Concept for collaborative learning for teachers
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This document proposes the creation of a social website called "Social Edutraining" to provide teachers with technology training and ideas for classroom projects. The website would contain brief (30 minute) training sessions on various technologies and examples of how to use them. It would allow teachers to both access pre-made training materials and request customized training from other teachers. Research cited shows that technology and early education investment can improve student outcomes. An initial site map outlines the key sections of the proposed website, including a training listing, sample training, and a form to request training. The overall goals are to effectively train teachers using a voluntary approach and utilize their expertise to support technology-enhanced learning.
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Educational affordances that support the development of innovative thinking skills in large classes were examined. Focus groups with students found that providing access to lecture materials before class, using technology to demonstrate problems step-by-step, and enabling collaboration and feedback helped develop skills like knowledge acquisition, critical thinking, and entrepreneurialism. However, students felt some instructors underutilized technology affordances and suggested minimum technology standards. Developing innovative thinking requires balancing instructor support, learning tasks, effective technology use, and learner autonomy.
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2) It allows teachers and students to access a vast expanse of learning materials and collaborate globally.
3) When used properly, technology can help students learn faster and retain concepts better through interactive lessons and access to more information.
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The changing nature of learning management systems and the emergence of a dig...
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A Webinar presented to Faculty and post graduate students at the Model Institute of Education & Research, Jammu, India.
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This document summarizes current research trends in educational technology. It reviews research on learning environments from the perspectives of instructional design, message design, simulation, and constructivism. Key areas of research include learning in technology-supported environments, virtual environments, social aspects of learning, and distributed cognition in learning communities. The document concludes that while educational technology research has provided insights, more work is still needed to translate findings into practical strategies and share information to support complex learning interactions.
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This document discusses blended learning and its effectiveness in developing concepts and thinking skills. It defines blended learning as combining online and traditional learning, taking advantage of different learning theories. There are five key components of blended learning identified: teacher-led interactions, self-paced interactions, collaborative activities, pre-assessments, and supplemental materials. The philosophy of blended learning is to utilize technology to create new learning situations and simulate active, individualized, learner-centered education. It has advantages like flexibility, increased participation, and better communication compared to solely online or traditional approaches.
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Chapter 21
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Universal Design for Learning: A framework for addressing learner diversity
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On September 9, 2015, Sam Johnston gave a talk entitled "Universal Design for Learning: A framework for addressing learner diversity". Educators designing online and blended programs are responsible for ensuring the success of all students including those with physical, sensory, and learning disabilities, differing cultural and linguistic backgrounds, and various motivations for learning. Providing accessible learning materials to postsecondary students with disabilities is essential — and required by law. Assistive technology and accessible materials can lower barriers to access. However, access to materials is not the same as access to learning. “The purpose of education is not to make information accessible, but rather to teach learners how to transform accessible information into useable knowledge” (CAST, 2012). Universal design for learning (UDL) is a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. This session provides an overview of UDL with examples from open educational resources (OER) development. We will showcase UDLonCampus.cast.org, a collection of resources on UDL for postsecondary stakeholders to help them provide flexibility in instructional materials, teaching methods, and assessments.Nssa Professional Development 10 05-2015kada
This action research study assessed the effectiveness of professional development activities during a 1:1 iPad initiative at a high school in Southeast Texas. The study used surveys of 20 teachers to evaluate factors like the adequacy of training, obstacles to professional development and technology integration, and the perceived responsibilities of teachers and technology specialists. Key findings included that 75% of teachers felt training was adequate but time constraints, generalized content, and device troubleshooting hindered integration. Recommendations focused on differentiating training and developing personalized learning plans with departmental collaboration.
Nssa Professional Development 10 05-2015kada
This action research study assessed the effectiveness of professional development activities during a 1:1 iPad initiative at a high school in Southeast Texas. The study used surveys of 20 teachers to evaluate factors like the adequacy of training, obstacles to professional development and technology integration, and the perceived responsibilities of teachers and technology specialists. Key findings included that 75% of teachers felt training was adequate but time constraints, generalized content, and device troubleshooting hindered integration. The study recommended more specialized training tailored to teachers' skill levels and collaborative development of personalized learning plans.
03_07_2018 Pedagogical aproaches and digital technologies to promote creativi...
1) The document discusses pedagogical approaches and technologies that can promote creativity, collaboration, and critical thinking among students and teachers.
2) It provides examples from projects at Linnaeus University, including the Geometry Mobile app for outdoor learning and the LETS GO tools for environmental science education.
3) The document concludes that changing learning conditions require new roles for educators and students, and that research is needed on designing, implementing and evaluating educational innovations to ensure their sustainability.
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Is ICT Truly making an impact to Education? What do research and experts say?
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みなさんこんにちはこれ何文字まで入るの？40文字以下不可とか本当に意味わからないけどこれ限界文字数書いてないからマジでやばい文字数いけるんじゃないの？えこ...
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Concept for collaborative learning for teachers
- 1. Social Edutraining Casey M. Addy Lynn S. Dombrowski Mentor: Dr. Marty Siegel
- 2. General Idea: The basic premise of the project is to create a social website for teachers. This website would contain both training on various technologies, and it will give ideas on how to use that technology as well. By either providing teachers with example materials (e.g. a powerpoint for 6th grade science about introductory biology), or giving them project ideas (e.g. using older students to mentor younger students about technology, or using powerpoint to tell a story, ect.). The target audience for this website would be teacher of K-12.
- 3. Goals • Provide quick and effective training (around 30 minutes) • Using technology to create a solution that isn’t forced upon teachers • Utilize the knowledge that teachers understand what is best for their classroom and know what would be beneficial to their job • Simple is better, because teachers are not technologists and have enough to deal without the additional investment in training
- 4. Research • Technology can help support student learning with the development of: – critical thinking skills – analytical thinking – scientific inquiry (Roschelle, Pea, Hoadley, Gordin & Means, 2000; Means, et. al., 1993).
- 5. Research • “For every $1 invested in prekindergarten, for example, experts predict a return of at least $7 due to higher earnings and less crime and remedial education.” (americanprogress.org) • Equipping teachers with the right training gives them the skills to teach effectively • The U.S. Department of Education sees the need to invest in technology to help educators
- 6. Research • There is a positive correlation between the use of Discrete Educational Software (DES) and achievement in reading and mathematics [Murphy et al (2001)] • Students early in their education (pre-K to 3rd grade) and those with special reading needs appear to benefit most these applications [Murphy et al (2001)]
- 7. Research • In fall 2005, nearly 100 percent of public schools in the United States had access to the Internet, compared with 35 percent in 1994 (Parsad and Jones 2005) • In 2005, 94 percent of public school instructional rooms had Internet access, compared with 3 percent in 1994
- 8. Existing Products • iste.org is trying to put training in one place • Internet wikis • Teacher Training Resource Bank – mostly lengthy resources for teachers • Teacher Place – for craft projects in a grade- specific manner • Teach-nology – for project ideas
- 9. Main Findings • Different teachers use their technology in different ways • Technology has a positive impact upon how students learn • Spending money and time on education now pays off in the future • There have been many attempts at trying to help teachers with online tools
- 10. Our Design • A social mechanism to help teachers train each other • Veterans would be able to help recent graduates and vice versa • Could be used as a means to allow teachers to embrace technology and the classroom environment, without the large time investment
- 11. Site Map of Design Main Navigation Secondary Navigation Projects and Ideas AboutRequest TrainingTraining Project Ideas Training Listing Actual Training Make a Training Request
- 12. Training Listing
- 13. Site Map of Design Main Navigation Secondary Navigation Projects and Ideas AboutRequest TrainingTraining Project Ideas Training Listing Actual Training Make a Training Request
- 14. Training Example
- 15. Site Map of Design Main Navigation Secondary Navigation Projects and Ideas AboutRequest TrainingTraining Project Ideas Training Listing Actual Training Make a Training Request
- 16. Training Request
- 17. Site Map of Design Main Navigation Secondary Navigation Projects and Ideas AboutRequest TrainingTraining Project Ideas Training Listing Actual Training Make a Training Request
- 19. Conclusions • Utilizing web technologies and the social nature of the web may help teachers prepare better for their classes • There is a desire from administrators and politicians to have technology in the classroom • Technology has been shown to help students learn • To move forward with this design, we would need to iteratively prototype the wireframes and creating a working prototype
Editor's Notes
- Teachers teaching each other
- http://www.4teachers.org/testimony/laporte/index.shtml http://www.edutopia.org/building-a-better-teacher
- http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te800.htm#researchresult http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te800.htm
- http://www.americanprogress.org/projects/education/files/full_report.pdf http://www.ed.gov/policy/elsec/leg/esea02/pg34.html
- http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te800.htm#researchresult http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te800.htm Kulik & Kulik, 1991; Kulik, 1994; Fletcher-Flinn & Gravatt, 1995; Ryan, 1991
- http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2007020
- http://www.teach-nology.com/ideas/projects/ http://www.teacherplace.org/ http://www.ttrb.ac.uk/ technologythatworks.wikispaces.com