Cmp Best Practices Report Oct 24 08
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This document summarizes Seneca College's best practices for remedial math courses. It discusses the development of MTH 148 and MTH 145/146, which use smaller class sizes, alternate assessment methods, enhanced technology use, and tablet PCs. It also describes collaboration efforts between the college and school boards, and technology enhancements like the use of online textbooks, learning objects, and webquests. Finally, it lists some favorite online learning resources for math education.
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![Seneca College of Applied Arts and Technology Best Practices Report College Mathematics Forum October 24, 2008 Faculty of Applied Science and Engineering Technology [email_address] 416.491.5050 ext 3625](https://image.slidesharecdn.com/cmpbestpracticesreportoct24-08-090526204010-phpapp02/85/Cmp-Best-Practices-Report-Oct-24-08-1-320.jpg)
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The document summarizes Carol Carruthers' presentation on March 2, 2009 about using technology for teaching math and science. It outlines various technologies that can be used like Math Type, overhead projectors, and Blackboard sites. It provides examples of online textbooks, interactive learning objects, and webquests. It also lists several favorite online learning resources and describes the instructor's use of tablet technology, faculty collaboration using Blackboard, and a Dyknow classroom.
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Virtual manipulatives are interactive, web-based representations of dynamic objects that can help students construct mathematical knowledge. They allow students to manipulate objects just like concrete manipulatives. There are benefits like being available anywhere and unlimited quantities, but also challenges like the need for teacher professional development and adequate technology resources. Teachers should select virtual manipulatives aligned with their curriculum and have students reflect on their use to enhance understanding.
Cypress fairbanks isd
The Cypress Fairbanks School District serves over 108,000 students across 83 campuses. The district spends over $54 million annually on technology, allocating funds towards teaching/learning, educator development, administration/support, and infrastructure. Computer to student ratios are 3:1 and teacher to computer ratios are 1:1. The district provides extensive training to help teachers integrate 21st century tools like Wikis, laptop programs, online gradebooks, and social networks into learning. Current initiatives focus on increasing technology use, teacher training, infrastructure upgrades, and expanding access for lower-income families.
Texas S Ta R Chart
The Texas STaR Chart is an online self-assessment tool for districts to evaluate their progress in effectively integrating technology across the curriculum. It is organized around four key areas from the Texas Long Range Plan for Technology: teaching and learning, educator preparation and development, leadership and support, and infrastructure. Districts can use the STaR Chart to track their progress on a scale from early to target technology use and inform technology planning, budgeting, and evaluation.
Midwinter2005 A G
The document discusses educational technology initiatives in Texas, including a long-range technology plan, the Technology Immersion Pilot project, and recommendations to expand the use of online learning resources, digital content, and technology-enabled assessments in schools. It provides an overview of the goals and components of the technology immersion model being tested, and outlines next steps for developing an updated long-range technology plan aligned with national standards.
Houston academy tech powerpoint
This document discusses Houston Academy's long-range plan for technology use in teaching and learning. The plan aims to equip all students and educators with technology skills. It expects teachers to accept change, engage in professional development, instruct using technology, and collaborate. The plan also addresses providing necessary infrastructure, leadership support, and budgeting to maximize innovative learning through technology integration across the curriculum. The goal is to prepare students with 21st century skills to be productive problem solvers.
Fish Net High School
The document presents the technology plan for Fish Net High School for 2008-2010. The plan aims to provide high-quality technology services to enhance teaching, learning, and community outreach. It outlines goals for infrastructure, student learning outcomes, staff training, and evaluating and maintaining hardware, software, and network resources. The technology coordinator will oversee an annual review committee to evaluate effectiveness and make improvements or upgrades.
VRI Solutions Pvt. Ltd - Information technology solutions
IT solutions can improve the teaching, learning, and coordinating process for computer fluency courses. Present IT solutions are more interactive and help manage classrooms, but reports need more details. Future solutions may provide more adaptive tutorials and intelligent tutoring. Integrating IT training, testing, and assessment into courses and university systems can streamline processes and provide students flexible access to materials. However, security, technical support, and content customization remain challenges.
Chapter 11 ppt for module 5
The document discusses integrating technology into the curriculum. It provides reasons for using technology like motivating students and helping teachers be more productive. It describes attributes of information-age schools where students communicate digitally and learning is student-centered. Approaches discussed include teacher collaboration, teaching information literacy, and using software in connection with subjects. Both pros and cons of the integration are analyzed.
Technology Use Plan
This document outlines Vancouver School District's technology plan for 2007-2010. The plan includes a vision statement, goals, strategies, and timelines. The main goal is for 80% of 8th graders to achieve technology literacy by spring 2010. Strategies include providing computer classes and professional development for teachers to help students access and evaluate electronic information across subjects. The plan also discusses needs assessment, professional development models and topics, and a two-year timeline for integrating technology into the curriculum.
Using Technology As A Remedial Resource To Improve
This document discusses using technology to improve student learning. It outlines several advantages of using technology such as accessing information online, using tools to enhance learning, and facilitating communication and collaboration. It provides examples of how technology can be used to communicate, analyze data, engage in problem solving and computational modeling. The document stresses the importance of teacher guidance and support when using technology. It also discusses how technology can accommodate students with disabilities and English language learners. Finally, it emphasizes the need for planning, infrastructure, and evaluation when integrating technology into the learning environment.
Changing Tides In Instruction Design In Driver Education
This document discusses changing instructional design approaches in driver education. It notes different modes of instruction such as face-to-face, correspondence, television, internet, and phone. Critical issues include whether the delivery system is recognized by state authorities and if instruction can transfer between states. The document also discusses curriculum types, using technology like video streaming and course management systems, the instructional design process, design considerations like storyboarding and interaction, and examples of student-instructor and student-content interaction.
S Ta R Chart Presentation
The document provides an overview of the Texas STaR Chart, which is a self-assessment tool for measuring a school's technology integration and readiness. It has four key areas: Teaching and Learning, Educator Preparation and Development, Leadership/Administration/Support, and Infrastructure. Schools assess their progress in each area using a rubric with levels from Early Tech to Target Tech. The results help schools identify strengths, areas for improvement, and develop long-range technology plans in compliance with state requirements.
Comport Networking June08
The ComPort project piloted the use of e-portfolios across further education colleges in Tyne and Wear. Three colleges tested different e-portfolio systems for work-based learning programs. The project aimed to compare how e-portfolios were used across courses and institutions and gain insight into their impact on teaching and learning. Initial findings showed varied views on e-portfolios and their purposes. Students expected to use the systems weekly but had mixed views on sharing content with others. Emerging themes around implementation and use were discussed.
School Teachers’ and Leaders’ Digital Competences: Supporting Transformative ...
School Teachers’ and Leaders’ Digital Competences: Supporting Transformative ...Demetrios G. Sampson
"School Teachers’ and Leaders’ Digital Competences: Supporting Transformative Innovations for 21st Century School Education" presented at EU TRANSit Workshop http://www.transit-project.eu/conference/Technology action plan 2010 2011
The document outlines a technology action plan for a campus (CPES) over multiple years. It includes:
- Professional development sessions to introduce staff to technology standards and tools like STaR Charts to evaluate technology use
- Development of a campus technology scope and sequence aligned to curriculum needs
- Plans for technology-integrated lesson activities, peer observations, and walkthroughs
- Goals to improve technology use across subjects and incorporate devices to enhance instruction
This Is It May 24 09
Seneca College received a grant to redesign the delivery of its Applied Science and Technology Fundamentals Program using tablet computers and interactive software. Researchers divided students into experimental and control groups to study the impact of the new technology on engagement and retention. Preliminary findings showed that the tablet classroom helped keep students focused, promoted collaborative learning, and made notes easily accessible, leading to improved organization and support for learning. Students reported that the new technology made classes more interactive and participation less embarrassing, revolutionizing the idea of learning.
Coodinator's Technology Plan Presentation
The document outlines a district technology plan with the following key points:
1. The plan establishes goals in technology integration, equitable access, use of data and assessment, and home-school communication.
2. Actions are proposed to meet the goals, including improving infrastructure, providing professional development, and refining staffing roles to support technology needs.
3. A wide range of stakeholders are involved in the planning process to develop a comprehensive 3-year technology plan for the district.
Research program educationaldataanalytics4personalisedt&l-2017
Educational Data Analytics for Personalised Teaching and Learning
Keynote Speaker
2017 Symposium on Taiwan-Estonia Research Cooperation, Taipei, Taiwan
6-9 March 2017
21st Century
The document discusses the history and development of networks and information systems in education. It provides details on how information systems can enhance learning, management, communication, and collaboration. The key points are that information systems allow ubiquitous access to data, engage students through interactive tools, and prepare students for the digital world through collaboration. The document concludes by outlining factors to consider when developing a technology plan, such as teacher training, curriculum alignment, community support, and administrative involvement.
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VRI Solutions Pvt. Ltd - Information technology solutions
VRI Solutions Pvt. Ltd - Information technology solutions
Using Technology As A Remedial Resource To Improve
Using Technology As A Remedial Resource To Improve
Changing Tides In Instruction Design In Driver Education
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School Teachers’ and Leaders’ Digital Competences: Supporting Transformative ...
School Teachers’ and Leaders’ Digital Competences: Supporting Transformative ...
Research program educationaldataanalytics4personalisedt&l-2017
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This document summarizes Seneca College's approach to improving numeracy skills among its students. It finds that 34% of students receive grades of D or F in first-semester mathematics, placing them at risk of not completing their programs. Seneca addresses this using tablet PCs to enable synchronous collaborative workspaces, allowing students to solve problems and provide anonymous feedback in real-time. This active learning approach has led to improved participation and understanding compared to traditional asynchronous online or passive learning methods.
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The document discusses using screencasting technology to create student-produced math tutorial videos called "mathcasts" to help engage students struggling with mathematics. It provides information on different screencasting software and apps that students can use on computers, tablets, and mobile devices to record audio and video explanations of math concepts. The goal is to develop an online library of these student-created mathcast videos to help their peers learn foundational math skills.
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A presentation of Seneca Mathcasting given for the Mathematics Share and Learn Community at Humber College on Feb 4, 2014.
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This document discusses a mathematics professional development day at Seneca College. Seneca College is a large community college in Ontario with eight campuses. The School of Biological Sciences and Applied Chemistry focuses on foundational mathematics courses for technical programs. Tablet computers are used to allow students to take notes using a stylus like writing with a pencil. This allows for annotations and visual learning. Students can also collaboratively work together in real time. Teaching is transitioning to incorporate more online learning objects, pre-class assignments, and student-led teaching through videos. Students help design interactive learning experiences using online tools and games to practice problem solving.
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This document discusses the integration of technology into foundational mathematics courses at Seneca College between 2008-2012. It describes how tablet PCs and DyKnow software were used to enable collaborative and synchronous learning. Students were able to work through problems in real-time and provide anonymous feedback. This transitioned learning from a teacher-driven model to a more student-centered approach with active participation and responsibility for pre-class assignments. WebQuests were also created for use across multiple disciplines.
2.27.12 raina + carruthers seneca twt
This document outlines the use of technology to enhance student-centered learning in a foundational mathematics classroom. Key aspects discussed include using tablet PCs to take digital notes during synchronous in-class sessions and completing asynchronous online activities outside of class. Polling software and shared digital workspaces allow for real-time feedback and collaboration. The approach aims to increase student engagement, participation, and flexibility in the learning process.
Tlc slideshare
This document summarizes Carol Carruthers' presentation on using tablet PCs and interactive software to increase student engagement and learning outcomes. The summary is:
1) Tablet PCs and DyKnow software were introduced to math and science courses to encourage active learning and collaboration. This led to improved attendance, participation, and grades.
2) Students reported being more engaged, interacting more with peers, and feeling more confident participating. Research showed higher attendance and more A/B grades with tablets versus traditional classes.
3) Beyond the classroom, an LMS, online assignments, and videos provided additional learning resources for students. Data and student feedback indicated the technology positively impacted performance and engagement.
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This document discusses the use of pen-based tablet technology to enhance mathematics and science teaching and learning through interactive lessons, asynchronous annotation of e-notes, and synchronous collaboration using DyKnow software. Tablet PCs allow for handwritten work and diagrams while facilitating online collaboration, but some students find them distracting. Overall feedback from students indicates that the tablets help them pay attention, organize their work, and participate more in classes.
Iste carruthers june 26, 2011 slideshare
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Pen-Based Tablet Technology to Enhance the Teaching/Learning Environment.
Monday June 26, 2011 from 2:30-3:30 pm in rm126B.
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This document summarizes a presentation about using pen-based tablet PCs and interactive software in a collaborative learning environment for teaching foundational mathematics. It outlines the development of a teaching collaborative using tablets, an online textbook, and learning objects. The technology allows for wireless mobile teaching labs, a collaborative interactive workspace, and two-way synchronous communication. Features of the software like sharing control, submitting work, and annotating diagrams support visual and collaborative learning. Evaluation found benefits like increased participation and organization, though technical issues need addressing.
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This presentation discusses a collaborative pen-based workspace used for teaching and learning mathematics at Seneca College. It utilizes DyKnow software and HP tablet PCs to allow for interactive lessons, collaborative practice between students, and asynchronous review of electronic notes. Evaluations found that the technology engaged visual learners and shy students, helped keep students organized, and improved focus and test performance compared to traditional lectures. However, consistent internet access and adjusting to digital notes instead of paper were challenges. The project was funded through various grants and aimed to enhance foundational math education through an innovative teaching methodology supported by technology.
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This document discusses how pen-based tablet PCs can provide a digital workspace for teaching foundational math courses. It outlines how tablets allow for the use of online learning objects, applets, and web quests to demonstrate math concepts. Tablets are well-suited for math education because they allow students to write equations and diagrams by hand, like they would with paper. The document also describes how the DyKnow software allows for interactive classroom features like polling students, sharing control of tablets, and submitting and reviewing student work anonymously. Overall, the document argues that pen-based tablets can enhance math education by digitizing traditional pencil-and-paper activities in a way that promotes student participation and collaboration.
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This document discusses how tablets can be used for teaching mathematics. It outlines how tablets allow students to write math problems and diagrams easily, use interactive learning objects and apps, and collaborate in real-time classroom activities through software like DyKnow. Tablets were provided to a college through an education grant. Students reported tablets helped organization, attention, and anonymous participation. The document promotes pen-based tablets for math education.
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This document discusses how tablets can be used for teaching mathematics. It outlines how tablets allow students to write math problems and diagrams easily, use interactive learning objects and apps, and collaborate in real-time classroom activities through software like DyKnow. Tablets were provided to a college through an education grant. Students reported tablets helped organization, attention, and anonymous participation. The document promotes pen-based tablets for math education.
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This document summarizes a presentation about using tablet computers and DyKnow software to engage students in English and mathematics courses. It outlines how grants helped fund the acquisition of tablet PCs and DyKnow licenses. The presentation discusses why pen-based tablets and DyKnow's features are effective for teaching, including allowing students to write and share work digitally. Student feedback indicates that the technology fosters collaboration and engagement. While there are technological hurdles, students report benefits such as organization, accessibility, and improved performance and understanding when using tablets and DyKnow in the classroom.
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