Digital Portfolios Overview
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This document outlines a 7-year plan to implement digital portfolios for students at Dumont High School. It begins with establishing a baseline of current technology use and student/teacher skills. A technology committee and student portfolio assessment committee will be formed to develop criteria and assess portfolios. The Intro to Technology curriculum will be revised to teach skills for creating digital portfolios. Over several years, student access to technology and teacher training will increase, with portfolio requirements being phased in starting with the class of 2011.
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- How the Sakai platform is used as a collaborative learning environment and open source portfolio system to create and manage student portfolios.
- The three major components that make up each student's portfolio - the learning matrix, submission form, and showcase portfolio.
- Examples of portfolio submissions from third and sixth grade students that demonstrate skills in areas like creativity, communication, and research.
- How the same tools are used for student competencies and also teacher professional portfolios.
BMCC, City College of New York, LaGuardia CC
The document summarizes the Borough of Manhattan Community College's experience with implementing ePortfolios in their teacher education program. It discusses initial goals of conducting an assessment of the current ePortfolio program to provide feedback and advance student learning. It describes challenges faced such as low survey response rates. Lessons learned include the benefits of collaboration and that the program has room for improvement, especially regarding transfer students. Future plans include refining the program based on feedback and exploring using ePortfolios for additional assessment and transfer purposes.
Midwinter2005 A G
The document discusses educational technology initiatives in Texas, including a long-range technology plan, the Technology Immersion Pilot project, and recommendations to expand the use of online learning resources, digital content, and technology-enabled assessments in schools. It provides an overview of the goals and components of the technology immersion model being tested, and outlines next steps for developing an updated long-range technology plan aligned with national standards.
Final multimedia project
The document discusses the goals and vision of a school district to improve technology integration and meet rising student expectations regarding technology proficiency. The district plans to close some schools to save money and reinvest those funds into upgrading technology resources, including purchasing new computers, software, and supporting digital content integration across subjects. The goals are to provide equitable resources across schools, support learning with technology, and ensure students leave each grade level with strong technology skills as outlined in the expectations for grades 2, 5, 8, and 12.
Applied informatics profile
Angel is a learning management system that allows teachers to design digital learning experiences and assessments. Within Angel, teachers can create courses, lessons, assignments, discussions, and rubrics. Students access course content and submit assignments through the Angel interface. The system facilitates communication and collaboration between teachers and students. However, Angel also has some limitations, such as lack of instant messaging and limited bookmarking/note-taking abilities.
Assessing ICT Learning
Assessing ICT learning is something many teachers experience difficulty with. This session reviews the range of strategies appropriate to assessing ICT: we look at assessment for learning in ICT, the National Curriculum attainment target and APP. We also consider how ICT may be used to support assessment across the curriculum. You assess an example of a pupil’s ICT work and draft some feedback.
The lecture concludes with a briefing on the assessment task and you have the opportunity to discuss your lesson plan and the rest of your web site with your tutor.
Creating Online Connections 2008
The document discusses the genesis and development of a collaboration between two teachers, Jennifer Dorman and Anthony Armstrong, to connect their students online. They created a simulated work scenario where the students collaborated in teams on projects related to relocating a fictional company's research division to South Korea. The teachers used various online tools like Wikispaces, Ning, Google Docs, and Skype to facilitate planning and student collaboration across geographic and time barriers. The project addressed technology standards and skills needed for the 21st century like communication, collaboration, and digital citizenship. Challenges included the 13 hour time difference between the teachers' locations.
Bookstore Council 3 2 09
The document discusses strategies from a strategic technology plan to transform the community and technical college system in Washington state through leveraging technology. The five strategies include: creating online teaching and learning tools; creating a seamless online student services system; creating lifelong learning for faculty and staff; using data to drive improvement; and treating information technology as a centrally funded service. It also discusses recommendations around open educational resources, the role of bookstores in providing open textbooks, and legislation related to online learning.
625 Kings Final
The document discusses using the Internet and technology to enhance reading instruction from K-12. It provides reasons for using the Internet in reading instruction such as meeting state and county reading standards, addressing different learning styles, and complying with No Child Left Behind. It then gives examples of how computers and the Internet can directly support reading instruction and be infused into the curriculum.
Everett Public Schools Tech Plan 6_11_16
The Everett Public Schools last updated their technology plan in 2005 and does not have a formal process to annually revise the plan. They also do not have a Technology Committee. The report recommends establishing a Technology Committee comprised of administrators, teachers, parents, and students to guide technology vision and planning. It also recommends revising the technology mission, vision, and goals to align with the district's strategic plan and adopting an updated multi-year technology plan based on recommendations in the report.
Edtc6340 Connection with Administrators - Multimedia Presentation
James Pace High School aims to shift from a teacher-centered to a student-centered model through extensive professional development training teachers to integrate technology into the curriculum. This will empower students to become creative, collaborative problem solvers prepared for 21st century careers. The school also aims to create learning communities and define clear goals to guide research-based instruction and activities to improve student achievement.
Ed Tech Year End 08
The document discusses a three-year ePortfolio pilot project at a university. In year two, the project expanded to include additional faculty and students. Goals for year three include continuing funding for the pilot, offering ePortfolios to all students in the school through workshops and an online platform, and exploring expanding the program to other departments and undergraduate students. Barriers in the past included a lack of support and problems executing the technical aspects of an online platform.
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During the 2016 school year, the PCTI Crisis Response Team presented "Digital Footprints" throughout the Passaic County community. The presentatins were given in the vening in churches, town halls, and schools. Our purpose was to generate discussions between parents and students about what a digital footprint is and how students and parents can manage their social media presence.
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Each summer, we host a four-day orientation for all new faculty and administrators. This presentation is given throughout the four days. Topics include Culutre, Law, Policy, Discipline, and Mentoring.
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The document discusses digital footprints and social media. It was presented by the Crisis Response Team at Passaic County Technical Institute. The team monitors crises trends in schools and works with parents, faculty and students. The presentation covers what social media is, what a digital footprint is, how parents can view their child's footprint and how to talk to children about managing their footprint. It emphasizes that social media is here to stay and parents need to guide children on responsible use.
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The proposed regulations aim to establish an effective evaluation system for teachers and principals as required by the TEACHNJ Act. Key elements include evaluating teacher practice based on observations and incorporating multiple measures of student growth, including standardized test scores and locally-calculated student learning objectives. Principal evaluations will similarly include measures of student growth and school environment. The regulations provide frameworks for teacher and principal practice protocols and require districts to develop evaluation policies aligned with the law.
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The document discusses the Progressive Science Initiative (PSI), a program begun 10 years ago at Bergen Tech - Teterboro High School in New Jersey. PSI aims to improve math and science achievement by aligning curriculum vertically to AP standards. Key elements include requiring all students to take college-level science courses in sequence from Physics to Biology. Teachers collaborate closely to develop shared lessons and assessments. PSI has successfully increased student achievement in science and participation in AP exams without increasing resources. The initiative seeks to expand this model to more schools by training new teachers in the PSI method.
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The document discusses William Chandler Bagley and his views on essentialism in education. Bagley believed in a teacher-centered, top-down approach to curriculum design focused on meeting the current needs of society. He felt adults should direct learning and the curriculum should avoid elements done only for their own sake. Bagley's essentialism philosophy was a response to extremism in the progressive education movement and found some agreement with Dewey's views on building society, while avoiding extreme positions.
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Paulo Freire was a Brazilian educator who developed a pedagogy focused on empowering oppressed peoples through problem-posing education. He opposed the "banking" model where teachers deposit knowledge into students. Instead, he advocated for dialogue between teachers and students to investigate problems and work towards social change, with the goal of liberation for the oppressed.
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Michael Parent explores his leadership style through various personality tests and reflections on influential leaders. He identifies with quiet, principled leaders who lead from strong core values rather than ambition. As a Catholic school principal, he approaches his role as a mission to help students in need. He practices humility in leadership, admitting weaknesses and valuing staff input, in order to serve rather than dictate. Blogging helps him reflect on decisions and communicate transparently with parents and colleagues. With self-awareness of limitations and an evolving leadership approach, he feels liberated to focus on growth.
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3) Teachers publicly protesting a board decision is protected free speech and cannot be disciplined.
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The document discusses two theories of organizational structure - the human resources theory and the political frame theory - and their impact on education. The human resources theory focuses on meeting human needs and sees teachers and students as self-directed individuals. Embracing this theory has improved instruction through professional development and empowering teachers and students. However, the political frame theory highlights competition over limited resources and diverging interests within an organization. This has hindered education due to inadequate funding and teachers unions prioritizing their interests over student achievement.
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This document provides a critical review of Maher's article "What Really Happens in Cohorts". The review examines Maher's methodology, credibility, and findings. It finds Maher's study to be lacking in its use of only interviews and observations for data collection. The review also notes Maher provided little information about herself as the researcher. However, it acknowledges Maher's conclusions about the benefits and challenges of cohort learning are supported by other research studies on the topic.
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The document summarizes several influential leadership and change theories that have shaped the author's approach to administration. It discusses Bolman and Deal's four frames for viewing organizations, as well as theories by Helgesen, Hofstede, French and Raven, Fullan, and Goleman. The author argues that effective leadership requires understanding these theories, having a moral purpose, building relationships, and guiding meaningful change through application of the various leadership styles and frameworks.
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The document is a reflection paper on the article "Do You Have the Will to Lead?" by LaBarre. It discusses two key points from philosopher Peter Koestenbaum's interview. First, that reflection can generate inner toughness in leaders rather than take away from decisiveness. Second, that when problems arise leaders should change their habits of thought rather than demand more of the same. The author reflects on applying these lessons as an education leader, focusing on modeling change rather than demanding it.
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This document contains a summary of a school's culture and areas for improvement based on an assessment. It finds that the school has positive structures like teacher decision making, clear goals, and parent involvement. However, it identifies areas like a lack of collaboration between teachers, bored students, rows of seating hindering cooperation, lack of student representation on committees, and teacher-centered instruction. It also notes differences in projects between disciplines and a need for curriculum mapping and alignment. Minority and special education student scores were below average. The curriculum appears disconnected between subjects with no evidence it aligns with the school's philosophy, despite being reviewed regularly.
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