DGL misinformation debate
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Technology has not led to an increase in literacy according to a study. Insufficient data from experiments testing literacy in structured versus unstructured classroom environments show no clear increase. Studies either show potential if technology is implemented properly or see decreased retention and efficiency. Schools are also falling behind in implementing technology effectively, and college students lack basic English skills. Employers further notice deficiencies in professionalism like email etiquette, spelling, and communication skills.
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Medt 7485 product
This document presents data on student performance on standardized tests in science, social studies, and technology literacy for Webster County Elementary/Middle School. It shows that the school is performing below state averages in these subjects. The goals are to increase the percentage of students meeting standards on these tests by 3% by 2013. The plan to achieve this includes providing new technology tools for teachers and students, mandatory professional development workshops for teachers on integrating technology into lessons, and using online resources like Georgia Standards.org. Progress will be measured using a technology integration rubric.
Academic staff perspectives of student digital literacy skills - Angela Newton
Academic staff perspectives of student digital literacy skills - Angela NewtonIL Group (CILIP Information Literacy Group)
The document summarizes the results of a survey of academic staff at the University of Leeds about undergraduate and masters students' digital literacy skills. Staff felt that while students are motivated to learn digital skills and have opportunities to develop them, they graduate without strong skills in areas like evaluating online information credibility and using tools like Microsoft Office. They also noted variation in students' ability to curate their own online spaces. To help, staff recommended Skills@Library provide more face-to-face support and targeted activities on critical analysis, subject-specific research skills, and online learning modules.Digital access
The survey on the availability of access to the internet and the level of skills in using it by IIE Rosebank College Pretoria Campus students.
A study of the availability and use of assistive technology with dyslexic pup...
Presented by Malcolm Litten at the BDA International Conference, March 2014
Despite the existence of a variety of tools designed to assist individuals who experience difficulties in reading and writing, research reveals that only a minority of schools actually employ them with their pupils. Even where there exist good quality freeware tools, few schools have a policy of systematically making these available on their network. Research has demonstrated the positive value of such assistive technology and a recent change in exam access arrangements at GCSE argues that its use to assist print-impaired candidates read text is acceptable as proof of independent reading. This paper describes the present failure to enable dyslexic pupils to engage independently in their education and explores the factors that prevented even the best-intentioned schools from offering their pupils the chance to use text-to-speech in the 2013 English GCSE exams.
The promise of digital technology in education to deliver equity and transfor...
My presentation material for the 'Discussing the digital in democracy' symposium for the Re-imagining Education for Democracy Summit 2017.
Linkedin april20.pptx
- The university switched to e-learning overnight due to Covid-19, requiring staff to quickly create online lectures, using a wide range of platforms
- A survey of students 2 weeks into online learning found that while 95% of the population has internet access, 19% of students reported no access, and 54% reported slow speeds
- The preferred device for students was a mobile phone, despite content being designed for PCs, and the most popular platform was WhatsApp rather than the learning management system
- About 1 in 5 students reported completing all learning tasks, while 1 in 3 reported completing nothing, suggesting an issue with student engagement
Using text-to-speech in exams - practical solutions and pitfalls, UK perspective
Presented by Paul Nisbet and Abi James at the BDAN International Conference, March 2014.
Since 2012 the JCQ Access Arrangements have acknowledged that candidates using a Computer Reader or text-to-speech technology are reading independently making such provision available to candidates in exams that test reading skills for the first time. While use of digital exams with text-to-speech has been widely supported in Scotland through the work of SQA and CALL Scotland for a number of years, the rest of the UK has not had equivalent access. From 2013/14 exam boards in England, Wales and Northern Ireland propose to provide digital versions of exam papers to schools for text-to-speech users. This paper will draw on experiences in Scotland and the work of the BDA New Technology Committee to identify processes and best practices within schools for using these digital papers and to identify the best text-to-speech technology to maximise the benefits for students.
Dissertation review
This study examined the impact of a one-to-one laptop initiative on business and marketing high school teachers over eight years through surveys, observations, and focus groups. The findings showed that while technology access increased, most teachers' instructional practices did not fundamentally change and challenges with professional development, access issues, and classroom management emerged. Exemplary teachers were transitioning to more interactive, collaborative approaches. The need for adequate technology-based professional development was discussed to help teachers better integrate technology into instruction.
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This document presents data on student performance on standardized tests in science, social studies, and technology literacy for Webster County Elementary/Middle School. It shows that the school is performing below state averages in these subjects. The goals are to increase the percentage of students meeting standards on these tests by 3% by 2013. The plan to achieve this includes providing new technology tools for teachers and students, mandatory professional development workshops for teachers on integrating technology into lessons, and using online resources like Georgia Standards.org. Progress will be measured using a technology integration rubric.
Academic staff perspectives of student digital literacy skills - Angela Newton
Academic staff perspectives of student digital literacy skills - Angela NewtonIL Group (CILIP Information Literacy Group)
The document summarizes the results of a survey of academic staff at the University of Leeds about undergraduate and masters students' digital literacy skills. Staff felt that while students are motivated to learn digital skills and have opportunities to develop them, they graduate without strong skills in areas like evaluating online information credibility and using tools like Microsoft Office. They also noted variation in students' ability to curate their own online spaces. To help, staff recommended Skills@Library provide more face-to-face support and targeted activities on critical analysis, subject-specific research skills, and online learning modules.Digital access
The survey on the availability of access to the internet and the level of skills in using it by IIE Rosebank College Pretoria Campus students.
A study of the availability and use of assistive technology with dyslexic pup...
Presented by Malcolm Litten at the BDA International Conference, March 2014
Despite the existence of a variety of tools designed to assist individuals who experience difficulties in reading and writing, research reveals that only a minority of schools actually employ them with their pupils. Even where there exist good quality freeware tools, few schools have a policy of systematically making these available on their network. Research has demonstrated the positive value of such assistive technology and a recent change in exam access arrangements at GCSE argues that its use to assist print-impaired candidates read text is acceptable as proof of independent reading. This paper describes the present failure to enable dyslexic pupils to engage independently in their education and explores the factors that prevented even the best-intentioned schools from offering their pupils the chance to use text-to-speech in the 2013 English GCSE exams.
The promise of digital technology in education to deliver equity and transfor...
My presentation material for the 'Discussing the digital in democracy' symposium for the Re-imagining Education for Democracy Summit 2017.
Linkedin april20.pptx
- The university switched to e-learning overnight due to Covid-19, requiring staff to quickly create online lectures, using a wide range of platforms
- A survey of students 2 weeks into online learning found that while 95% of the population has internet access, 19% of students reported no access, and 54% reported slow speeds
- The preferred device for students was a mobile phone, despite content being designed for PCs, and the most popular platform was WhatsApp rather than the learning management system
- About 1 in 5 students reported completing all learning tasks, while 1 in 3 reported completing nothing, suggesting an issue with student engagement
Using text-to-speech in exams - practical solutions and pitfalls, UK perspective
Presented by Paul Nisbet and Abi James at the BDAN International Conference, March 2014.
Since 2012 the JCQ Access Arrangements have acknowledged that candidates using a Computer Reader or text-to-speech technology are reading independently making such provision available to candidates in exams that test reading skills for the first time. While use of digital exams with text-to-speech has been widely supported in Scotland through the work of SQA and CALL Scotland for a number of years, the rest of the UK has not had equivalent access. From 2013/14 exam boards in England, Wales and Northern Ireland propose to provide digital versions of exam papers to schools for text-to-speech users. This paper will draw on experiences in Scotland and the work of the BDA New Technology Committee to identify processes and best practices within schools for using these digital papers and to identify the best text-to-speech technology to maximise the benefits for students.
Dissertation review
This study examined the impact of a one-to-one laptop initiative on business and marketing high school teachers over eight years through surveys, observations, and focus groups. The findings showed that while technology access increased, most teachers' instructional practices did not fundamentally change and challenges with professional development, access issues, and classroom management emerged. Exemplary teachers were transitioning to more interactive, collaborative approaches. The need for adequate technology-based professional development was discussed to help teachers better integrate technology into instruction.
Student Engagement Survey
This survey asked teachers to rate student engagement when using technology tools on a scale of 1 to 5, with 1 being the least engaged and 5 being very engaged. The majority of teachers rated their students' engagement at a 3, seeing them as averaging engaged. A few teachers rated students at either end of the scale as either least or very engaged.
Reading instruction technology_based_supports
This presentation discusses using technology to support reading instruction. It begins by establishing essential questions about how the Lexile Framework and technology can enhance reading skills. The presentation then outlines goals of explaining the Lexile Framework, identifying technology tools to build reading skills, and how these tools benefit students. Several tools for measuring reading proficiency are introduced, including Coh-Metrix and Lexile scores. Computer programs like iSTART and A2i are provided as examples of interventions that can be used for reading instruction. The presentation concludes by emphasizing the importance of reading skills and the role of technology and proper support in helping students become skilled readers.
Implemention of the NJ Technology Literacy Skills
1) The document discusses implementing technology literacy standards in Sayreville Public Schools.
2) It outlines the standards, assessments used for 4th, 8th, and 12th grades, and trainings provided to teachers on incorporating technology.
3) Examples of projects and tools used include checklists, rubrics, Study Island, Voicethread, Animoto, iPods, movies, and blogging.
E D 633 Persuasive Argument Presentation
This document discusses the positive impact of instructional technologies on student achievement. It outlines 5 major goals that can be achieved: increased student interest; development of higher-order thinking skills; improved test scores and grades; changes in teacher and leadership roles; and ability to apply learning to real-world situations. It provides research evidence showing that technologies like laptops can boost student engagement, writing quality and skills like research analysis when used in learning. Test score data from one study shows laptop students earned higher GPAs and more A/B grades than non-laptop students. The role of teachers also shifts to focus more on guiding higher-order skill development with technologies.
Speak Up selected findings about K-12 students’ values and aspirations for d...
The document summarizes key findings from the 2017 Speak Up Research Project, a national survey of over 400,000 K-12 students, teachers, parents and administrators about digital learning. It finds that while adults see the primary benefit of technology as increased engagement, students value it for better outcomes, skill development and personalized learning. Students are interested in online classes and emerging career exploration tools. They also direct their own learning outside of school using digital tools. The research suggests educators should view digital learning through the lens of how students actually experience and value it.
Communication in the Workplace: Challenges and Strategies in Diverse Library ...
Communication in the Workplace: Challenges and Strategies in Diverse Library ...Georgia Libraries Conference (formerly Ga COMO).
This document summarizes a panel discussion on communication challenges and strategies in diverse library settings. The panel consisted of librarians from Gwinnett Technical College, Georgia's talking book and braille library (GLASS), and Georgia Perimeter College. They discussed using tools like LibGuides, LibAnswers, and Google Drive to improve internal communication, and partnering with other campus departments to better connect with students. Strategies included creating guides for faculty, students and specific programs. The GLASS representative discussed how SurveyMonkey helped aggregate statistics and track issues. The panel concluded by emphasizing the importance of finding the right technology tools to improve communication.What Makes an outstanding dissertation or thesis?
These slides were presented by www.doctoralnet.com at a regular Sunday dissertation help conference on https://www.bigmarker.com/doctoralnet. Based on international assessment standards, our conversation looked in depth at the various parts of the dissertation or thesis document and what differentiates "normal" from "outstanding or award winning."
Engl207 syllabus online_fall2020
This syllabus outlines an online persuasive writing course. The course aims to teach students rhetorical theory and how to craft persuasive arguments for different audiences and contexts. Students will learn to analyze persuasive arguments, compose arguments in various modalities using research, and feel prepared to engage in public dialogue. The course involves 4 projects - a worldview narrative, dissoi logoi arguments analyzing an issue from multiple sides, a Rogerian argument building understanding across disagreement, and a visual argument promoting a brand identity. Students will participate in peer reviews and complete assignments by specified deadlines in accepted file formats. The syllabus provides policies on technology, submissions, disabilities, and plagiarism.
Stem tpack
This document provides an overview of STEM education and TPACK. It defines STEM as the integration of science, technology, engineering, and math. TPACK refers to technological pedagogical content knowledge, which recognizes the importance of understanding how technology relates to pedagogy and content. The document discusses why STEM is important for preparing students, challenges of STEM integration, and benefits such as strengthening problem solving skills. It provides examples of how technology can be integrated into lessons through simulations and data analysis software.
Writing test 1
This document provides guidance and topics for two writing tests. For the first test, the document outlines that the test-taker should write 250-300 words on the importance of learning a foreign language in the 21st century. They should address how digital tools influence learning, and how teaching and learning have changed. For the second test, the document prompts writing 250-300 words on why working women find it difficult to reach the top positions. The response should discuss women's struggle for equality, achievements in the workplace, and 3-4 reasons for few women making it to the top positions. The document provides language to potentially include for each test.
2007 Horizon Project Uses
The document discusses the six topics from the 2007 Horizon Report on emerging technologies and their adoption in education. It summarizes each topic, including user-created content, social networking, mobile phones, virtual worlds, new forms of scholarship and publication, and multiplayer educational games. For each topic, it provides the original predicted time of adoption and some discussion around challenges, growth, and potential for educational use. In conclusion, it notes that while these technologies are not fully adopted by educators yet, they are evolving and will likely continue to do so in coming years.
Technology Power Point
Educational technology can enhance curriculum by improving student achievement, engagement, and higher-order thinking skills. When students are grouped for cooperative learning activities using technology like iMovie and Windows Movie Maker, they develop more positive attitudes and like their classes more. Additionally, students' attitudes toward learning and self-concept improved when computers were used for instruction. Research also found that interactive video programs increased students' problem-solving skills. Students who used technology scored higher on achievement and standardized tests compared to students without technology. Learning technology skills provides preparation for the modern workforce.
Sheehy Et Al 4th International Wireless Ready Symposium (1)
Designing a virtual teacher for non-verbal children with autism: Pedagogical affordances and the influence of teacher voice. Presentation given to the 4th International Wireless Ready Symposium Digital Asia: Language, Technology & Community
2010
Part 2 Connecting Through Technology
The document discusses using technology to enhance instruction and problem solving. It suggests having students work in teams on problem-based learning projects that investigate curriculum concepts, address individual strengths, and develop problem solving skills through inquiry. Students would present their findings and solutions using multimedia formats to audiences beyond the classroom. The document also includes charts assessing technology knowledge and skills as well as sample projects linking content standards with technology standards.
Saroj devi
This study examined barriers to education for rural students in India. It found that:
1) Girls face more gender-based barriers to education than boys.
2) Students struggle with English as a second language, which impedes their learning.
3) There is low usage of technology like computers and the internet for educational purposes.
DRP Presentation
This document discusses the impact of computers on student achievement. It begins by outlining the context and statement of the problem, which is the gap in computer skills between technical and non-technical students. It then lists three research questions regarding how computers can increase learning, cognitive skills enhanced, and using online assessment. The significance, research design, and methodology are described. The study found that providing students access to computers increases their potential for academic success by enhancing learning abilities, mental thinking, and problem-solving skills, leading to higher test scores and preparation for the future.
Are Schools Getting a Big Enough Bang for Their Education Technology Buck?
Far too often, school leaders fail to consider how technology might dramatically improve teaching and learning, and schools frequently acquire digital devices without discrete learning goals and ultimately use these devices in ways that fail to adequately serve students, schools, or taxpayers.
Slideshare Technology's Negative Impact on Students and Teachers
The document discusses the potential pitfalls of technology usage in K-12 classrooms. It explores how technology can negatively impact students through distraction, negative academic effects, and enabling cheating. Teachers can also be negatively impacted through a lack of professional development and access to technology. While technology provides benefits, it is important to use it in moderation and for educational purposes to maximize learning and avoid hindering engagement.
Negative Effects of Technology pdf
This document discusses the potential pitfalls of technology usage in K-12 classrooms. It reviews literature finding that technology can be a distraction to students and negatively impact academics by enabling cheating and plagiarism. Teachers can also face challenges like a lack of professional development and limited access to technology. While technology provides benefits, the document recommends moderating usage and ensuring technology is used purposefully to enhance learning rather than hinder it. Teachers should model appropriate technology use and incorporate it in lessons only when it is the most effective teaching method.
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.
1 ed572411
The document discusses a study that examined barriers to early childhood teachers' integration of information and communication technologies (ICTs) to support numeracy development. The study involved interviews with six early childhood teachers. It found that they faced significant extrinsic barriers like lack of access to digital tools and WiFi, time constraints, and lack of relevant professional development. A few teachers also reported intrinsic barriers in the form of philosophical concerns about young children's use of technology. Overall, the barriers hindered teachers' ability to authentically integrate ICT into teaching and limited young students' access to valuable learning opportunities with technology.
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.
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Student Engagement Survey
This survey asked teachers to rate student engagement when using technology tools on a scale of 1 to 5, with 1 being the least engaged and 5 being very engaged. The majority of teachers rated their students' engagement at a 3, seeing them as averaging engaged. A few teachers rated students at either end of the scale as either least or very engaged.
Reading instruction technology_based_supports
This presentation discusses using technology to support reading instruction. It begins by establishing essential questions about how the Lexile Framework and technology can enhance reading skills. The presentation then outlines goals of explaining the Lexile Framework, identifying technology tools to build reading skills, and how these tools benefit students. Several tools for measuring reading proficiency are introduced, including Coh-Metrix and Lexile scores. Computer programs like iSTART and A2i are provided as examples of interventions that can be used for reading instruction. The presentation concludes by emphasizing the importance of reading skills and the role of technology and proper support in helping students become skilled readers.
Implemention of the NJ Technology Literacy Skills
1) The document discusses implementing technology literacy standards in Sayreville Public Schools.
2) It outlines the standards, assessments used for 4th, 8th, and 12th grades, and trainings provided to teachers on incorporating technology.
3) Examples of projects and tools used include checklists, rubrics, Study Island, Voicethread, Animoto, iPods, movies, and blogging.
E D 633 Persuasive Argument Presentation
This document discusses the positive impact of instructional technologies on student achievement. It outlines 5 major goals that can be achieved: increased student interest; development of higher-order thinking skills; improved test scores and grades; changes in teacher and leadership roles; and ability to apply learning to real-world situations. It provides research evidence showing that technologies like laptops can boost student engagement, writing quality and skills like research analysis when used in learning. Test score data from one study shows laptop students earned higher GPAs and more A/B grades than non-laptop students. The role of teachers also shifts to focus more on guiding higher-order skill development with technologies.
Speak Up selected findings about K-12 students’ values and aspirations for d...
The document summarizes key findings from the 2017 Speak Up Research Project, a national survey of over 400,000 K-12 students, teachers, parents and administrators about digital learning. It finds that while adults see the primary benefit of technology as increased engagement, students value it for better outcomes, skill development and personalized learning. Students are interested in online classes and emerging career exploration tools. They also direct their own learning outside of school using digital tools. The research suggests educators should view digital learning through the lens of how students actually experience and value it.
Communication in the Workplace: Challenges and Strategies in Diverse Library ...
Communication in the Workplace: Challenges and Strategies in Diverse Library ...Georgia Libraries Conference (formerly Ga COMO).
This document summarizes a panel discussion on communication challenges and strategies in diverse library settings. The panel consisted of librarians from Gwinnett Technical College, Georgia's talking book and braille library (GLASS), and Georgia Perimeter College. They discussed using tools like LibGuides, LibAnswers, and Google Drive to improve internal communication, and partnering with other campus departments to better connect with students. Strategies included creating guides for faculty, students and specific programs. The GLASS representative discussed how SurveyMonkey helped aggregate statistics and track issues. The panel concluded by emphasizing the importance of finding the right technology tools to improve communication.What Makes an outstanding dissertation or thesis?
These slides were presented by www.doctoralnet.com at a regular Sunday dissertation help conference on https://www.bigmarker.com/doctoralnet. Based on international assessment standards, our conversation looked in depth at the various parts of the dissertation or thesis document and what differentiates "normal" from "outstanding or award winning."
Engl207 syllabus online_fall2020
This syllabus outlines an online persuasive writing course. The course aims to teach students rhetorical theory and how to craft persuasive arguments for different audiences and contexts. Students will learn to analyze persuasive arguments, compose arguments in various modalities using research, and feel prepared to engage in public dialogue. The course involves 4 projects - a worldview narrative, dissoi logoi arguments analyzing an issue from multiple sides, a Rogerian argument building understanding across disagreement, and a visual argument promoting a brand identity. Students will participate in peer reviews and complete assignments by specified deadlines in accepted file formats. The syllabus provides policies on technology, submissions, disabilities, and plagiarism.
Stem tpack
This document provides an overview of STEM education and TPACK. It defines STEM as the integration of science, technology, engineering, and math. TPACK refers to technological pedagogical content knowledge, which recognizes the importance of understanding how technology relates to pedagogy and content. The document discusses why STEM is important for preparing students, challenges of STEM integration, and benefits such as strengthening problem solving skills. It provides examples of how technology can be integrated into lessons through simulations and data analysis software.
Writing test 1
This document provides guidance and topics for two writing tests. For the first test, the document outlines that the test-taker should write 250-300 words on the importance of learning a foreign language in the 21st century. They should address how digital tools influence learning, and how teaching and learning have changed. For the second test, the document prompts writing 250-300 words on why working women find it difficult to reach the top positions. The response should discuss women's struggle for equality, achievements in the workplace, and 3-4 reasons for few women making it to the top positions. The document provides language to potentially include for each test.
2007 Horizon Project Uses
The document discusses the six topics from the 2007 Horizon Report on emerging technologies and their adoption in education. It summarizes each topic, including user-created content, social networking, mobile phones, virtual worlds, new forms of scholarship and publication, and multiplayer educational games. For each topic, it provides the original predicted time of adoption and some discussion around challenges, growth, and potential for educational use. In conclusion, it notes that while these technologies are not fully adopted by educators yet, they are evolving and will likely continue to do so in coming years.
Technology Power Point
Educational technology can enhance curriculum by improving student achievement, engagement, and higher-order thinking skills. When students are grouped for cooperative learning activities using technology like iMovie and Windows Movie Maker, they develop more positive attitudes and like their classes more. Additionally, students' attitudes toward learning and self-concept improved when computers were used for instruction. Research also found that interactive video programs increased students' problem-solving skills. Students who used technology scored higher on achievement and standardized tests compared to students without technology. Learning technology skills provides preparation for the modern workforce.
Sheehy Et Al 4th International Wireless Ready Symposium (1)
Designing a virtual teacher for non-verbal children with autism: Pedagogical affordances and the influence of teacher voice. Presentation given to the 4th International Wireless Ready Symposium Digital Asia: Language, Technology & Community
2010
Part 2 Connecting Through Technology
The document discusses using technology to enhance instruction and problem solving. It suggests having students work in teams on problem-based learning projects that investigate curriculum concepts, address individual strengths, and develop problem solving skills through inquiry. Students would present their findings and solutions using multimedia formats to audiences beyond the classroom. The document also includes charts assessing technology knowledge and skills as well as sample projects linking content standards with technology standards.
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Speak Up selected findings about K-12 students’ values and aspirations for d...
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Communication in the Workplace: Challenges and Strategies in Diverse Library ...
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Sheehy Et Al 4th International Wireless Ready Symposium (1)
Sheehy Et Al 4th International Wireless Ready Symposium (1)
Similar to DGL misinformation debate
Saroj devi
This study examined barriers to education for rural students in India. It found that:
1) Girls face more gender-based barriers to education than boys.
2) Students struggle with English as a second language, which impedes their learning.
3) There is low usage of technology like computers and the internet for educational purposes.
DRP Presentation
This document discusses the impact of computers on student achievement. It begins by outlining the context and statement of the problem, which is the gap in computer skills between technical and non-technical students. It then lists three research questions regarding how computers can increase learning, cognitive skills enhanced, and using online assessment. The significance, research design, and methodology are described. The study found that providing students access to computers increases their potential for academic success by enhancing learning abilities, mental thinking, and problem-solving skills, leading to higher test scores and preparation for the future.
Are Schools Getting a Big Enough Bang for Their Education Technology Buck?
Far too often, school leaders fail to consider how technology might dramatically improve teaching and learning, and schools frequently acquire digital devices without discrete learning goals and ultimately use these devices in ways that fail to adequately serve students, schools, or taxpayers.
Slideshare Technology's Negative Impact on Students and Teachers
The document discusses the potential pitfalls of technology usage in K-12 classrooms. It explores how technology can negatively impact students through distraction, negative academic effects, and enabling cheating. Teachers can also be negatively impacted through a lack of professional development and access to technology. While technology provides benefits, it is important to use it in moderation and for educational purposes to maximize learning and avoid hindering engagement.
Negative Effects of Technology pdf
This document discusses the potential pitfalls of technology usage in K-12 classrooms. It reviews literature finding that technology can be a distraction to students and negatively impact academics by enabling cheating and plagiarism. Teachers can also face challenges like a lack of professional development and limited access to technology. While technology provides benefits, the document recommends moderating usage and ensuring technology is used purposefully to enhance learning rather than hinder it. Teachers should model appropriate technology use and incorporate it in lessons only when it is the most effective teaching method.
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.
1 ed572411
The document discusses a study that examined barriers to early childhood teachers' integration of information and communication technologies (ICTs) to support numeracy development. The study involved interviews with six early childhood teachers. It found that they faced significant extrinsic barriers like lack of access to digital tools and WiFi, time constraints, and lack of relevant professional development. A few teachers also reported intrinsic barriers in the form of philosophical concerns about young children's use of technology. Overall, the barriers hindered teachers' ability to authentically integrate ICT into teaching and limited young students' access to valuable learning opportunities with technology.
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.
Dissertation defense oct 30
This dissertation examines evidence of systematic digital inequities in Texas K-12 schools. The study analyzed data from over 6,000 schools representing 90% of Texas K-12 public schools. A quantitative analysis found several school characteristics were correlated with lower technology readiness scores, including higher percentages of economically disadvantaged, Black, and Hispanic students. The top predictors of lower scores were the percentages of economically disadvantaged students and Black and Hispanic students enrolled. The study recommends policies to address digital equity and opportunities for future research.
Correlation Research (re-do)
This document outlines a study investigating the relationship between student academic achievement in social science and the use of information and communication technology (ICT) in the classroom. The study will collect test score and ICT usage data from a sample primary school class and compute the correlation coefficient to determine the strength of the relationship. If a positive correlation greater than 0.5 is found, it may indicate that increasing ICT use could improve student performance in social science. However, the study does not account for other factors that influence academic achievement.
Correlation Research (Re-do)
This document outlines a study investigating the relationship between student academic achievement in social science and the use of information and communication technology (ICT) in the classroom. The study will collect test score and ICT usage data from a sample primary school class and compute the correlation coefficient to determine the strength of the relationship. If a positive correlation greater than 0.5 is found, it may indicate that increasing ICT use could improve student performance in social science. However, the study does not account for other factors that influence academic achievement.
The Education Technology Defense
This document outlines criticisms of education technology in the classroom. It argues that the addition of technology has not been properly researched, and that studies show no significant difference in learning with or without technology. Specifically, it claims that technology has not transformed teaching methods, may disadvantage remote learners, and lacks evidence of benefits for reading or special education. It also argues that technology has not produced the cost savings or student outcomes promised and that schools often adopt obsolete or overpriced programs. The document concludes by calling for more carefully designed research on the impacts and trends of education technology.
Why technology
The document discusses the benefits of integrating technology into education. It argues that technology can boost student achievement on tests, promote higher-order thinking skills, and prepare students for the workforce. However, it also notes that there may be resistance to change without proper collaboration, training, and support for teachers. Overall, the document makes the case that now is the time for schools to adopt technology due to the potential benefits for students, but that careful planning is needed to realize those benefits.
Why technology
The document discusses the benefits of integrating technology into education. It argues that technology can boost student achievement on tests, promote higher-order thinking skills, and prepare students for the workforce. However, it also notes that there may be resistance to change without proper collaboration, training, and support for teachers. To maximize the benefits of technology, it emphasizes the need for professional learning communities and developing connections between technology use and curriculum objectives.
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.
Leading Girls into ICT: Increasing female participation at Somerset College (...
This document discusses increasing female participation in ICT at Somerset College. It notes that ICT jobs are in high demand but female participation is declining. The school has implemented several initiatives to address this, including an all-girl ICT competition, connecting students with female mentors in the industry, and promoting ICT subjects to highlight their benefits. Evaluation found the number of girls electing ICT subjects doubled and qualitative feedback was positive, indicating the initiatives are helping boost girls' interest in ICT.
Laptops in Education
The document discusses three articles on the use of technology in education. The first article finds that PowerPoint presentations can improve student learning when not too broad or animated. The second article finds that providing each student with a laptop improved their academic performance. It also discusses using webcams for tutoring. The third article discusses how SMART boards improve student engagement and learning, especially for younger and disabled students. Overall, the document concludes that technology can enhance learning when used appropriately.
Leading Girls into ICT: Increasing female participation at Somerset College (...
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Impact of ICTs on learning and achievement
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DGL misinformation debate
- 2. Technology vs. Literacy Group B: The Rejoinders By: Patricia Leitner & Chase Reidinger
- 4. Our Argument Technology, although having the potential, has not contributed to an increase in Literacy.
- 5. Insufficient data.. Poor test results with little structure in the classroom. High test results in a interactive structured environment. Test groups were experiments. Less internet.. Better grades. Studies done on this subject do not reflect an increase in literacy. These studies either showcase the potential to increase literacy if technology is implemented properly, or a decrease in retention and efficiency.
- 6. Education Lag Technology in School Schools falling behind with implementing technology. Technology isn’t used properly. Poor College Performance Freshmen college students unable to enter entry level English courses. In 2010 30% of students were not able to pass at a minimum level. Is the United Sates Falling behind?
- 7. Professionalism Improper use of email etiquette. Poor spelling and grammar. Lack of basic literary and math skills. Poor work ethic. Underdeveloped communication skills between peers. Employers are noticing a lack of literacy in the professional field.