Post 3. models of evaluation in educational technologymazin
The document summarizes an evaluation of an Educational Electronic Portal project in Oman. The portal was introduced by the Ministry of Education to modernize technology in education. It contains a database to help educators make decisions and implement plans/projects. The objectives are to improve educational planning efficiency and quickly evaluate development programs. It also aims to provide an electronic communication service, interactive teaching tools, and distance learning opportunities to support quality education. The evaluation assessed the portal on accessibility, teaching/learning, interactivity/user-friendliness, and speed using a survey instrument and action model approach.
The document summarizes an evaluation of the Global Virtual Classroom (GVC) educational technology project using the ACTION model. The evaluation focuses on accessibility, interactivity, user-friendliness, and teaching/learning. It also addresses organizational issues. The evaluation examines whether students and teachers can access GVC, whether the content is appropriate and engaging for students, and how well the technology supports interaction between students, teachers, and course content/materials.
Slideshow summarizing information from chapter seven of the book Integrating Technology and Digital Media in the Classroom by Shelly, Cashman, Gunter and Gunter.
Chapter by chapter slides based on "Fundamentals of Destination Management and Marketing," provided by Destination Marketing Association International in cooperation with American Hotel & Lodging Association Education Institute.
Evaluating Educational Technology and Integration Strategies provides guidance on evaluating technology for classroom use, integrating technology into lessons, and finding funding to support technology. Key points include evaluating technology appropriateness before, during and after use; using strategies like project-based learning in one-computer classrooms; integrating technologies across subjects; and seeking grants or partnerships to increase classroom technologies.
This document discusses the objectives, terms, and applications of educational technology. The objectives are to enumerate the impacts of technology in learning, create a PowerPoint presentation, and evaluate technology's application in learning. Key terms defined include evaluation, technology, ICT, and educational technology. The document also describes how educational technology can improve learning through perception and transcend barriers, and how technology has impacted teaching roles and access to information.
The document discusses strategies for including special education students in regular education classrooms as required by IDEA. It outlines 9 ways to adapt instruction including: difficulty of instruction, time, size, level of support, alternate expectations, input, output, participation, and substituting curriculum. The strategies provide examples of adaptations teachers can make to lessons, materials, expectations and instructional delivery to meet students' individual needs as specified in their IEPs.
reporters:
Fatima B. Sarmiento ( Introduction)
Kaila Vitug ( higher level Learning outcomes)
Sheen Manalo ( the upgraded project method )
jeffry Sibug ( The process is more important than the product)
Evaluation of educational technology and its current applicationRhoda malazarte
This document discusses educational technology, including its definition, classifications, applications, and criteria for evaluation. It defines educational technology as using tools to improve learning and outlines its material and non-material classifications. Applications include overcoming barriers to access and enhancing learning through various senses. When choosing technology, teachers should consider objectives, availability of materials, and appropriateness for students. Criteria for evaluating include size, relevance, color, cost, durability, ease of use, and novelty.
Post 3. models of evaluation in educational technologymazin
The document summarizes an evaluation of an Educational Electronic Portal project in Oman. The portal was introduced by the Ministry of Education to modernize technology in education. It contains a database to help educators make decisions and implement plans/projects. The objectives are to improve educational planning efficiency and quickly evaluate development programs. It also aims to provide an electronic communication service, interactive teaching tools, and distance learning opportunities to support quality education. The evaluation assessed the portal on accessibility, teaching/learning, interactivity/user-friendliness, and speed using a survey instrument and action model approach.
The document summarizes an evaluation of the Global Virtual Classroom (GVC) educational technology project using the ACTION model. The evaluation focuses on accessibility, interactivity, user-friendliness, and teaching/learning. It also addresses organizational issues. The evaluation examines whether students and teachers can access GVC, whether the content is appropriate and engaging for students, and how well the technology supports interaction between students, teachers, and course content/materials.
Slideshow summarizing information from chapter seven of the book Integrating Technology and Digital Media in the Classroom by Shelly, Cashman, Gunter and Gunter.
Chapter by chapter slides based on "Fundamentals of Destination Management and Marketing," provided by Destination Marketing Association International in cooperation with American Hotel & Lodging Association Education Institute.
Evaluating Educational Technology and Integration Strategies provides guidance on evaluating technology for classroom use, integrating technology into lessons, and finding funding to support technology. Key points include evaluating technology appropriateness before, during and after use; using strategies like project-based learning in one-computer classrooms; integrating technologies across subjects; and seeking grants or partnerships to increase classroom technologies.
This document discusses the objectives, terms, and applications of educational technology. The objectives are to enumerate the impacts of technology in learning, create a PowerPoint presentation, and evaluate technology's application in learning. Key terms defined include evaluation, technology, ICT, and educational technology. The document also describes how educational technology can improve learning through perception and transcend barriers, and how technology has impacted teaching roles and access to information.
The document discusses strategies for including special education students in regular education classrooms as required by IDEA. It outlines 9 ways to adapt instruction including: difficulty of instruction, time, size, level of support, alternate expectations, input, output, participation, and substituting curriculum. The strategies provide examples of adaptations teachers can make to lessons, materials, expectations and instructional delivery to meet students' individual needs as specified in their IEPs.
reporters:
Fatima B. Sarmiento ( Introduction)
Kaila Vitug ( higher level Learning outcomes)
Sheen Manalo ( the upgraded project method )
jeffry Sibug ( The process is more important than the product)
Evaluation of educational technology and its current applicationRhoda malazarte
This document discusses educational technology, including its definition, classifications, applications, and criteria for evaluation. It defines educational technology as using tools to improve learning and outlines its material and non-material classifications. Applications include overcoming barriers to access and enhancing learning through various senses. When choosing technology, teachers should consider objectives, availability of materials, and appropriateness for students. Criteria for evaluating include size, relevance, color, cost, durability, ease of use, and novelty.
This document discusses educational innovations for learning environments. It describes constructivist learning environments, which create conditions for students to construct knowledge. Three types of schools are presented: Phremsawas used computer-assisted instruction with limited internet access. Mahachai used learning on servers with location and time restrictions. Tedsabanwattat focused on students constructing knowledge themselves through e-learning anywhere and anytime. The task discusses using innovations like animation, computer simulation, and e-learning for biology topics due to their abstract nature. Advantages are that these innovations stimulate students through visual and auditory presentation, easier encoding of information, familiar formats, and entertainment.
This document discusses educational innovations for learning environments. It defines a learning environment as including teachers, technology, parents, folk wisdom, and other resources that help create knowledge. Constructivist learning environments allow students to construct knowledge for themselves through interactive and collaborative learning. Three types of schools are discussed: Phremsawas which had no internet, Mahachai which had limited computer access, and Tedsabanwattat which focused on student-led knowledge construction. Potential innovations for teaching biology include animations to simulate movement, computer simulations to explore processes, and e-learning via the internet. These innovations stimulate students by presenting information visually and auditorily in an entertaining way that aids cognitive encoding.
This document discusses educational innovations for learning environments. It defines a learning environment as including teachers, technology, parents, folk wisdom and other resources that lead to knowledge construction. Constructivist learning environments are described as ones where the teacher creates conditions for learning and knowledge building using methods like technology, media and folk wisdom. Examples are given of different schools' approaches - one uses computer-assisted instruction, one uses learning on a server, and one focuses on students constructing their own knowledge through e-learning. The document prompts describing an innovative learning approach for one's own major, and an example is given for biology focusing on using animations, computer simulations, and e-learning to teach abstract biology concepts in an engaging way for students.
This document discusses educational innovations for learning environments. It defines a learning environment as including teachers, technology, parents, folk wisdom, and other resources that help create knowledge. Constructivist learning environments allow students to construct knowledge for themselves through meaningful learning situations. Examples of innovations discussed include computer-assisted instruction, learning on servers, and e-learning. The document also tasks students to propose an innovative learning method for their own major, such as using animations, computer simulations, or e-learning to teach biology content through visual and interactive means that stimulate and entertain students.
This document discusses educational innovations for learning environments. It defines a learning environment as including teachers, technology, parents, folk wisdom, and other resources that help create knowledge. It describes constructivist learning environments and different types of innovative learning used at three schools: computer-assisted instruction, learning on a server, and e-learning. It tasks students to present a learning innovation for their major, with examples for biology including animations, computer simulations, and e-learning. Advantages are given as presenting both auditory and visual stimulus to engage students and present material in familiar, entertaining ways.
This document discusses innovative learning environments and tools. It defines a learning environment as including teachers, technology, parents, folk wisdom and other resources that help create knowledge. It describes constructivist learning environments and different schools' approaches: one used computer-assisted instruction, another used learning on a server, and a third focused on students constructing their own knowledge through e-learning. The document then asks students to propose an innovative learning tool for their own major, with an example given for biology that includes using animations, computer simulations, and e-learning to teach abstract biology concepts. Advantages are listed as providing both auditory and visual stimulation to students and presenting material in familiar and entertaining ways.
The document discusses educational innovations for learning environments. It defines a learning environment as including teachers, technology, parents, folk wisdom, and other resources that help create knowledge. It describes three types of innovative learning - computer-assisted instruction, learning on a server, and e-learning. For a biology major, proposed innovations include using animations to simulate biological movements, computer simulations to explore biological systems, and e-learning to transfer biological skills over the internet. The innovations provide both auditory and visual stimulation to students, allow easier retention of information, present material in a familiar format, and entertain students.
This document discusses educational innovations for learning environments. It defines a learning environment as including teachers, technology, parents, folk wisdom, and other resources that help create knowledge. It describes constructivist learning environments and different types of innovative learning used at three schools: computer-assisted instruction, learning on a server, and e-learning. It tasks students to present a learning innovation for their major, with examples for biology including animations, computer simulations, and e-learning. Advantages are given as presenting both auditory and visual stimulus to engage students and present material in familiar, entertaining ways.
This document discusses innovative learning environments and tools. It defines a learning environment as including teachers, technology, parents, folk wisdom and other resources that help create knowledge. It describes constructivist learning environments and different schools' approaches: one used computer-assisted instruction, another used learning on a server, and a third focused on students constructing their own knowledge. The document then asks students to propose an innovative learning tool for their major. One student proposes using animations and computer simulations for biology topics to make abstract concepts more concrete. E-learning is also proposed as an innovation that allows interactive and collaborative learning at any time. Advantages of these tools include presenting information visually and auditorily, facilitating memory through familiar formats, and entertaining students.
This document discusses educational innovations for learning environments. It defines a learning environment as including teachers, technology, parents, folk wisdom, and other resources that help create knowledge. It describes constructivist learning environments and different types of innovative learning used at three schools: computer-assisted instruction, learning on a server, and e-learning. It tasks students to present a learning innovation for their major, with examples for biology including animations, computer simulations, and e-learning. Advantages are given as presenting both auditory and visual stimulus to engage students and present material in familiar, entertaining ways.
The document discusses educational innovations for learning environments. It defines learning environments as including teachers, technology, parents, folk wisdom, and other resources that help create knowledge. It describes three types of innovative learning - computer-assisted instruction, learning on a server, and e-learning. It provides examples of each type from different schools. The document tasks students to present a learning innovation for their major and explain how it corresponds to their field of study. A student majoring in biology proposes three innovations: animations, computer simulations, and e-learning. Animations and simulations allow for visual representation of abstract biological concepts. E-learning provides network-enabled skills and knowledge transfer. Advantages of these innovations include presenting information visually and auditorily
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6. Definition of learning environment
Learning resources including teacher, technology,
parents, folk wisdom and other person as well as media
in order to lead to the creation of knowledge.
7. The teacher is create the environment that is conducive to
learning or knowledge construction of learner by importing the
method of technology and innovation or media as well as folk
wisdom knowledge to be shared in order to enhance learning.
Media
+
Methods
12. Task 2
The use of innovative learning. Accordance
with the context of both schools this 3.
13. Phremsawas School
(โรงเรียนเปรมสวัสดิ์)
No Internet
Enough use a computer
Computer-Assisted
Instruction
(คอมพิวเตอร์ ช่วยสอน)
- Computer Save content By providing an attractive
medium. Such as text, graphs, animations
- Education Game (บทเรียนชนิดโปรแกรมการศึกษา) Students
to compete and learn.
14. Mahachai School
(โรงเรียนมหาชัย)
Limitations on the
location and time.
Learning on Server
(การเรียนรู้ บนเครือข่ าย)
- Computer lessons presented.
- Lessons presented a Hypertext (แบบข้ อความหลายมิติ ). To
help the students learn in meaningful ways.
- Can learn anytime.
15. Tedsabanwattat School
(โรงเรียนเทศบาลวัดธาตุ)
Focus on the students
construct knowledge for
themselves.
E-Learning
- Used in situations of learning immensely meaningful.
- The students can learn at any time and define learn.
- Form Interactive Learning (การเรียนรู้ อย่ างมีปฏิสัมพันธ์ ) and
Collaborative Learning (การเรียนรู้ ร่วมกัน).
16. Task 3
Based on the type of learning innovation in
chapter 7, the student present learning innovation
that corresponds to the own majors and explain
these innovation.
18. The learning innovation for teach biology content
Animation
A simulation of movement created by displaying a series of pictures,
or frames.
Source: connect.customer.mcgraw-hill.com
19. The learning innovation for teach biology content
Computer simulation
A program that students can systematically explore hypothetical
situations, interact with a simplified version of a process or system,
change the time-scale of events, and practice tasks.”
Source: http://phet.colorado.edu/th/simulation/gene-expression-basics
20. The learning innovation for teach biology content
E-Learning
Education via the Internet, network, or standalone computer.
e-learning is essentially the network-enabled transfer of skills and
knowledge.
Source: http://sunaddabio.blogspot.com/2013/02/e-learning-e-learning-satellite-web.html
21. Advantages of using these innovation in
teaching
Presents both auditory and visual stimulus to the
students.
Allowing easier cognitive tagging and encoding of
information.
Presents material in a way that students are familiar
with.
Presents material in a way that students are being
entertained by
