This chapter discusses the importance of systemic change with technology through strategic partnerships and personnel. It emphasizes:
1) Analyzing student data to improve learning and guide changes
2) Partnering within the district and community to support innovative practices
3) Hiring and evaluating "tech-savvy" teachers and using technology to develop them.
This session first describes 21st century learning. Technology integration is described, shift in the use of technology in learning, the use of LMS, and the flipped classroom.
Presented on behalf of the Australian Government, Department of Education, Skills and Employment and for the Ministry of Education for the Government of India. On the 20 November 2020
Abstract: Over the last 20 years distance, and now online learning, has evolved in unexpected and unprecedented ways due to the emergence of a variety of factors. These include but are certainly not limited to the advent of social media, the strengthening of wireless internet, particularly to internet optimised mobile devices, a new wave of learning management systems and the emergence of online productivity tools. There is now a strong emphasis on the role of standards within the online offering of courses, that has led to institutions being able to mediate the quality of their offerings, providing new levels of consistency and equivalence, which has risen in importance in the wake of the outbreak of COVID-19 globally. These contemporary ways of looking at online and distance learning means that there is an opportunity to consider new models of teaching that allow for more active, collaborative and authentic forms of student engagement that shift the emphasis away from teaching to learning and preparing student for the future of work. The Australian Council on Open Distance and e-Learning’s (ACODE) role, among other things, is to provide institutions with guidance and expertise on these new approaches in the distance and e-learning fields, while advocating and promoting best practise amongst its members.
Class project for EdTech 501
A sample Technology Use Plan for a fictional school as a ppt presentation to a school and community team as an educational technician
This session first describes 21st century learning. Technology integration is described, shift in the use of technology in learning, the use of LMS, and the flipped classroom.
Presented on behalf of the Australian Government, Department of Education, Skills and Employment and for the Ministry of Education for the Government of India. On the 20 November 2020
Abstract: Over the last 20 years distance, and now online learning, has evolved in unexpected and unprecedented ways due to the emergence of a variety of factors. These include but are certainly not limited to the advent of social media, the strengthening of wireless internet, particularly to internet optimised mobile devices, a new wave of learning management systems and the emergence of online productivity tools. There is now a strong emphasis on the role of standards within the online offering of courses, that has led to institutions being able to mediate the quality of their offerings, providing new levels of consistency and equivalence, which has risen in importance in the wake of the outbreak of COVID-19 globally. These contemporary ways of looking at online and distance learning means that there is an opportunity to consider new models of teaching that allow for more active, collaborative and authentic forms of student engagement that shift the emphasis away from teaching to learning and preparing student for the future of work. The Australian Council on Open Distance and e-Learning’s (ACODE) role, among other things, is to provide institutions with guidance and expertise on these new approaches in the distance and e-learning fields, while advocating and promoting best practise amongst its members.
Class project for EdTech 501
A sample Technology Use Plan for a fictional school as a ppt presentation to a school and community team as an educational technician
Succeeding With Education Transformation – A Guide to Effective Technology In...Samsung Business USA
It would be difficult to find a school district today not preoccupied with technology tools and digital learning. However, despite their best efforts, many school districts have fallen victim to botched rollouts and ineffective strategies that have wasted time and money — and hurt their reputations with students and parents. This guide from the Center for Digital Education looks at the key elements of a successful digital education transformation, focusing on the 3 Cs of conversion, curriculum and collaboration.
Presentation exploring the relationship between policy and practice in the development of e-assessment in higher education and the importance of establishing a policy framework - developed in collaboration with all key stakeholders - to support wider uptake among academic staff.
2. Evaluation design of the cofimvaba ict4 red initiative - Bridge 2014 versionBenita Williams
This presentation was delivered to the Monitoring and Evaluation Colloquium of Bridge on 12 August 2014. It is based on a paper delivered at the SAMEA 2013 conference by Williams, Marais and Rampa
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Home assignment II on Spectroscopy 2024 Answers.pdf
Chapter5
1. EDUCATIONAL LEADERSHIP IN TECHNOLOGY:
PREPARING SCHOOL ADMINISTRATORS FOR A
DIGITAL AGE
BY
VIRGINIA E. GARLAND AND CHESTER TADEJA
Chapter 5: Systemic Change with Personnel and Partnerships in Technology
2. CHAPTER 5: SYNOPSIS
• NETS.A Standard 4: “Systemic Improvement”
• Lead purposeful change to maximize improvement
• Data analysis of improved student learning
• Strategic partnerships
• Leader survey for Chapter 5 skill sets
• Discussion questions
3. CHAPTER 5: LEADER REFLECTION
Key points in this case study from a chief information
officer in Kansas:
• Core ideas must be aligned with the use of technology and available
resources
• Inspiration to provide personalized student learning
• Imagination to accurately envision the future
• Innovation to better understand the future of technology
• Provide "Education Beyond Expectations" through personalized learning
for students
• Digital citizenship goes beyond the concept of possessing inherent skills
• Expect administrators to model the use of technology to teachers
• Integrate technology with instruction
4. Key points in this case study from an online education
coordinator in Georgia:
• Bring Your Own Technology initiative allows for personalized learning
• Allows for greater student collaboration
• Using "apps" on iPhone to make record of classroom visits
and observations
• Students’ in-home technology must be the same at school as schools
lock down or place heavy restrictions
• Virtualization allows for expanded schools through:
•Better use of existing educational resources
•Lower cost of new educational resources
•Flexibility in developing and deploying new instructional environments
•Significantly smaller physical plants
CHAPTER 5: LEADER REFLECTION
5. CHAPTER 5: INTRODUCTION
• Explanation of NETS.A Standard 4
• Collaboration to establish metrics
• Leverage strategic partnerships
• Working with technology-skilled personnel
6. ISTE NETS.A STANDARD 4:
“SYSTEMIC IMPROVEMENT”
Improved student performance is linked to the use of
media-rich technologies. Superintendents and curriculum
coordinators should apply research on the use of model
academic programs in which technology is infused
Principals can support new, interactive technologies for
student learning by encouraging teachers to share
examples of best practice in their instruction
7. ISTE NETS.A STANDARD 4:
“SYSTEMIC IMPROVEMENT”
All school administrators need to collaborate in order to
present the results of district-wide data-gathering in a
manner that ensures that accurate and meaningful
information is collected:
• Teachers do not always find that the data they receive from school administrators is
helpful
• Staff meetings can be used to look at data and interpret results
• Does your weekly meeting consist of looking at data that could bring about systemic
change in student learning?
8. School district leaders should align their curriculum,
learning outcomes, and technology goals as they plan for
the ongoing recruitment, hiring, and evaluation of
professional staff members. The most important factor in
school improvement efforts is the teachers because they
are the ones who most directly affect student learning:
• Evaluation can be done using digital-age technologies
• Districts should also provide meaningful professional development for all
staff in the effective use of emerging technologies
• In his or her recruitment efforts, a superintendent must therefore hire
“tech savvy” professional staff members who can create a technology
vision for themselves and the students whom they will serve
ISTE NETS.A STANDARD 4:
“SYSTEMIC IMPROVEMENT”
9. Strategic partnerships are formed to improve student
learning:
• Blogs, Tweets, wikis, and social networking sites can contribute to
learning improvement
• Promote local, national, and even global partnerships with the use of
collaborative technologies
The need to have strategic planning for the integration of
technology innovations and the implementation of effective
interoperability standards is just as important as the
learning taking place:
• Existing technologies should also be evaluated as newer digital tools are
investigated
• Evaluation of administrative systems for their cost-effectiveness in such
operations as purchasing, transportation scheduling, and course
scheduling should be on-going
ISTE NETS.A STANDARD 4:
“SYSTEMIC IMPROVEMENT”
10. CHAPTER 5: TECHNOLOGY LEADERSHIP
SELF-ASSESSMENT SURVEY
• Self-scoring survey
• Based on National Educational Technology Standards
and Performance Indicators for Administrators
(NETS.A) Standard 4 (NETS.A 4.a, 4.b, 4.c, 4.d, 4.e)
• Ratings of 1 or 2 indicate areas of needed professional
growth
• Assessment can also be used to create an individualized
e-portfolio
11. CHAPTER 5: TIPS FOR LEADERS
1. Use your imagination to envision future technologies in order to encourage
innovative practices to improve student learning in your school.
2. Build partnerships within the district between all educators, including district-
and building -evel administrators to move from policy to practice in systemic
change to technology integration.
3. Consider implementing a Bring Your Own Technology (BYOT) program.
4. Support the integration of social networking and Web 2.0 tools in instruction,
even though there may be some challenges in terms of the need for updated
acceptable use and Internet filtering policies.
5. Ensure the “virtualization” of your school district’s academic operations with a
Learning Management System (LMS) that will provide a variety of online courses
and student special interest groups.
12. CHAPTER 5: TIPS FOR LEADERS
6. Use faculty meetings to share and interpret student test score
data in order to provide intervention strategies while learning
occurs.
7. Use digital-age tools in developing hiring policies that attract
“tech savvy” teachers; use emerging technologies to retain and
evaluate the most effective educators.
8. In addition to district-wide collaborations, develop partnerships
between schools and the community and between educational
leaders and the wider online professional community.
9. Schedule frequent evaluations of currently used software
programs, such as Schoolmaster Student Information Systems or
PowerSchool, in order to maintain accuracy in entering and
maintaining student records.
13. 1. Make a list of organizations near your community with which you or your
school can partner. In another column, describe what that relationship could
look like specifically, and describe the benefits to students that this kind of
relationship could bring, especially as it relates to systemic improvement.
On the bottom of your paper, pick one of the organizations you selected and
draw a time line of how this kind of relationship could be solidified from
possibility to reality.
2. In a small group, turn to three or four other people and discuss the
possibility of leading purposeful change in your immediate or global
organization. Outline a few challenges that this could bring. Make sure each
person in your group contributes equally in some way and be prepared to
discuss your findings with the larger group.
3. How does your organization use data? What kinds of data are analyzed
and in what ways are you encouraged to make interpretations of that data
and present your findings? If your organization does not participate in the
use of data, what ways could data be used in your organization, especially
as it relates to improving student learning?
CHAPTER 5: DISCUSSION QUESTIONS
14. 4. Describe your organization’s teacher evaluation process,
especially as it relates to improving teacher performance. In
what ways is the data used to recommend changes to
encourage differentiated instruction?
5. In the first leader reflection for this chapter, De Young
refers to three core ideas of “imagination,” “inspiration,” and
“innovation” in the technology change efforts of his school
district. What value do you place on these ideas? How are
you and administrators in your district taking a leadership
role in this type of digital-age systemic change?
CHAPTER 5: DISCUSSION QUESTIONS
15. 6. In the second leader reflection of this chapter, Mashburn comments on
the use of wireless technologies to conduct teacher observations by a
principal in his district: “Administrators who take the time and effort to
make classroom visits to see technology-enhanced lessons have more
technology enhanced lessons in their schools. Dr. Gary Davidson of
Lambert High School is one such principal. He uses an ‘app’ on his
iPhone to record his classroom visits, and emails the teacher with his
observation as he is leaving the classroom.” What are the most effective
ways for supervisors to use wireless technologies in order to observe,
evaluate, and retain “tech-savvy” teachers?
7. Based on your responses to the self-assessment for Chapter 5, what
are the next steps you might take in becoming a more effective change
agent in the use of digital-age technologies in your school or district?
What is the district lacking or proud of in terms of “tech-savvy” personnel?
What technology resources would you need in your own professional e-
portfolio in order to assist you in achieving your goals?
CHAPTER 5: DISCUSSION QUESTIONS