiday and then lists some common activities and traditions associated with that holiday celebration. It concludes by asking the reader about other winter holidays celebrated in their country.
The document discusses various religious and cultural festivals celebrated around the world, including Eid, Chinese New Year, and Chanukah. It provides details on the Islamic festivals of Eid-ul-Fitr, which marks the end of Ramadan, and Eid-ul-Adha, which commemorates Ibrahim's willingness to sacrifice his son. For Chinese New Year, the document explains its importance as the most celebrated Chinese holiday, during which families gather and give gifts, and how it follows the Chinese lunar calendar of 12 animal zodiac signs.
This document provides summaries of several festivals and holidays celebrated around the world:
Brazil's Carnival in Rio de Janeiro features elaborate parades by Samba schools over four days. Chinese New Year is celebrated for 15 days with family gatherings, firecrackers symbolizing good luck, and lantern festivals. In Japan, Hina Matsuri honors girls with doll displays and Kodomono-hi inspires boys with kite flying. Columbus Day commemorates Christopher Columbus' discovery of America. St. Patrick's Day features church services and meals of Irish bacon and cabbage. Christmas in Germany includes Advent calendars, St. Nicholas Day, decorating trees, and exchanging gifts on December 24th.
Prof. Gerald KNEZEK: Implications of Digital Generations for a Learning Society CITE
Keynote:
Implications of Digital Generations for a Learning Society: New Technologies, Pedagogies, and Assessments
Speaker: Prof. Gerald Knezek, University of North Texas
Time: 14:30 – 15:30, 29 May 2015 (Friday)
Venue: Room 408A, 409A & 410, 4/F, Meng Wah Complex, The University of Hong Kong
citers2015.cite.hku.hk/keynote-knezek/
The document discusses why parents support teaching technology in schools. Several parents are computer literate themselves and use technology in their daily lives. Other parents recognize the benefits of exposing children to technology even if they do not have it at home. Research shows that increased technology use in schools can improve academic achievement for both general education and special education students. A survey of parents found that most felt positively about their children using technology in school and saw benefits such as preparing them for the future workforce.
This document discusses the role of technology in improving academic achievement. It argues that implementing technology in classrooms, along with staff development and continued investment, can maximize student test scores and achievement. Specifically, it references research showing that a computer-supported learning environment improved student thinking, reading, and test performance. The document stresses the importance of ongoing staff training, keeping classrooms and technology up to date, and investing in educational technology to remain competitive and provide the best opportunities for students.
This document discusses parents' perspectives on using technology in schools. It notes that many parents today are computer literate and recognize the benefits of exposing children to technology to prepare them for the future workforce. Research shows that increased parental involvement through technologies like online grade access improves student achievement, attendance, and test scores. The document also addresses ensuring equity for all students when using technology, even for those without home computer or internet access. Overall, parents approve of and utilize technology in schools to help students succeed academically.
This document discusses perspectives from parents who support the use of technology in schools. It provides several key points:
1) Many parents today are computer literate and use technology in their own lives, recognizing the benefits it can provide their children.
2) Parents acknowledge that technology exposure at school benefits students, especially those without access at home, helping prepare them for global competitiveness.
3) Research shows technology can increase academic achievement for both general and special education students when utilized properly in schools.
The document summarizes a study that explored the perspectives of low-income parents and students on educational technology. It found that while schools emphasized using technology, they did not adequately teach students how to use it. As a result, students who lacked technology skills outside of school fell behind in assignments requiring technology. The study also found that parents enrolled in technology classes to learn skills that could help their children succeed in school and find better jobs. However, the skills taught did not always transfer beyond the classroom.
1) The document summarizes research exploring perspectives of low-income parents and students on educational technology. It aimed to understand views of opportunities made available through technology.
2) Parents enrolled in technology classes to learn skills like resume writing and map reading to find jobs or help children with schoolwork.
3) However, participants felt that while schools provided technology access, training was still needed on skills like typing, file management, and printing to be successful with technology-based assignments. Access alone did not solve inequities facing those without technology fluency.
The document summarizes a study that explored the perspectives of low-income parents and students on educational technology. It found that while schools emphasized using technology, they did not adequately teach students how to use it. As a result, students who lacked technology skills outside of school fell behind in assignments requiring technology. The study also found that parents enrolled in technology classes to learn skills that could help their children succeed in school and find better jobs. However, the skills taught did not always transfer beyond the classroom.
- The document discusses how today's students have grown up in a technology-rich environment and are more accustomed to learning with devices like cell phones and laptops rather than traditional notebooks and pencils.
- Research shows that when technology is meaningfully integrated into lessons, students experience positive effects on achievement across all subjects as well as improved attitudes, self-esteem, and collaboration skills.
- For technology to truly enhance learning, teachers need training on applying tech tools to their specific curriculum areas and seeing clear links between the tech and the content they teach.
The document provides an introduction to a W200 course, including information about lecturers, units, labs, and expectations. It discusses how a flat world may impact teaching responsibilities and gives examples of how technology has been used and advanced in educational settings over time, from slate boards to modern devices. Schools highlighted include ones in Indiana that have embraced technology in innovative ways.
The document discusses the benefits of increased technology integration in classrooms. It notes that instruction has changed over history to prepare students for the future, and that technology allows preparing students for jobs that don't yet exist. Research shows that technology integration leads to increased student achievement, higher order thinking skills, and better prepares students for post-secondary education and the workforce. The document concludes that to increase technology integration, there needs to be more administration, teacher training, and staff development focused on student-centered instruction.
This document discusses integrating digital learning and e-learning into elementary classrooms. It provides examples of digital lessons and projects for young learners that address Common Core standards. The document emphasizes starting small with simple online tasks and using a gradual release model. Research shows that early digital learning can promote skills like digital citizenship, leadership, and problem-solving when lessons provide support for students and communication with parents.
The document recommends providing all students at a school with their own laptop to promote technological literacy. It notes that computer skills will be essential for future jobs yet many students currently lack adequate access to technology. The proposal is to have incoming freshmen receive laptops funded by the school, with families paying back a quarter of the cost each year. An educational technologist would be hired to help teachers integrate the laptops into instruction and provide support. Research on other one-to-one laptop programs found improved student performance on assessments and higher GPAs.
The document discusses technology use in schools. It examines how technology is used, how achievement with technology is assessed, what research says about its impact, and hurdles to total technology immersion. The research finds that consistent access to technology, positive teacher and student attitudes, and teacher training lead to achievement gains. Students in technology-rich environments show increased achievement across grade levels. Support from the community and administration is necessary to fully utilize technology's potential for improvement.
Tips and Tricks for Effective Technology Implementation DBTech
1) Over the past 20 years, technology integration in schools has increased dramatically, with internet access rising from 3% of classrooms in 1994 to 97% in 2008 and student to computer ratios dropping from 11:1 in 1996 to 1.7:1 in 2009.
2) The use of online courses has also grown rapidly, increasing from 328,000 enrollments in 2002 to an estimated 1.8 million enrollments in 2009.
3) While technology access has expanded, effective integration requires linking technology use to curriculum and student learning outcomes. Training alone on software and hardware is not enough; teachers need time for experimentation and curriculum-focused support.
This document discusses the potential pitfalls of technology usage in K-12 classrooms. It reviews literature finding that technology can be a distraction to students and negatively impact academics by enabling cheating and plagiarism. Teachers can also face challenges like a lack of professional development and limited access to technology. While technology provides benefits, the document recommends moderating usage and ensuring technology is used purposefully to enhance learning rather than hinder it. Teachers should model appropriate technology use and incorporate it in lessons only when it is the most effective teaching method.
Slideshare Technology's Negative Impact on Students and TeachersHeather
The document discusses the potential pitfalls of technology usage in K-12 classrooms. It explores how technology can negatively impact students through distraction, negative academic effects, and enabling cheating. Teachers can also be negatively impacted through a lack of professional development and access to technology. While technology provides benefits, it is important to use it in moderation and for educational purposes to maximize learning and avoid hindering engagement.
The document discusses how educational technology benefits students and learning. It outlines opportunities available to students through technologies like computer-based instruction which can help students learn more in less time and enjoy learning more. Studies show technologies can help change teacher practices and increase student reasoning. The document also discusses how technology can help create positive learning environments by reaching all students, including those with disabilities. It emphasizes that educational technology positively impacts student achievement.
This survey aims to measure preservice teachers' knowledge of teaching and technology. Specifically, it assesses their knowledge across the following domains: technology knowledge (TK), content knowledge for mathematics, social studies, science and literacy (CK), pedagogical knowledge (PK), pedagogical content knowledge (PCK), technological content knowledge (TCK), technological pedagogical knowledge (TPK) and technological pedagogical content knowledge (TPACK). The survey has been tested for reliability, with Cronbach's alpha scores ranging from .78 to .93 for the different domains.
Similar to C:\Fakepath\Technology The Light To Life Long Learning (20)
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
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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.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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12. References Dahl, R. (1999). Milken Family Foundation Education Technology. The Impact of Education Technology on Student Achievement: What the Most Current Research Has to Say . PDF, . Retrieved February 5, 2010, from http://www.mff.org/edtech/ Lam, J. (2007). Technology In the Classroom. Technology Inc . Retrieved February 5, 2010, from http://www.teach-nology.com/tutorials/techinclass/print.htm Palozzi, V. J., & Spradlin, T. E. (2006). Education Policy Brief. Center for Evaluation & Education Policy. Retrieved from http://eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/1b/c9/82.pdf Rose, D. H., & Meyer, A. (2002). Teaching Every Student: Information & Ideas. Teaching Every Student in the Digital Age . ASCD, . Retrieved February 28, 2010, from http://www.cast.org/teachingeverystudent/ideas/tes/ SRI International. (2010). Effects of Technology on Classrooms and Students. Retrieved February 5, 2010, from http://www2.ed.gov/pubs/EdReformStudies/EdTech/effectsstudents.html
Editor's Notes
My name is Michelle Vasek and I am here to persuade you, the members of the St. Cloud School Board, to invest in technology for today and for the future of this community
I will begin by informing you that technology is here to stay and is a part of all of our lives and with some it is a vital element of communication, safety, transportation, education, business and industry. Essential components needed in all of these areas are: Educators Functional, accurate and up to date equipment. IT personal Advanced programming Updated Curriculum Flexibility
” On January 8th, 2002, President Bush signed the No Child Left Behind (NCLB) Act of 2001. The new law encompasses major changes in the education reform plan for Elementary and Secondary Education. It details four basic education reform principles, including an emphasis on proven teaching methods (Introduction: NCLB, 2002). The NCLB act will target education dollars to research-based programs that use scientifically proven ways of teaching children to read.” (Lam, 2007) “ One of the programs targeted by NCLB is Title II-D-1&2 - Enhancing Education Through Technology (Ed Tech). The goal is to improve student academic achievement through the use of technology (The Facts About…, 2002). The plan is to teach children how to effectively integrate the technology available to them to improve student achievement and to become technologically literate by the 8th grade,” (Lam,2007) E- Learning has become a very successful tool in communication with parents, students and teachers. "Technology is connecting parents to teachers, and, it is helping connect parents to assessments so we can measure the progress of every student“(Lam,2007). “ Technology in the classroom can help students become capable users, information seekers, problem solvers and decision-makers,”(Lam,2007) “ It helps the emergent learner, students with disabilities, students with language disabilities and the gifted child. With the cultural and socioeconomic diversity in our schools today, teaching effectively to these different levels of ability, background, interests, learning styles and modalities is a major challenge” (Lam,2007). Since 1984 David Rose and Anne Meyer have been collaborating on a learning strategy that started with the use of technology with the child with disabilities. They have since creating a learning strategy and written a book called Universal Design of learning. To the right of your screen is the log rhythm indicating challenges and barriers we all face with technology and how we cost effectively we may be able to meet those challenges.
If we look at Midwest schools statewide in 2004-2005 and compare those teachers using technology in the classroom and a minimum of 50% statewide each state has a usage rate between 70-80% now 5 years later and as we indicated earlier in the introduction , the NCLB act we should see an increase in the usage of technology. In those states with a high poverty and technology is being used by teachers at greater than 70%. In those state with high poverty and high minority the percentage of usage drops slightly due to in accessibility to computers in the home. “ teenagers who do not have access to a home computer are less likely to graduate from high school than teenagers who do have access. While 85.5 percent of white students utilize home computers (with 77.4 percent of those Internet connected), just over half of all African American and Hispanic students have a computer in the home, and only about 40 percent of these children have home Internet access. Fairlie states, “These disparities in access to technology are troubling because of the growing importance of technology skills for succeeding in the labor market,” (Palozzi, 2006).
The impact technology has on students can be clearly explained in the next few slides in which I will provide you with research evidence and testimonials. In this slide, “James Kulik (1994) used a research technique called meta-analysis to aggregate the findings from more that 500 individuals research studies of computer-based instruction”(Dahl, 1999). In his finding he found, “ On- average, students who used computer-based instruction scored at the 64 th percentile on tests of achievement compared to the students in the control conditions without computers who scored in the 50 th percentile”(Dahl, 1999). “ Students learn more in less time when they receive computer-based instruction”(Dahl, 1999). “ Students like their classes more and develop more positive attitudes when their classes include computer-based instruction,” ”(Dahl, 1999). The one negative finding indicated, “ computers did not have positive effects in every area in which they were studied”(Dahl, 1999).
The second research study I would like to present to you is a study done by Harold Wenglinsky, which was a National Study of Technology's Impact on Mathematics Achievement completed in 1998 in which he, “ assessed the effects of simulation and higher order thinking technologies on a national l sample of 6,227 fourth graders and 7,146 eighth graders mathematics achievement on the National Assessment of Educational Progress(NAEP),” ”(Dahl, 1999). The positive findings included: “ Eighth- grade students who used simulation and higher order thinking software showed gains in math scores of up to 15 weeks above grade level as measured by the NAEP”(Dahl, 1999). . Eighth-grade students whose teachers received professional development on computers showed gains in math scores of up to 13 weeks above grade level. Higher order uses of computers and professional development were positively related to students’ academic achievement in mathematics for both fourth and eighth-grade students”(Dahl, 1999). Negative findings were minimal but included, “ Fourth-grade students who used technology to play learning games and develop higher order thinking performed only 3-5 weeks ahead of students who did not use technology and both fourth and eighth-grade students who used drill and practice technologies performed worse on NAEP that students who did not use drill and practice technology,” (”(Dahl, 1999).
The third research study I would like to share with you is a study the Scardamalia & Berieter’s Computer Supported Intentional Learning Environment (CSILE), “this study had entire classrooms of children conceive, respond to, and reframe what is said and written over time on computers. CSILE students ask questions, search for other students’ answers to their questions, comment on and review other students’ work, and then restructure and formulate answers to their original inquires,” ”(Dahl, 1999). The positive outcomes found in this study consist of; “ CSILE students surpass students in control classrooms on measures of depth of understanding, reflection, and also on standardized reading, language, and vocabulary tests, and CSILE maximizes student reflection and encourages progressive thought, taking multiple perspective, and independent thinking”(Dahl, 1999). There are many other studies that have been done regarding the use of technology and each of them have rendered positive results. A few of these results were indicated in an educational policy, “kindergartners in a computer-based writing-to-read program improved their reading levels equivalent to an increase from the 50th to the 80 th percentile. Several studies on the use of computers for word processing generally yielded moderate increases (e.g., from the 50th to the 62nd percentile) in student writing skills, and teenagers who have access to home computers are 6 to 8 percentage points more likely to graduate from high school than teenagers who do not have home computers, after controlling for individual, parental, and family characteristics.” (Palozzi & Spradlin, 2006). A few other research studies done include: West Virginia’s Basic Skills/Computer Education Statewide Initiative, represent a sample of 950 5 th graders. Sivin-Kachala’s Review of the Research, reviewed 219 research studies from 1990 to 1997. Lastly, The Apple Classrooms of Tomorrow (ACOT) in which and assessment of the impact of interactive technologies on teaching and learning in five school sites across the nation. All of these tests provided positive results and support the increased use of technology.
If you are not sold as of yet, let me share with you a few case studies and testimonials which give excellent feedback indicating success from many different views as indicated in this slide, the proof is in the testimonials. With the use of technology anything is possible. The education department of Indiana schools had these testimonials to share. “ In many of these classes, students choose to work on their technology-based projects during recess or lunch periods. Teachers also frequently cite technology's motivational advantages in providing a venue in which a wider range of students can excel. Compared to conventional classrooms with their stress on verbal knowledge and multiple-choice test performance, technology provides a very different set of challenges and different ways in which students can demonstrate what they understand (e.g., by programming a simulation to demonstrate a concept rather than trying to explain it verbally),” (SRI, 2010). Other effects are enhanced student self-esteem, increased use of outside resources, provides support for thinking processes, and provides for acquiring problem-solving skills. “ students are too confused or embarrassed to ask questions because they don't want to show their ignorance. With individualized computer instruction, students can always immediately request help if something is unclear and computer can also be used to educate the smarter students who easily get bored in a traditional classroom since they reach their goal faster. With computers, students that finish a unit can go to the next one immediately. For these bright students, the challenges that computers can offer encourage self-directed learning,”(Lam,2007). The other advantages are directly related to teachers and administrative personal who have stated in the article by SRI are: introduction of technology had put them into the position of being learners again joint activity in framing education reform and technology implementation grant proposals increased the amount of teacher interaction around issues of curriculum and instruction and support a much greater degree of communication and collaboration between teachers and others outside the school walls One of the major effects of the technology-supported education reform efforts for teachers was an increase in their involvement in professional activities. Technology effects everyone in our community.
As we are here before you focusing on funding for K-12 technology we cannot forget what technology means beyond the years of K-12 and how students will be effected and there is a need to be prepared for post-secondary education. “ Technology helps connect multicultural education in a number of ways. Media and telecommunications are a vital part of today's youth culture. Individuals with weak or little technological skills will find it difficult to survive in the competitive and global environment of the future,”(Lam, 2007). Colleges are requiring students to be computer literate, own computers, retrieve assignments, resources, and syllabus. Degrees can be earned from the privacy of their own home from any part of the country. “ Technology is also a very helpful tool in foreign language classes. With the use of e-mail, chat rooms, Web cam and a collaborative Web site, French students at USC were linked to native speakers in France (Wood, 2002). The online learning enhances the traditional textbook and gives students a personal connection to native French speakers. Their information comes from real people rather than textbooks and is also related to real-life,”(Jam,1998). “ Increasingly, industry and the service sector are more reliant on technology, and colleges and universities expect incoming students to possess basic computer literacy as the use of technology continues to grow in higher education,”(Palozzi &Spadlin, 2006).
“ students with real-life association and the ability to work in cross-functional environments,”(Lam,2007) are more apt to obtain employment sooner. “ Due to increasing global interaction within and between education and business, and the use of technology to foster that interaction, technological literacy is essential to preparing today’s youth to meet the demands of a global 21st century society,”(Palozzi & Spradlin,2006). As technology in industry and business assist with efficiency and cost effectiveness so must students become more efficient and cost conscious. Employers prefer those individuals with computer literacy and basic skills.
In conclusion, what do you want for your children? “ Developing technology-based or mediated curricula that can be used by as many students as possible makes financial sense, just as does using the same textbooks in different schools in the same district.,(Palozzi & Spradlin, 2006). “ Technology is a necessity in today's world and we must be ready for it. Parents want their children to graduate with skills that prepare them to either get a job in today's marketplace or advance to higher levels of education and training. Employers hire employees who are reliable, literate, able to reason, communicate, make decisions, and learn. The Department of Education, and other federal agencies recognize the essential role of technology in 21st century education,”(Lam,2007). Does this district want to be there as well? If so please invest in technology today for the tomorrows!