Chapter 6 and 11
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The document discusses various topics related to differentiated instruction including using technology to differentiate, response to intervention (RTI), assistive technology, diversity, culturally responsive teaching, and learner-centered strategies. Differentiated instruction is personalized instruction based on student needs with flexibility in content and how students demonstrate learning. RTI uses assessments to group students for instructional interventions of varying intensity. Assistive technology increases functional capabilities for individuals with disabilities. Culturally responsive teachers understand student culture and experiences to promote achievement. Learner-centered strategies mean teachers meet diverse student needs.
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Similar to Chapter 6 and 11
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This document discusses using cultural diversity and understanding to customize learning. Chapter 6 emphasizes differentiating instruction to meet individual student needs rather than a "one-size-fits-all" approach. Teachers are challenged to find methods that reach each student using various mediums. Chapter 11 focuses on recognizing cultural differences in the classroom and providing equitable access to technology. The teacher must promote cultural awareness and access to tools to help all students succeed. Assistive technologies, discussed in both chapters, are often required for students with IEPs to support their learning.
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Running head THE EMERGING TECHNOLOGIES1THE EMERGING TECHN.docx
Running head: THE EMERGING TECHNOLOGIES
1
THE EMERGING TECHNOLOGIES
7
The Comparative Studies of the Emerging Technologies
Larry Ratliff Jr
Strayer University
EDU 540
February 4, 2018
Dr. Lori Wijbrandus
Question 1: The overall merit of the selected technologies over the ones mentioned in the assignment 1
The integration of the instructional technologies within a classroom setup has the potency of transforming the current/ existing/ modern form of education and institutional learning for students (Kilgo et al., 2015). Nevertheless, the emerging technologies on classroom setup have a massive impact during the implementation. As such, it is predictable that future technologies will offer a considerable benefit to all the stakeholders in the learning system. Furthermore, certain varieties of resources can be instituted in the school curriculum to demonstrate the importance of technology to children’s education. Agreeing with Duque (2014), the technology will always have some significant impact on in student learning as it allows the educator to enhance their lesson. Besides, the developing technologies within the education system help learners advance their technology skills, i.e., digital media literacy. Hence, learners will deploy the theoretical frameworks needed for authentic learning, as well as use technology as a cognitive learning tool (Duque, 2014).
Question 2: The similarity and differences between the chosen emerging technologies and the none-chosen emerging technologies addressing:
a.) Addressing the needs and challenges inherent in the educational setting or relating to the scenario in the assignment 1
In the task one, some of the learning technologies mentioned include the digital booklets, the whiteboards, and use of Smart gadgets. These technologies vis-à-vis use of laptops, tablets, the PowerPoint are some of the other mentionable emerging technologies in the education sector. All these features consist of instructional learning tools for any classroom setup. Also, these technologies have a massive impact on the child classroom learning process as they can access different apps and resources. Also, teachers can make use of such technologies to include instructional learning and in improving the student digital media literacy (Pruet et al., 2016). Also, these technologies are flexible enabling students to adapt to new learning.
However, these technologies may not yield positive learning outcome where the educators lack proper skills in using such technologies in the classroom setup. Also, technical problem with setting up the technology may negatively impact its use (Pruet et al., 2016). As such, teachers must be well prepared and given enough time to incorporate such new technologies to appropriately support the learning environment. Such prospect of preparing and collaborating technologies may be time wasting and may involve a lot of technicalities and risks, e.g., software risks, outages, etc.
b.) Important.
Lunch and Learn _545.pptx
This document summarizes a professional development lunch and learn session about integrating technology into the classroom. It discusses benefits of technology like creativity, engagement and digital literacy. It also provides strategies for facilitating group work and research projects using devices. These include setting norms, managing participation, ensuring access to resources and modeling professional device use. The session agenda covered discussing privacy policies, using computers in small and large groups, conducting research and finalizing projects. The goal was to enhance technology use based on available classroom resources and provide ways to effectively structure technology-based lessons.
Lunch and Learn _545.pptx
This document summarizes a lunch and learn professional development session about integrating technology into teaching. It discusses benefits of technology like creativity, engagement and digital literacy. It also provides strategies for facilitating group work and research projects using devices. These include setting norms, managing participation, ensuring access to resources and modeling professionalism. The professional development agenda focused on discussing privacy policies, conducting research, finalizing projects and navigating different classroom technology setups involving individual computers, multiple computers and tablets/laptops. The goal was to enhance technology use based on available classroom resources and teach educators how to properly guide student technology use and research.
UDLCollinsB
Universal Design for Learning aims to reduce barriers to the educational process and provide accommodations for individual learners through flexible curricular materials. It focuses on presenting information through multiple means, allowing for multiple expressions of knowledge, and providing multiple options for engagement. UDL breaks away from traditional textbooks and uses technology tools to reach the three brain networks important for learning.
Qualitative IT Assignment on Data, Information & Knowledge
Define and describe knowledge, information and data in a general sense, as well as providing specific examples for the job that you have selected.
Describe how 21st Century technology assists the use of the knowledge, information and data.
Describe what challenges come with the use of the technology in relation to the knowledge, information and data.
Does the technology remove or alter the knowledge, information and data required?
Propose how the knowledge needed in this job contributes to organisational and personal operational efficiency and strategy.
Lunch and learn
This document discusses how technology can be integrated into classroom learning. It provides reasons for using technology such as engaging students, promoting individual learning styles, and improving collaboration. The document then discusses how technology can facilitate group activities and research, allowing students to work together remotely and access reliable sources. It also addresses how technology enables creative presentation of final projects. The rest of the document offers tips for managing technology in the classroom including single or multi-computer settings, handheld devices, iPads, and having backup plans when technology fails.
Role of Educational Technology in the 21st Century
Role of Educational Technology in the 21st Century
Report of Sir Jaypee Borja in our Management of Educational Technology class under Dr. Danilo Galarion in Master of Educational Management Major in Educational Management
- University of Southeastern Philippines, Davao City
My portfolio-in-educational-technology (1)
The document discusses educational technology. It defines educational technology as the study and practice of facilitating learning and improving performance through the use of technology. It notes that educational technology encompasses various tools and methods for supporting teaching and learning, including e-learning, instructional technology, digital education tools, and virtual learning environments. The document also discusses how educational technology can be used to integrate technology into the curriculum, with computers assisting instruction and teachers using technology to make their lessons more engaging for students.
Te3
This document discusses different media and technologies used for education, how they represent and structure knowledge, and their strengths and weaknesses for learning. It covers topics like broadcast vs communication technologies, synchronous vs asynchronous learning, and how individual media like video and text structure information differently. The document also discusses factors that influence the effectiveness of different technologies for teaching.
INTRODUCTORY REMARKS ON KNOWLEDGE, LEARNING AND TEACHING
This document discusses different forms of media and technology that can be used for educational purposes. It describes how each medium represents knowledge in a unique way, from linear formats like text and speech to non-linear digital formats that allow for more flexible organization of content. The document also examines factors that influence the effectiveness of different media for teaching and learning, such as how well the format fits the purpose, subject matter, and needs of learners. It notes that no single medium can adequately cover any university-level subject by itself and that a combination of media is most effective.
Michelle w hinson_eim504_slidesharing [autosaved]
This document discusses the role of teachers as collaborators and the use of assistive technologies. It emphasizes that collaboration should include active participation from students and peers, as well as the use of technology to collaborate. Effective collaboration helps students feel safe sharing views without judgment. The document also provides examples of collaborative learning tools like web conferencing and wikis that teachers can use with students. It stresses that teachers should collaborate with students to explore and troubleshoot technologies, as students are knowledgeable about technology. The document discusses assistive technologies that can help students with disabilities and range from low-tech to high-tech options.
552udl
This document discusses Universal Design for Learning (UDL) and how technology can support its three principles of multiple means of representation, action and expression, and engagement. It provides examples of how technology can provide alternative ways for students to acquire knowledge, demonstrate what they know, and increase motivation by tapping into their interests. It also discusses how UDL aims to accommodate all learner differences and how the US National Education Technology Plan incorporates UDL principles.
Universal Design for Learning
Universal Design for Learning (UDL) aims to make curriculum accessible to all students by providing multiple means of representation, expression, and engagement. It originated from universal design in architecture which retrofitted buildings to accommodate people with disabilities. UDL recognizes that students learn in different ways and provides flexible options to present information, allow students to demonstrate knowledge, and sustain interest and motivation. UDL is supported by brain research showing individual differences in learning networks and is implemented through technology which can customize learning experiences.
Unit 1
1. Educational technology refers to the study and ethical practice of facilitating learning through the use of technology. It involves applying instructional design principles and cognitive psychology to assess, design, implement and evaluate the use of technological tools and resources for learning.
2. Instructional technology is a subset of educational technology that focuses more narrowly on the teaching and learning process. It involves using technology tools to improve student learning and assessing their progress towards defined learning objectives.
3. While instructional technology deals with applying technology to instruction, educational technology has a broader scope that also includes developing human capabilities through other technological systems and processes beyond just teaching and learning.
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Chapter 6 and 11
- 1. Chapter 6 and 11 Explanation Taleah Thomas
- 2. What is Differentiated Instruction? Differentiated instruction is personalized and based upon the needs of each individual student. The key is to provide flexibility and choice in the terms of content and processes used to demonstrate student’s learning. Teachers can address the same curriculum without having the same delivery for each student.
- 3. Using Technology to Differentiate Instruction Presentation Software Spreadsheet Software Electronic Journaling Web based graphic organizers Virtual Websites Videos
- 4. Response to Intervention (RTI) RTI is a framework that uses diagnostic and progress monitoring assessments to help group students for instructional interventions of varied intensity and types.
- 5. Assistive Technology Assistive Technology (AT) is any item, piece of equipment, or product system used to increase, maintain, or improve functional capabilities of individuals with disability.
- 7. Diversity According to Naiditch (2013), “In order to promote diversity, educators need to create and scaffold media literate experiences for students to experiment and engage in intercultural communication. Using social networks, online learning platforms, and digital media in general is an appropriate way of achieving that aim” (p.345)
- 8. What is a culturally responsive teacher? A teacher who understands and captivates on the unique cultural attributes and experiences of students to promote student achievement.
- 9. Learner-Centered Strategies Teachers can address the needs of students by using Learner- Centered Strategies. It simply means, TEACHERS are meeting the diverse needs of ALL students.
- 11. Bibliography Cennamo, K., Ross, J. D., & Ertmer, P. A. (2014). Chapter 11. InTechnology Integration for Meaningful Classroom Use:A Standards- Based Approach (pp. 269-292). Belmont, CA:Wadsworth, Cengage Learning. Cennamo, K., Ross, J. D., & Ertmer, P. A. (2014). Chapter 6. InTechnology Integration for Meaningful Classroom Use:A Standards-Based Approach (pp. 137-162). Belmont, CA:Wadsworth, Cengage Learning. Naiditch, F. (2013). A Media Literate Approach to Developing Diversity Education,". Journal of Media Literacy Education,, 5(1), 6th ser., 337-348. Retrieved July 10, 2017, from http://digitalcommons.uri.edu/jmle/vol5/iss1/6 IMAGES http://atclassroom.blogspot.com/2014/02/low-tech-organization-strategies-and.html http://cps.edu/Pages/AssistiveTechnology.aspx http://www.teachingvisuallyimpaired.com/overview-of-assistive-technology.html http://www.educatorstechnology.com/2014/09/differentiated-instruction-visually.html http://www.learnnc.org/lp/pages/6880