This is the slide presentation highlight the Classroom of the Future: 7 Most Powerful Shifts. Specially this slides explains the shiftfrom Today’s Learning to Tomorrow’s Learning.
Teacher Belief Change through Technology IntegrationCynthia Sarver
Overview of Peggy A. Ertmer, "Teacher Pedagogical Beliefs: The Final Frontier in Our Quest for Technology Integration?" Educational Technology, Research & Development 53.4 (2005): 1042-1629
CSCL 2013: Modeling #Twitter Use: Do Preservice Teachers Notice?Vanessa Dennen
Paper at CSCL 2013 by Vanessa Dennen & Fabrizio Fornara. Looks at how the presence of an instructor model influenced Twitter use in a teacher education course.
Teacher Belief Change through Technology IntegrationCynthia Sarver
Overview of Peggy A. Ertmer, "Teacher Pedagogical Beliefs: The Final Frontier in Our Quest for Technology Integration?" Educational Technology, Research & Development 53.4 (2005): 1042-1629
CSCL 2013: Modeling #Twitter Use: Do Preservice Teachers Notice?Vanessa Dennen
Paper at CSCL 2013 by Vanessa Dennen & Fabrizio Fornara. Looks at how the presence of an instructor model influenced Twitter use in a teacher education course.
Becta Impact09 data reanalysed: E-maturity and ICT adoption in UK schoolsColin Harrison
EARLI Conference - Munich 2013
Symposium: Educational technology acceptance- Explaining non-significant intention-behavior effects
Full paper title: An e-maturity analysis explains intention-behavior disjunctions
in technology adoption in UK schools
Abstract
This paper addresses the problem of non-significant intention-behavior effects in educational technology adoption, based on a reanalysis of data from the Impact09 project, a UK-government funded evaluation of technology use in high schools in England that had been selected as representing outstanding Information and Communications Technologies (ICT) innovation. The reanalysis focuses on intentionality and teleology, and attempts to combine an ecological perspective with a critical analysis of the intention-behavior correlations among participants, particularly teachers and head teachers. The concept of self-regulation is also considered as a determinant of behavior. The study reports a qualitative analysis of extensive interview data from four schools, and makes use of Underwood’s concept of ‘linkage e-maturity’. Traditional models of technology acceptance often assumed a steady trajectory of innovation, but such studies failed to explain uneven patterns of adoption. In this reanalysis, an emphasis on learning practices and e-maturity, interpreted within local and system-wide ecological contexts, better explained uneven adoption patterns.
Presentation by Colin Harrison, Carmen Tomás, Charles Crook
Ignite! Presentation: Role of Digital Resources in Changing Teacher Practice ...skurland
This presentation is based on a small study that we conducted on how using digital resources purposefully may help shape teaching practices in STEM educators in a community college setting.
Innovative Blended Learning: Promoting a Paradigm ShiftKelsey Skaggs
Presented by Brian Coffey and Brian Seymour.
Blended learning is more than an buzzword: it is a revolutionary way to engage students in deeper learning. Experience blended learning from the perspective of two practitioners who are changing the way their schools teach. Discuss the importance of using technology as a strategic instructional tool and how to create an atmosphere that encourages educators to truly innovate their learning environments.
A revolution in technology has transformed the way we can find each other, interact and collaborate. This wave of tech helps us to create knowledge as connected learners and to develop the social fabric, capacity, and connectedness found in communities of practice and learning networks. Join Sheryl in this interactive presentation as she explores the question- What should professional learning look like in the 21st Century?
RUNNING HEAD: DIFFERENT SCHOOL MODELS 1
Leslie Bethea
EDU 650
Kenneth Powers
Different School Models
Part One
Two Pre-k teachers from Sugarcreek Elementary School in Charlotte, North Carolina (Dana Taylor) & George Watts Elementary School in Durham, North Carolina (Jerrick Terry) were interviewed for the purposes of this assignment.
Part Two
Sugarcreek Elementary School & George Watts Elementary School have been compared and contrasted for the purposes of this assignment.
Cooper Elementary School (Charlotte, NC)
George Watts Elementary School (Durham, NC)
Differences/Similarities identified
between schools. Points to consider.
Type of School
Elementary school
Elementary school
Both are elementary schools
Total Population/Demographics
416 Students
26 Teachers
585 Students
20 Teachers
One of the schools is located in a semi-urban/ rural community, whereas the other school is located in an urban community, hence the difference in size.
Student to Teacher Ratio
18:1
18:1
North Carolina has regulations regarding teacher student ratio.
Key Issues Facing
Updated technology & equipment not always available, especially for kindergarten.
New curriculum requires different style of teaching.
Sugarcreek Elementary School funds are allocated to schools based on performance scores, which are difficult to improve without updated technology, which in turn cannot be obtained without an inflow of funds.
George Watts Elementary School, on the other hand, has introduced a new curriculum which is currently being implemented with some growing pains.
Role of Technology
Please refer above
Updated modern technology available
While George WattsElementary School integrates technology into all of its lessons, Sugarcreek Elementary School is unable to do so because of the lack of updated equipment.
21st Century Skills
Technology
Technology
Both teachers agreed that technology was the most important 21st century skill.
Most important Subject
Math
Science
The choices of both teachers indicate the growing importance of STEM disciplines.
Role of students in learning process
Learn by listening
Learn by doing
One teacher emphasized the role
Role of teachers in learning process
Expert educators
Facilitators
One teachers viewed teachers as experts who were there to impart knowledge to students, while the other viewed teachers as facilitators who were meant to help children learn by teaching them how to connect the dots.
Changes in teaching
Rising use of technology
Rising use of technology
Both teachers listed the growing use of as one of the biggest changes in the teaching discipline.
According to Ms. Taylor, the most important issue she faces in ensuring that students reach their potential is the lack of funds – on the part of the school, as well as on the part of parents. As Sugarcreek Elementary is part of a relatively low income neighborhood, many students are from families that are struggling to make ends meet. The school is als.
This qualitative study included a series of formal interviews and focus groups conducted across an elementary school district to examine the connection between transformational leadership and transformational teaching and learning in their 1:1 iPad initiative. The study examined the characteristics of transformational leadership defined as 1) vision and sense of purpose, 2) systems for professional learning and 3) reciprocal accountability for student outcomes. Findings indicate the existence of transformational teaching practices are connected to transformational teaching and learning. To effectively integrate mobile technology it is necessary to examine the contexts that exist to support the changing role of the teacher necessary to achieve desired outcomes for students.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
More Related Content
Similar to Classroom of the Future: 7 Most Powerful Shifts .pdf
Becta Impact09 data reanalysed: E-maturity and ICT adoption in UK schoolsColin Harrison
EARLI Conference - Munich 2013
Symposium: Educational technology acceptance- Explaining non-significant intention-behavior effects
Full paper title: An e-maturity analysis explains intention-behavior disjunctions
in technology adoption in UK schools
Abstract
This paper addresses the problem of non-significant intention-behavior effects in educational technology adoption, based on a reanalysis of data from the Impact09 project, a UK-government funded evaluation of technology use in high schools in England that had been selected as representing outstanding Information and Communications Technologies (ICT) innovation. The reanalysis focuses on intentionality and teleology, and attempts to combine an ecological perspective with a critical analysis of the intention-behavior correlations among participants, particularly teachers and head teachers. The concept of self-regulation is also considered as a determinant of behavior. The study reports a qualitative analysis of extensive interview data from four schools, and makes use of Underwood’s concept of ‘linkage e-maturity’. Traditional models of technology acceptance often assumed a steady trajectory of innovation, but such studies failed to explain uneven patterns of adoption. In this reanalysis, an emphasis on learning practices and e-maturity, interpreted within local and system-wide ecological contexts, better explained uneven adoption patterns.
Presentation by Colin Harrison, Carmen Tomás, Charles Crook
Ignite! Presentation: Role of Digital Resources in Changing Teacher Practice ...skurland
This presentation is based on a small study that we conducted on how using digital resources purposefully may help shape teaching practices in STEM educators in a community college setting.
Innovative Blended Learning: Promoting a Paradigm ShiftKelsey Skaggs
Presented by Brian Coffey and Brian Seymour.
Blended learning is more than an buzzword: it is a revolutionary way to engage students in deeper learning. Experience blended learning from the perspective of two practitioners who are changing the way their schools teach. Discuss the importance of using technology as a strategic instructional tool and how to create an atmosphere that encourages educators to truly innovate their learning environments.
A revolution in technology has transformed the way we can find each other, interact and collaborate. This wave of tech helps us to create knowledge as connected learners and to develop the social fabric, capacity, and connectedness found in communities of practice and learning networks. Join Sheryl in this interactive presentation as she explores the question- What should professional learning look like in the 21st Century?
RUNNING HEAD: DIFFERENT SCHOOL MODELS 1
Leslie Bethea
EDU 650
Kenneth Powers
Different School Models
Part One
Two Pre-k teachers from Sugarcreek Elementary School in Charlotte, North Carolina (Dana Taylor) & George Watts Elementary School in Durham, North Carolina (Jerrick Terry) were interviewed for the purposes of this assignment.
Part Two
Sugarcreek Elementary School & George Watts Elementary School have been compared and contrasted for the purposes of this assignment.
Cooper Elementary School (Charlotte, NC)
George Watts Elementary School (Durham, NC)
Differences/Similarities identified
between schools. Points to consider.
Type of School
Elementary school
Elementary school
Both are elementary schools
Total Population/Demographics
416 Students
26 Teachers
585 Students
20 Teachers
One of the schools is located in a semi-urban/ rural community, whereas the other school is located in an urban community, hence the difference in size.
Student to Teacher Ratio
18:1
18:1
North Carolina has regulations regarding teacher student ratio.
Key Issues Facing
Updated technology & equipment not always available, especially for kindergarten.
New curriculum requires different style of teaching.
Sugarcreek Elementary School funds are allocated to schools based on performance scores, which are difficult to improve without updated technology, which in turn cannot be obtained without an inflow of funds.
George Watts Elementary School, on the other hand, has introduced a new curriculum which is currently being implemented with some growing pains.
Role of Technology
Please refer above
Updated modern technology available
While George WattsElementary School integrates technology into all of its lessons, Sugarcreek Elementary School is unable to do so because of the lack of updated equipment.
21st Century Skills
Technology
Technology
Both teachers agreed that technology was the most important 21st century skill.
Most important Subject
Math
Science
The choices of both teachers indicate the growing importance of STEM disciplines.
Role of students in learning process
Learn by listening
Learn by doing
One teacher emphasized the role
Role of teachers in learning process
Expert educators
Facilitators
One teachers viewed teachers as experts who were there to impart knowledge to students, while the other viewed teachers as facilitators who were meant to help children learn by teaching them how to connect the dots.
Changes in teaching
Rising use of technology
Rising use of technology
Both teachers listed the growing use of as one of the biggest changes in the teaching discipline.
According to Ms. Taylor, the most important issue she faces in ensuring that students reach their potential is the lack of funds – on the part of the school, as well as on the part of parents. As Sugarcreek Elementary is part of a relatively low income neighborhood, many students are from families that are struggling to make ends meet. The school is als.
This qualitative study included a series of formal interviews and focus groups conducted across an elementary school district to examine the connection between transformational leadership and transformational teaching and learning in their 1:1 iPad initiative. The study examined the characteristics of transformational leadership defined as 1) vision and sense of purpose, 2) systems for professional learning and 3) reciprocal accountability for student outcomes. Findings indicate the existence of transformational teaching practices are connected to transformational teaching and learning. To effectively integrate mobile technology it is necessary to examine the contexts that exist to support the changing role of the teacher necessary to achieve desired outcomes for students.
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Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Unlocking the Power of Bloom's Digital Taxonomy in Education
In this presentation, we dive deep into the fascinating world of Bloom's Digital Taxonomy and its significance in modern education.
🌐 The digital age has transformed the way we learn, and it's essential to adapt our teaching methods accordingly. Join us as we explore:
🔍 Traditional Bloom's Taxonomy: We'll start by revisiting the foundational concepts of Bloom's Taxonomy and its hierarchy of cognitive skills.
💡 The Need for Digital Bloom's Taxonomy: Discover the challenges and opportunities posed by digital learning and why updating Bloom's Taxonomy is crucial.
🔄 The Revised Bloom's Digital Taxonomy: Get an in-depth look at the revised model designed specifically for the digital era. We'll break down each cognitive process and its application in the digital context.
📱 Practical Examples: Explore real-world examples of how educators and learners can leverage Bloom's Digital Taxonomy to enhance digital learning experiences.
🚀 Benefits and Impact: Learn about the tangible benefits of implementing this approach, from increased engagement to improved critical thinking skills.
Whether you're an educator, student, or simply curious about the future of education, this video is packed with insights and inspiration to help you embrace the exciting possibilities of Bloom's Digital Taxonomy. Don't forget to like, share, and subscribe for more educational content! 🎓🌟
#Education #BloomsDigitalTaxonomy #DigitalLearning #TeachingInnovation
Artificial Intelligence (AI) in Education.pdfThiyagu K
Artificial intelligence (AI) is rapidly transforming the education industry. AI-powered tools and applications are being used to personalize learning, provide real-time feedback, and automate tasks, freeing up teachers to focus on more creative and strategic work. This presentation explores the many ways that AI is being used in education today, and how it is poised to revolutionize the way we learn and teach.
This presentation is intended for anyone interested in learning more about the role of AI in education. The target audience includes educators, students, parents, policymakers, and anyone else who is curious about how AI is changing the way we learn.
Looking to improve your PowerPoint game? Then this presentation is for you! In this PPT, we'll share some valuable PowerPoint presentation tips to help you create engaging and effective presentations.
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So, if you want to take your PowerPoint presentations to the next level, be sure to watch this ppt and start implementing these tips today!
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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.
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Classroom of the Future: 7 Most Powerful Shifts .pdf
1.
2. Classroom of the Future:
7 Most Powerful Shifts
from Today’s Learning to Tomorrow’s Learning
Thiyagu K,
Assistant Professor, Department of Education, CUKerala