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The document discusses using technology to help elementary bilingual students succeed on standardized tests. It finds that Latino students, who make up the largest group of English language learners, have lower test scores and graduation rates than white students. While early uses of technology focused on drill-and-practice, the recommendation is to now use a constructivist model with technology to extend learning time, connect students globally, and allow them to build knowledge through social interaction and discovering new information, which may help improve test scores and student outcomes.
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The document discusses learners and their use of technology:
n Learners are immersed in technology but have varying levels of digital skills, and their technology use outside of academics does not always translate smoothly to educational contexts.
n While learners expect institutions to provide reliable technology, some feel disadvantaged by a lack of access or skills. Others are making sophisticated use of different tools in personalized ways.
n Understanding learners' true digital abilities, strategies, challenges, and differentiated experiences is important for teaching effectively in digital environments.
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Corn, J.O., Tingen, J., Halstead, E., & Argueta, R., (2011, March). Reaching digital learners through laptop initiatives. Paper presented at the annual meeting of the North Carolina Technology in Education Society, Raleigh, NC.
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advantages of using LCT
ICT has become a priority in education over the last decade, with some schools effectively using technology to support learning. Studies show ICT has a positive impact on student performance, especially in English, and schools with higher e-maturity levels see faster score increases than those with less. Additionally, schools with sufficient ICT resources tend to achieve better results than less equipped schools, and both teachers and students generally find ICT tools motivating and helpful for assignments, including for students with special needs.
Technology in the classroom
1) The document discusses using technology in the classroom to close achievement gaps, differentiate lessons, and introduce classrooms of the future.
2) Technology is becoming dominant in society and future jobs will require technological skills, so it is important for students' careers to learn these skills.
3) Classrooms are integrating more technology like computers at younger ages as traditional methods no longer fully engage students growing up with technology.
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This document outlines the key features of a proposed universally designed school campus and classrooms. The school will have accessible exterior and interior spaces, classrooms designed for collaboration with versatile furniture and designated learning areas, and teachers trained in universal design for learning principles and co-teaching models. Students will have access to grade level curriculum through lessons incorporating multiple means of representation, action, and engagement supported by a wide array of classroom technology. Assessment will be flexible and individualized based on student needs.
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The document discusses learners and their use of technology:
n Learners are immersed in technology but have varying levels of digital skills, and their technology use outside of academics does not always translate smoothly to educational contexts.
n While learners expect institutions to provide reliable technology, some feel disadvantaged by a lack of access or skills. Others are making sophisticated use of different tools in personalized ways.
n Understanding learners' true digital abilities, strategies, challenges, and differentiated experiences is important for teaching effectively in digital environments.
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Corn, J.O., Tingen, J., Halstead, E., & Argueta, R., (2011, March). Reaching digital learners through laptop initiatives. Paper presented at the annual meeting of the North Carolina Technology in Education Society, Raleigh, NC.
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This document outlines the key features of a proposed universally designed school campus and classrooms. The school will have accessible exterior and interior spaces, classrooms designed for collaboration with versatile furniture and designated learning areas, and teachers trained in universal design for learning principles and co-teaching models. Students will have access to grade level curriculum through lessons incorporating multiple means of representation, action, and engagement supported by a wide array of classroom technology. Assessment will be flexible and individualized based on student needs.
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- Students enjoyed the experience more than previous museum visits and found making their own interpretations engaging. Teachers were pleased with the inquiry-based learning.
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Challenging conversations are those everyday interactions that significantly affect you and others. They differ from ordinary dialogue because the opinions of the participants may vary, the emotions are high and the stakes are significant. The way in which you deal with these important discussions can have a positive or negative result and can change the course of your relationship. Learn the tools to handle life’s most difficult conversations, say what’s on your mind, and achieve positive outcomes. Challenging confrontations consists of face-to-face accountability discussions where someone has disappointed you and you talk to him or her directly. When handled well, the problem is resolved and the relationship benefits. New research demonstrates that these disappointments aren’t just irritating – they’re costly, sapping organizational performance by 20 to 50 percent. Learn to permanently resolve failed promises and missed deadlines, transform broken rules and bad behaviors into productive accountability and strengthen relationships while solving problems. At the heart of mastering these challenges is the ability to engage in and maintain dialogue. Masters of dialogue create an atmosphere where everyone feels safe about adding his or her own views to the “shared pool” of ideas being expressed. The skills are critical to the success of all leadership roles. Active participants will increase their awareness of the challenging conversations and confrontations as well as hands-on tips and techniques on how to manage them effectively.
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1. How do I deal spontaneously with challenging conversations (where opinions vary, emotions are high and stakes are significant)?
2. How can I resolve problems where I have been disappointed by employee accountability and avoid unnecessary costs and strained relationships?
3. How do I develop and environment where people can carry on a dialogue and feel safe expressing their own view.
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The document evaluates MyArtSpace, a mobile learning service for school museum trips. Key findings include:
- The technology worked well, allowing students to collect information on exhibits through their phones and share automatically to a personal website. However, some minor usability issues were found.
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- The service encouraged meaningful pre- and post-visit lessons and active engagement at the museum. However, support for collaborative learning and teacher preparation needed improvement.
- The project demonstrated potential benefits but also challenges regarding sustainability, museum staff engagement, and competition with other media. Future development included
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2. It defines mobile learning as learning through conversations across multiple contexts among people and personal technologies.
3. Key aspects of this theory are that learning is seen as an active, social process of coming to know through discussion; it occurs both formally and informally, bridging classroom and everyday environments.
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The document discusses how technology has changed classrooms from the past to the 21st century. Early classrooms relied on chalkboards, films, and television for presentations, while today every student has access to computers and uses tools like PowerPoint and smart boards. In the past, classrooms focused on repetition and compliance from students, whereas now they emphasize engagement, problem-solving skills, and preparing students for their future. Technology allows for project-based learning, quick research, and helps all types of learners access information. While technology provides benefits like increased engagement and information access, it also presents challenges like reduced social and handwriting skills from over-reliance on computers.
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The document discusses key aspects of curriculum including the formal curriculum that is explicitly taught versus the hidden curriculum that is taught informally. It also discusses current curriculum topics like language arts, mathematics, science, social studies, foreign languages, the arts, physical education, electives, career and technical education. For each topic it outlines the general goals and current issues and trends. It concludes by discussing approaches like cooperative learning, critical thinking, differentiated instruction, and debates around the curriculum.
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1. How do I deal spontaneously with challenging conversations (where opinions vary, emotions are high and stakes are significant)?
2. How can I resolve problems where I have been disappointed by employee accountability and avoid unnecessary costs and strained relationships?
3. How do I develop and environment where people can carry on a dialogue and feel safe expressing their own view.
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Assignment Nº 1: History of educational technology
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This document summarizes the process of implementing a Bring Your Own Technology (BYOT) program at Cinnaminson High School. It discusses forming a technology committee to research BYOT, surveying students and teachers about technology use, addressing concerns about BYOT, piloting BYOT in 9 classes, and ongoing meetings to discuss issues and expansion of the program. The goal of BYOT is to allow students to use their own devices for schoolwork in order to prepare them for a world where technology is ubiquitous.
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The document discusses technology integration in education. It notes that technology skills vary between established and new teachers, and that technology mentors can help pair teachers with different skill levels. The document also recommends ways to integrate technology across subjects like using VR media in science and algorithms in math. It suggests building on students' existing technology skills and ensuring equity in access to technology for all students.
Parent Involvement And Technology
This document discusses parents' perspectives on using technology in schools. It notes that many parents today are computer literate and recognize the benefits of exposing children to technology to prepare them for the future workforce. Research shows that increased parental involvement through technologies like online grade access improves student achievement, attendance, and test scores. The document also addresses ensuring equity for all students when using technology, even for those without home computer or internet access. Overall, parents approve of and utilize technology in schools to help students succeed academically.
94f6d7e04a4d452
This document discusses perspectives from parents who support the use of technology in schools. It provides several key points:
1) Many parents today are computer literate and use technology in their own lives, recognizing the benefits it can provide their children.
2) Parents acknowledge that technology exposure at school benefits students, especially those without access at home, helping prepare them for global competitiveness.
3) Research shows technology can increase academic achievement for both general and special education students when utilized properly in schools.
Online And Mobile Technologies For Student Support
The document discusses strategies for supporting distance learning students through their studies. It covers preparing and inducting students, providing pastoral support, facilitating student learning, and assessing students. Preparation includes informing students about course requirements and technologies. Pastoral support involves maintaining contact and encouraging struggling students. Facilitation of learning analyzes challenges students face and provides activities and technologies to help overcome them. Assessment addresses assignment preparation, submission, and feedback. The goal is to help students succeed while studying at a distance.
Integrating Technology in the Classroom
The document discusses using technology in the classroom for teachers who are just beginning to integrate technology. It notes that technology can make instruction more engaging for today's digital students and supports 21st century skills. While some myths exist, such as only high-achieving students benefiting or teachers feeling unprepared, research shows that effective teaching and technology use go hand-in-hand when the technology supports curricular goals. A variety of low-cost hardware and software options are presented for presenting, practicing, communicating, and differentiating instruction for students. Tips for successful integration include focusing on projects not busywork and emphasizing file management and collaboration over separate technology skills lessons.
Integrating Technology-Enhanced Instruction to Narrow the Academic Achievemen...
There is not a universal approach in meeting the learning needs of all students. Students have different learning styles that promote higher success in the classroom compared to other learning styles. Literature has demonstrated African American students’ diverse learning needs and preferred learning styles were not consistently being addressed in the classroom. Hence, some African American students were not learning and began to perform at a lower grade level. The presenter will provide suggestions of various technology-enhanced instructional strategies and its potential impact on African American student achievement. Additionally, the presenter will provide educators with several implications that can be applied to their current classroom setting.
Participation gap
The document discusses the "participation gap" between students who have access to technology and media literacy education versus those who have limited access. It notes that while some students have unlimited access to technology, many only have 20 minutes per day access to the internet through school or libraries. This limits their ability to develop important digital skills and participate fully. The document calls for schools to provide more equitable technology resources and training for teachers to incorporate media literacy across the curriculum in order to close this participation gap.
CALL-IS/LTSIG Conference Tech Standards session Oct 12, 2013
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Scholars Day_2016.pptx
This document summarizes a study investigating multitasking with technology in academic settings. The study developed a conceptual model of factors that influence multitasking, including technology factors. It describes a survey and experiment methodology involving students in China and the US. The results showed that using technology while studying increases time and decreases accuracy. Multitasking reduces learning efficiency. Technology use during class also impacts information retention, though strong self-control may mitigate these effects. The study aims to further examine how technology-based factors influence multitasking and academic performance.
TIES Introduction Presentation
- The document discusses how today's students have grown up in a technology-rich environment and are more accustomed to learning with devices like cell phones and laptops rather than traditional notebooks and pencils.
- Research shows that when technology is meaningfully integrated into lessons, students experience positive effects on achievement across all subjects as well as improved attitudes, self-esteem, and collaboration skills.
- For technology to truly enhance learning, teachers need training on applying tech tools to their specific curriculum areas and seeing clear links between the tech and the content they teach.
Smart class
The document presents information on smart classrooms. It discusses how smart classrooms use technology like computers, projectors, and smart boards to create new opportunities for electronic and interactive learning. The key benefits highlighted are that smart classrooms make lessons more engaging, attractive, and participatory for students. They also help students learn in a variety of subjects and make teaching a more pleasurable experience. Overall, the document argues that smart classrooms are important for educating children and that their use in classrooms will continue increasing.
Powerpoint for blog
This document discusses the impact of communication technology (CMC) on young students and teachers in the United States. It provides background on the author's personal experiences with classroom technology as a student. The author's research question examines the impact of technology on communication between younger students and teachers. The document then provides reasons why CMC is becoming increasingly popular in schools, such as preparing students for the future and supporting changes in school structures. Both positive and negative impacts of CMC on students and teachers are discussed, including increased motivation but also potential for superficial discourse. The conclusion is that while technology impacts students and teachers both positively and negatively, it is an important skill for young students to learn given its role in modern communication and the workforce.
Technology stem 352 nina
This document outlines a design thinking process to increase student access to technology at a school. It discusses empathizing with students who rely on technology but have limited access. The goal is defined as facilitating learning through increased computer and internet access. Ideas are generated for obtaining more devices, sharing resources, and creating a dedicated space. A prototype would collect data on how students use provided technology. The project would be tested and improved through student and teacher feedback.
Udine 20091217
Session with foreign language teachers in Italy covering European Schoolnet, STEPS results and ICT for language teaching.
From Classroom to Lab:
1) The document summarizes an ethnographic study conducted in a primary school in Cape Town, South Africa that examined how ICT is used to teach literacy and numeracy.
2) The study found that drill and practice software was commonly used, but lacked accompanying books, and student engagement varied.
3) A highlight was a Grade 7 project where students gathered survey data on school preferences, analyzed it, and presented recommendations to the principal, extending their knowledge and taking action.
Powerpoint for blog
Young American students are increasingly using communication technologies in schools. While college students have been more studied, communication technologies are also impacting younger students. Younger students primarily use technologies like PowerPoint, computers, smart boards, and projectors in the classroom in asynchronous ways by communicating with teachers through email. Both positive and negative impacts on student communication and motivation have been found. Teachers are also impacted as they integrate new technologies into lessons while maintaining standards. Studies show technology can positively influence student attitudes and learning if implemented properly. Overall, communication technologies are becoming more widely used with younger students as skills are needed for their future, but personal interaction remains important for young learners.
Ttechnology in education
The document discusses the use of technology in education. While some warn of potential negative effects, technology provides unique instructional capabilities and supports new approaches to teaching and learning. It allows teachers to increase productivity and provides students with skills needed for an information-driven world. Both traditional and modern technological resources are presented. The document emphasizes that technology affects all aspects of life and that schools must provide resources and training to help teachers and students enhance their skills and take advantage of technological opportunities.
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Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
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Chapter 3
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Chapter 6
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2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
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