Digital Natives Vervenne Filip
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Research on digital natives or generation Y. Filip Vervenne KATHO 2008 centre of excellence distance learning MAD
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Hoke byot
This document discusses Bring Your Own Technology (BYOT) in schools. It notes that BYOT allows students to openly bring their own technology for instructional use in the classroom. Data shows that 53% of students see not being able to use their own devices for learning as the greatest barrier to educational technology use. BYOT could directly support five of the nine factors that strongly link technology to educational success according to Project RED. The document outlines educational considerations like achieving 1-1 technology access for less money and allowing new instructional strategies. It also discusses technical considerations such as supporting fewer school-owned devices, implementing network policies, and determining device and application access.
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This powerpoint presentation tackles about the different methods of high tech teaching in a low tech classroom. This also discusses how the 21st century educational system contributes to the learning of the students.
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This document summarizes educational technology and 21st century learning at Panyarat High School. It discusses that 21st century skills include creativity, problem solving, communication and collaboration. It also outlines that Panyarat High School utilizes Wi-Fi, collaborative learning, a 1:1 laptop program using Google Chromebooks, Google Apps for education, an online learning management system, and teaches digital citizenship.
Kathy Trinder, Glasgow Caledonian University
- The document summarizes a study that explored integrating formal and informal learning supported by electronic tools in higher education.
- The study was conducted over one year across two universities and subject areas, and examined students' and staff's experiences using e-tools to support learning.
- Key findings included that students widely use e-tools for recreation but their use is more limited for formal study, and that students are actively using social software tools to socialize, support each other, and share resources, while staff usage of e-tools is more limited.
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Hoke byot
This document discusses Bring Your Own Technology (BYOT) in schools. It notes that BYOT allows students to openly bring their own technology for instructional use in the classroom. Data shows that 53% of students see not being able to use their own devices for learning as the greatest barrier to educational technology use. BYOT could directly support five of the nine factors that strongly link technology to educational success according to Project RED. The document outlines educational considerations like achieving 1-1 technology access for less money and allowing new instructional strategies. It also discusses technical considerations such as supporting fewer school-owned devices, implementing network policies, and determining device and application access.
Mobile learning for PDAs 2004
Presentation of mobile learning at NKI at the Hong Kong World Conference of the International Council for Open and Distance Education 2004
Digital Learning Projection - Learning state estimation from multimodal learn...
Presentation prepared for the Doctoral Consortium of the Learning Analytics & Knowledge conference held in March 2017 in Vancouver, Canada
2021_06_30 «Emergence of the Online-Merge-Offline (OMO) Learning Wave in the ...
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Integrating technology in teaching
This presentation starts with understanding the 21st century learner and how to teach them using technology.
NEW DESIGNS FOR LEARNING reported by Maria Angela B. Caparas BSE III English
This powerpoint presentation tackles about the different methods of high tech teaching in a low tech classroom. This also discusses how the 21st century educational system contributes to the learning of the students.
John Parents Meeting July 2015 Educational Technology
This document summarizes educational technology and 21st century learning at Panyarat High School. It discusses that 21st century skills include creativity, problem solving, communication and collaboration. It also outlines that Panyarat High School utilizes Wi-Fi, collaborative learning, a 1:1 laptop program using Google Chromebooks, Google Apps for education, an online learning management system, and teaches digital citizenship.
Kathy Trinder, Glasgow Caledonian University
- The document summarizes a study that explored integrating formal and informal learning supported by electronic tools in higher education.
- The study was conducted over one year across two universities and subject areas, and examined students' and staff's experiences using e-tools to support learning.
- Key findings included that students widely use e-tools for recreation but their use is more limited for formal study, and that students are actively using social software tools to socialize, support each other, and share resources, while staff usage of e-tools is more limited.
How students in H.E. use their mobile phones for learning
This document summarizes research into how students in higher education use mobile phones for learning. It discusses findings from a survey of 74 undergraduate students, including what mobile features and apps they use for tasks like research, communication, note-taking and organizing. It also provides three in-depth case studies of students who were interviewed about how and why they incorporate mobile learning into their routines. The conclusions indicate that students are already finding creative ways to leverage their mobile devices for educational purposes on their own, and universities could better support this by encouraging mobile learning initiatives that build upon existing student practices and technologies.
Catel present 4.11.2010
The document summarizes findings from surveys conducted as part of the CATEL project, which aims to prepare vocational teachers and trainers to meet the needs of immigrant students through e-learning. Survey responses from e-learning experts and vocational teachers in Estonia, Turkey, Spain and Germany provided recommendations for developing a multi-cultural e-learning program. Both groups stressed the importance of teacher support, flexible learning opportunities, and interactive activities. Respondents preferred a blended program combining online and face-to-face learning. The CATEL project will use these insights to design a 3-month blended training program addressing cultural diversity topics.
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Meeting With And In New Environments
The document discusses challenges in adapting education to new technologies and student expectations. It notes a divide between older "old school" teaching methods and the digital skills of "new school" students. It advocates using familiar technologies like Moodle and mobile phones to create flexible learning. Feedback was extremely positive on a course that incorporated online lectures, blogs, and media education at different levels through a socio-cultural approach.
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Design of a standardized tool to integrate learning scenarios in mobile learn...
Design of a standardized tool to integrate learning scenarios in mobile learn...Mª Luz Guenaga Gómez
This document outlines a project to integrate mobile learning experiences into university courses. It aims to make the work of teachers easier by developing a conceptual framework and standardized digital learning scenarios that incorporate mobile devices. The project will define scenarios based on competency-based learning and five categories of teaching activity. An experimental phase will assess the impact on student motivation and results, and teacher preparation efforts. The goal is to standardize high-quality mobile learning experiences across different competencies and conclude by expanding the framework to all university competencies.Technology to support learning
This document discusses technology in education and language learning. It defines key terms like technology, technological literacy, educational technology, online learning, and information literacy. It also discusses the evolution of technology and communications in education. It lists popular learning management systems and open source software tools. Finally, it discusses overcoming barriers to innovation in education technology integration and the role of teachers in the 21st century.
Introduction to using technology in learning and teaching
This presentation accompanies face to face training introducing learners to using technology to enhance learning and teaching.
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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.
Introduction to Technology Enhanced Learning
This document provides an introduction to learning technology. It defines learning technology as the broad range of communication, information, and related technologies that can support learning, teaching, and assessment. It discusses concerns that have historically been raised about new technologies, from Socrates' worries about the impact of writing to Luddites protesting labor-saving technologies. The document also addresses how technology may enhance learning, digital literacy, and trends in technology adoption in higher education.
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The document discusses how literacy education has evolved from a behavioral paradigm to a constructivist approach in line with changes in technology. It argues that literacy now involves making sense of various forms of information and that students use technology to gather and synthesize information. An effective technology-integrated literacy classroom follows constructivist principles where learning is active and collaborative, teachers facilitate problem-solving, and students play a role in their own education. Computers can support literacy in ways like word processing, online research and projects, and publishing student work.
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This document discusses the role of computers and information and communication technology (ICT) in education. It begins by outlining how computer technology has amplified learning and allowed for interactive engagement with information. It then discusses the rise of computer-assisted instruction and personal computers in classrooms. The document outlines key computer programs and their educational uses. It also discusses how ICTs like radio, television, and the internet can expand access to education, prepare students for the workplace, improve education quality, and transform learning to be more learner-centered. Key ways ICTs have been used for teaching and learning are also summarized.
Instructional system group ppt
This document discusses instructional technology and instructional systems. It provides definitions of instructional design and instructional systems design. It outlines the history of instructional systems from World War II to present day. It also discusses skills used in the classroom like pre-instructional skills, teaching skills, and the ADDIE instructional design model. Objectives of instructional systems are to help students learn better through technology. Techniques like audio, visual, and role play are used. While technology provides benefits, there are also disadvantages like laziness, cost, and lack of support.
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This document discusses technology approaches to final projects that are more engaging for students. It provides examples of video, wiki, podcast and timeline projects. Some benefits highlighted are that they foster critical thinking, are more engaging for today's students, and allow students to demonstrate multiple intelligences and creativity. Rubrics and learning objectives are important for assessment. Instructors are encouraged to provide support and options to opt for traditional papers for students less comfortable with technology.
Using technology for teaching and learning in the
The document discusses the key components of a 21st century classroom, including an interactive whiteboard, LCD projector, audio system, interactive response system, and access to digital content. It explains that these tools engage students in learning through technology and hands-on activities, while allowing teachers to gain real-time feedback on student understanding and address concepts from different perspectives. Together these resources create a flexible learning environment adapted to students' varied styles.
K-Seminar on mobile learning
This document provides an overview of mobile learning (mLearning) including definitions, benefits of learning with portable technologies, examples of mLearning projects, and issues to consider. It discusses delivering course content and activities to students on mobile devices anywhere and anytime. Projects demonstrated using text messages, audio/video push notifications, lecture podcasts, and location-based reminders. Key benefits included accessibility, review capabilities, and learning in context. Challenges involved content formats, navigation, and ensuring optional, transformative learning experiences.
Ict in mathematics teaching
The document discusses the use of information and communication technologies (ICT) in mathematics teaching. It begins by introducing the increasing role of ICT in mathematics classrooms in recent decades. It then provides examples of traditional ICT tools like overhead projectors and examples of modern ICT tools like laptops and the internet. The document emphasizes that ICT can enhance mathematics teaching by allowing students to perform calculations, solve problems graphically, and access online resources. However, it also notes challenges to implementing ICT like high costs and lack of infrastructure. Overall, the document argues that proper use of ICT has the potential to positively impact mathematics learning by making the learning process more engaging, collaborative and effective.
Presentation by Ms Suman Jaiswal and Aasma Pathan, Dept of Commerce, SNDTWU
This PPT presentation on the research topic ' Comparative Study on Students Perception Towards Regular and Distance Learning in Mumbai by Ms. Suman and Aasma of Department of Commerce, SNDTWU, Mumbai.
Comparative study and non comparative study
The document summarizes two studies: a comparative study and a non-comparative study. The comparative study compared learning styles of students in an online class versus an equivalent on-campus class. It found that online students tended to be more independent learners while on-campus students preferred more dependence and rewards. The non-comparative study examined relationships between student characteristics like self-efficacy and achievement goals, and academic success in distance education programs. It found motivational characteristics like self-efficacy can impact achievement and suggested advisors help motivate students through feedback. Both studies utilized questionnaires or surveys to collect data about students.
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The document summarizes findings from surveys conducted as part of the CATEL project, which aims to prepare vocational teachers and trainers to meet the needs of immigrant students through e-learning. Survey responses from e-learning experts and vocational teachers in Estonia, Turkey, Spain and Germany provided recommendations for developing a multi-cultural e-learning program. Both groups stressed the importance of teacher support, flexible learning opportunities, and interactive activities. Respondents preferred a blended program combining online and face-to-face learning. The CATEL project will use these insights to design a 3-month blended training program addressing cultural diversity topics.
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The document discusses challenges in adapting education to new technologies and student expectations. It notes a divide between older "old school" teaching methods and the digital skills of "new school" students. It advocates using familiar technologies like Moodle and mobile phones to create flexible learning. Feedback was extremely positive on a course that incorporated online lectures, blogs, and media education at different levels through a socio-cultural approach.
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This presentation explains impact of pandemic on education and explains with evidence who is the bigger victim? Teacher or Student?
Teta spotlight
This document discusses technology standards for students and provides examples of how teachers can integrate technology into their lessons. It summarizes the National Educational Technology Standards (NETS) for students, which focus on creativity, communication, research, critical thinking, and digital citizenship. Examples are given of different tools and online resources teachers can use for lessons across grade levels to help students meet the NETS. Best practices for technology integration are also referenced.
Design of a standardized tool to integrate learning scenarios in mobile learn...
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This document outlines a project to integrate mobile learning experiences into university courses. It aims to make the work of teachers easier by developing a conceptual framework and standardized digital learning scenarios that incorporate mobile devices. The project will define scenarios based on competency-based learning and five categories of teaching activity. An experimental phase will assess the impact on student motivation and results, and teacher preparation efforts. The goal is to standardize high-quality mobile learning experiences across different competencies and conclude by expanding the framework to all university competencies.Technology to support learning
This document discusses technology in education and language learning. It defines key terms like technology, technological literacy, educational technology, online learning, and information literacy. It also discusses the evolution of technology and communications in education. It lists popular learning management systems and open source software tools. Finally, it discusses overcoming barriers to innovation in education technology integration and the role of teachers in the 21st century.
Introduction to using technology in learning and teaching
This presentation accompanies face to face training introducing learners to using technology to enhance learning and teaching.
Emerging Technologies in Higher Education: A guide for HE practitioners
This document discusses emerging technologies and changing teaching and learning practices in higher education. It begins by providing context from various sources on the promise of emerging technologies and how institutions are struggling to keep up with innovations. It then summarizes the key findings of an NRF project on emerging ICTs in South African higher education. The project found that while technologies like social media and research databases are commonly used, adoption is driven more by passionate individuals than systemic institutional support. The document concludes by discussing case studies that illustrate how emerging technologies can facilitate authentic and collaborative learning when implemented effectively.
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.
Introduction to Technology Enhanced Learning
This document provides an introduction to learning technology. It defines learning technology as the broad range of communication, information, and related technologies that can support learning, teaching, and assessment. It discusses concerns that have historically been raised about new technologies, from Socrates' worries about the impact of writing to Luddites protesting labor-saving technologies. The document also addresses how technology may enhance learning, digital literacy, and trends in technology adoption in higher education.
Computers And Writing Session 1
The document discusses how literacy education has evolved from a behavioral paradigm to a constructivist approach in line with changes in technology. It argues that literacy now involves making sense of various forms of information and that students use technology to gather and synthesize information. An effective technology-integrated literacy classroom follows constructivist principles where learning is active and collaborative, teachers facilitate problem-solving, and students play a role in their own education. Computers can support literacy in ways like word processing, online research and projects, and publishing student work.
Computers as Information and Communication Technology
This document discusses the role of computers and information and communication technology (ICT) in education. It begins by outlining how computer technology has amplified learning and allowed for interactive engagement with information. It then discusses the rise of computer-assisted instruction and personal computers in classrooms. The document outlines key computer programs and their educational uses. It also discusses how ICTs like radio, television, and the internet can expand access to education, prepare students for the workplace, improve education quality, and transform learning to be more learner-centered. Key ways ICTs have been used for teaching and learning are also summarized.
Instructional system group ppt
This document discusses instructional technology and instructional systems. It provides definitions of instructional design and instructional systems design. It outlines the history of instructional systems from World War II to present day. It also discusses skills used in the classroom like pre-instructional skills, teaching skills, and the ADDIE instructional design model. Objectives of instructional systems are to help students learn better through technology. Techniques like audio, visual, and role play are used. While technology provides benefits, there are also disadvantages like laziness, cost, and lack of support.
A Story of Ox Carts and Airplanes: Converging the Promise and Reality of eLea...
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Not another paper presentation
This document discusses technology approaches to final projects that are more engaging for students. It provides examples of video, wiki, podcast and timeline projects. Some benefits highlighted are that they foster critical thinking, are more engaging for today's students, and allow students to demonstrate multiple intelligences and creativity. Rubrics and learning objectives are important for assessment. Instructors are encouraged to provide support and options to opt for traditional papers for students less comfortable with technology.
Using technology for teaching and learning in the
The document discusses the key components of a 21st century classroom, including an interactive whiteboard, LCD projector, audio system, interactive response system, and access to digital content. It explains that these tools engage students in learning through technology and hands-on activities, while allowing teachers to gain real-time feedback on student understanding and address concepts from different perspectives. Together these resources create a flexible learning environment adapted to students' varied styles.
K-Seminar on mobile learning
This document provides an overview of mobile learning (mLearning) including definitions, benefits of learning with portable technologies, examples of mLearning projects, and issues to consider. It discusses delivering course content and activities to students on mobile devices anywhere and anytime. Projects demonstrated using text messages, audio/video push notifications, lecture podcasts, and location-based reminders. Key benefits included accessibility, review capabilities, and learning in context. Challenges involved content formats, navigation, and ensuring optional, transformative learning experiences.
Ict in mathematics teaching
The document discusses the use of information and communication technologies (ICT) in mathematics teaching. It begins by introducing the increasing role of ICT in mathematics classrooms in recent decades. It then provides examples of traditional ICT tools like overhead projectors and examples of modern ICT tools like laptops and the internet. The document emphasizes that ICT can enhance mathematics teaching by allowing students to perform calculations, solve problems graphically, and access online resources. However, it also notes challenges to implementing ICT like high costs and lack of infrastructure. Overall, the document argues that proper use of ICT has the potential to positively impact mathematics learning by making the learning process more engaging, collaborative and effective.
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The document summarizes two studies: a comparative study and a non-comparative study. The comparative study compared learning styles of students in an online class versus an equivalent on-campus class. It found that online students tended to be more independent learners while on-campus students preferred more dependence and rewards. The non-comparative study examined relationships between student characteristics like self-efficacy and achievement goals, and academic success in distance education programs. It found motivational characteristics like self-efficacy can impact achievement and suggested advisors help motivate students through feedback. Both studies utilized questionnaires or surveys to collect data about students.
Research on students’ perceptions of web ba sed instruction
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comparative and non-comparative study
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- The dimension students in both classes disliked most was having their work visible to others (WO), though 4C students' views of this improved significantly.
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- 4C students significantly improved their views of the dimensions and items that
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This study compared student performance and attitudes in traditional face-to-face and online distance learning courses. Data was collected from six sections of a Master's level cognition course over two years. Students in the face-to-face classes scored significantly higher on two of three performance measures. However, a meta-analysis of over 80 studies found that students in distance education outperformed those in traditional courses in two-thirds of cases, with an overall effect size of 0.37 standard deviations. A separate study found no significant differences in performance, learning expectations, perceived learning, or satisfaction between traditional and distance students in a philosophy course.
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Presentation by Ms Suman Jaiswal and Aasma Pathan, Dept of Commerce, SNDTWU
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There are also some pointers to digital content.
Emman Christian C. Cabutaje BSE III - English
The document discusses various technologies that can be integrated into teaching, including blogs, educational freeware like Hot Potatoes and Memory Lifter, online activities like treasure hunts and webquests, and e-learning. It emphasizes that technology should be used to develop students' problem-solving, critical thinking, and collaboration skills. When integrating technology, teachers should consider how it matches the curriculum, engages learners, uses innovative approaches, allows formative assessment, and is easy to use. Students are challenged to learn through technology and see how it can make learning more effective. The document ends by asking readers to create a sample of how they would integrate technology into their own teaching strategy and to share experiences of maximizing learning with ICT
Beekman5 std ppt_16
1. The document discusses how technology is changing education by moving away from the traditional "factory model" towards a more student-centered approach focused on technological literacy, communication, and learning skills.
2. It provides examples of how computers are being used in schools for activities like programming, simulations, multimedia projects, and distance learning to improve problem-solving skills and engagement.
3. While technology shows potential, its effectiveness depends on factors like teacher training, access, and restructuring education around technology instead of just adding it to the traditional model.
Navigating the future of education
navigating the future of education is given by Mike Sharples, formerly of the Learning Sciences Research Institute, University of Nottingham, and now at the Open University. Facilitated by Diane Brewster (Consultant).
Jisc conference 2011
Conole Jisc Lxp LEON
This document discusses findings from a study on students' experiences using technology. It finds that students use a variety of technologies for different purposes like researching, communicating, and completing assignments. While comfortable with technology, students have sophisticated and varied usage of tools. Their actual technology usage does not always align with institutions' perceptions. The document advocates for understanding students' practice-based learning across boundaries to help inform institutional policies.
Presentation taccle aquatnet
Key-note presentation of the TACCLE project results and ICT in education to the AquaTnet conference in Vilamoura (PT) - September 8th 2011
By Jens Vermeersch
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- 1. Filip Vervenne MAD KATHO Digital natives… reality or challenge Filip Vervenne KATHO, BELGIUM
- 6. Oostende Brugge Torhout Tielt Roeselare Kortrijk Gent
- 13. 3. Design of the research students of 17/18 years from 5 secondary schools were addressed (106 students) The research consisted of two parts: 1 a questionnaire : it was examined how those students think of modern educational methodologies and strategies 2 a design game : the students were defied to design a teaching package for a distance course
- 16. Results of the questionnaire This research was not meant to determine the most effective learning approach / methodology / environment. The questionnaire aimed to draw the outlines of the perception and the preferences of these young people. A question which remains open however: are their choices not a consequence of the approaches they are used to seeing in class?