This document discusses appropriate and inappropriate uses of personal technology in school settings. It provides objectives related to teaching the safe, legal, and ethical use of digital tools. It then asks participants to consider what guidelines should be created to ensure appropriate personal technology use in schools and who should create these guidelines. Finally, it discusses whether school policies should address personal technology devices and set standards for teachers and administrators as well as students.
Adaptive & Assistive Technology for Students with Special Needsmeganhoopesmyers
This document discusses strategies for integrating technology to support students with various needs, including cognitive difficulties, physical difficulties, sensory difficulties, at-risk students, and gifted and talented students. Specific software, websites and apps are presented for each group as technology-enhanced strategies. For students with cognitive difficulties, reading, writing and math software is recommended. For physical difficulties, alternative computer access methods and math software are suggested. Sensory difficulty students could benefit from talking calculators, Braille math software and screen magnification. At-risk students may be motivated by math websites and apps with games. Gifted students are suited to challenging online problem solving websites and self-paced online courses.
Adaptive & Assistive Technology for Students with Special Needsmeganhoopesmyers
This document discusses strategies for integrating technology to support students with various needs, including cognitive difficulties, physical difficulties, sensory difficulties, at-risk students, and gifted and talented students. Specific software, websites and apps are presented for each group as technology-enhanced strategies. For example, for students with cognitive difficulties, reading and writing software as well as math drills and games are recommended. For physically disabled students, alternative keyboard and mouse access and screen reading software are presented.
This is very useful in teaching learning process. This is to enhance the skills of the learners and to develop them holistically to be better prepare for their future.
This document outlines a school district's technology integration plan. The goals are to have all students become technologically proficient by graduation and move to more student-centered collaborative learning. The plan describes providing all students from elementary through high school with devices like laptops, iPads, and smart boards. Professional development for teachers will focus on topics like the Common Core standards, iPad applications, and social education. The status updates that some students lack home computers and meeting all grade-level needs, and the plan aims to ensure students gain skills needed for the 21st century workplace.
The document outlines the steps for developing a technology use plan for Whittier Elementary School. It discusses establishing a team to develop the plan, researching other schools' technology use, training staff and students, and creating a vision statement. The plan aims to provide students equitable access to technology to improve academic achievement through integrating technology into the curriculum, staff training, maintenance/support, and evaluating outcomes over three years.
Problems and issues with instructionl design and technology ubrngmejoy10
The document discusses several challenges that arise with the use of educational technology, including unreliable software, lack of professional training, student misuse of technology, choosing appropriate design models, keeping up with changing technology, creating accessible programs, and equipment wear and tear. It notes that without proper training, users experience frustration and lack motivation to use new technologies. Effective professional development for teachers is needed so they can fully utilize technologies. The document also discusses challenges like keeping students focused and engaged, catering to all users, and ensuring sufficient time and budget for instructional design.
1) The document discusses the use of mobile devices for teaching and learning in higher education.
2) It provides examples of how mobile devices can be used both in and out of the classroom for activities like presentations, note-taking, accessing course materials and communicating with instructors and other students.
3) The document also addresses some challenges of mobile learning like the need for student self-discipline and a lack of standardized platforms across different devices.
The pitch-deck is about is about proposing a new educational and teaching solution. All the rights go to FOEVR company, managed by its CEO, Miroslav Konstantinovic.
Adaptive & Assistive Technology for Students with Special Needsmeganhoopesmyers
This document discusses strategies for integrating technology to support students with various needs, including cognitive difficulties, physical difficulties, sensory difficulties, at-risk students, and gifted and talented students. Specific software, websites and apps are presented for each group as technology-enhanced strategies. For students with cognitive difficulties, reading, writing and math software is recommended. For physical difficulties, alternative computer access methods and math software are suggested. Sensory difficulty students could benefit from talking calculators, Braille math software and screen magnification. At-risk students may be motivated by math websites and apps with games. Gifted students are suited to challenging online problem solving websites and self-paced online courses.
Adaptive & Assistive Technology for Students with Special Needsmeganhoopesmyers
This document discusses strategies for integrating technology to support students with various needs, including cognitive difficulties, physical difficulties, sensory difficulties, at-risk students, and gifted and talented students. Specific software, websites and apps are presented for each group as technology-enhanced strategies. For example, for students with cognitive difficulties, reading and writing software as well as math drills and games are recommended. For physically disabled students, alternative keyboard and mouse access and screen reading software are presented.
This is very useful in teaching learning process. This is to enhance the skills of the learners and to develop them holistically to be better prepare for their future.
This document outlines a school district's technology integration plan. The goals are to have all students become technologically proficient by graduation and move to more student-centered collaborative learning. The plan describes providing all students from elementary through high school with devices like laptops, iPads, and smart boards. Professional development for teachers will focus on topics like the Common Core standards, iPad applications, and social education. The status updates that some students lack home computers and meeting all grade-level needs, and the plan aims to ensure students gain skills needed for the 21st century workplace.
The document outlines the steps for developing a technology use plan for Whittier Elementary School. It discusses establishing a team to develop the plan, researching other schools' technology use, training staff and students, and creating a vision statement. The plan aims to provide students equitable access to technology to improve academic achievement through integrating technology into the curriculum, staff training, maintenance/support, and evaluating outcomes over three years.
Problems and issues with instructionl design and technology ubrngmejoy10
The document discusses several challenges that arise with the use of educational technology, including unreliable software, lack of professional training, student misuse of technology, choosing appropriate design models, keeping up with changing technology, creating accessible programs, and equipment wear and tear. It notes that without proper training, users experience frustration and lack motivation to use new technologies. Effective professional development for teachers is needed so they can fully utilize technologies. The document also discusses challenges like keeping students focused and engaged, catering to all users, and ensuring sufficient time and budget for instructional design.
1) The document discusses the use of mobile devices for teaching and learning in higher education.
2) It provides examples of how mobile devices can be used both in and out of the classroom for activities like presentations, note-taking, accessing course materials and communicating with instructors and other students.
3) The document also addresses some challenges of mobile learning like the need for student self-discipline and a lack of standardized platforms across different devices.
The pitch-deck is about is about proposing a new educational and teaching solution. All the rights go to FOEVR company, managed by its CEO, Miroslav Konstantinovic.
K-12 Technology Instruction By Yolanda Magallanesyaritxell
The document discusses how technology has changed education through the use of tablets, touch screens, laptops, ebooks and more. It states that teachers need to be prepared to integrate technology into their lessons, and that communication between teachers and students through blogs and discussion boards is important. The document also mentions that an organization called ETS creates technology-based assessments for K-12 students and works with states on innovations. Schools are advised to have an acceptable use policy, firewalls, and address risks associated with social media as part of their curriculum.
Technology to Facilitate K-12 Instructionyaritxell
The document discusses how technology has changed education through the introduction of devices like tablets, laptops, and eBooks. It states that teachers need to be prepared to integrate technology into their lessons, and that communication between teachers and students through blogs and discussion boards is important. The document also mentions that organizations like ETS work with states to provide technological innovations for assessments and that schools should have policies to protect student privacy and security online.
Proposal for the use of cell phones in the classroomcommuteman
This document proposes allowing cell phone use in the classroom. It discusses that while technology has not been fully integrated due to lack of resources, planning time, and outdated equipment, cell phones could be powerful learning tools by enabling collaboration, discussion, and personalized learning. However, there are also barriers like distraction and cheating. The proposal suggests appointing change agents to help transition toward a mobile classroom, starting with early adopters among teachers and students.
Alison Corporate Presentation March 2010(3)Kevin O'Malley
ALISON is the world\'s leading free online learning resource for basic and essential workplace skills. We provide high-quality, engaging, interactive multimedia courseware for certification and standards-based learning to over 300,000 learners across every country and territory worldwide. All courses on ALISON are free to individual learners and teachers and tutors enjoy free access to our Learning Management System for the majority of our courses.
Courses on ALISON cover many areas including IT Skills, Health and Safety, Languages, Psychometric tests and Financial and Health Literacy with plans for more advanced IT Literacy courses, additional Health & Safety Courses and English Language courses from the British Council in the pipeline.
The mission of ALISON is to enable anyone, anywhere, to educate themselves for free via interactive self-paced multimedia. It is our belief that through ALISON, the cost of access to high-quality education can be removed.
*Advance Learning Interactive Systems Online.
The document discusses the increasing use of technology in higher education. It outlines study objectives to examine university and student/professor awareness and use of advanced technology tools. The document presents hypotheses about technology's importance in education versus physical classes, effects on university ranking and student competitiveness, and risks versus benefits. It describes tools like Second Life, podcasts, and Blackboard used in education. The methodology and conclusions recommend that while technology is important, physical class activities are still valuable for developing relationships and responsibility.
The document discusses how to effectively teach students who have grown up with new technologies and provides examples of technology integration in the classroom. It highlights background information on a project to provide teachers with technology tools, describes how teachers plan to use new projectors, and defines technology integration as the seamless use of technology to enhance learning through worthwhile lessons and engaging activities.
The document discusses technology integration in education. It notes that technology skills vary between established and new teachers, and that technology mentors can help pair teachers with different skill levels. The document also recommends ways to integrate technology across subjects like using VR media in science and algorithms in math. It suggests building on students' existing technology skills and ensuring equity in access to technology for all students.
This document discusses using technology in the classroom to enhance learning in grades 3-5 based on ISTE standards. It recommends that students conduct science experiments using digital tools to provide more research opportunities and encourage collaboration. It also suggests having students produce digital stories about local history by interviewing survivors and applying creativity. The document stresses applying ergonomic strategies when using technology for safety and allowing students to modify or create digital art for presentations to engage learning in different ways using technology.
Technology planning can be the catalyst used to enhance a school’s vision for the future, to strengthen its learning goals and to help realize its mission. The technology planning process itself must weigh the relationship between technology investments and student growth to be deemed successful. Technology planning requires that schools be willing to make substantial investments in time, resources, and support. The information provided on this website will focus on the essential elements of technology planning, which will include: (a) how to establish a vision statement (b) how to assess the schools technology needs to establish target area goals to improve learning, (c.) how to create effective professional development resources to increase the use of technology in the classroom, and (d.) how to support existing technological resources through funding and maintenance.
This chapter discusses using technology in the classroom and focuses on several key questions. It describes how classroom teaching and learning behaviors can change when incorporating technology-rich curriculum. Research shows some positive effects of technology on achievement in various subject areas, but also that classroom changes depend on other educational factors like teaching and learning roles. The chapter outlines stages of teacher progression in technology use and how to create technology-enriched learning environments with student involvement, collaboration, feedback, and real-world contexts. It also addresses digital curriculum topics and standards.
1) The document discusses the technology plan and goals of NSSD School District 112 between 2008-2013. It outlines goals around student performance, inquiry-based learning, research skills, classroom communication tools, and data-driven instruction.
2) The district spent $1.5 million on promethean boards but fired 11 technology assistants. The document's author questions whether teachers received proper training to use the new equipment effectively.
3) The author proposes an alternative budget plan that rehires the technology assistants to provide training, maintains existing equipment, and purchases fewer interactive whiteboards.
Slidedeck for session given at UNC CAUSE 2010, November 9, 2010.
http://www.unccause.org/cause10/sessions/unc-ch-poll-everywhere-pilot-clickers-without-the-clickers/
Technology is increasingly important in education for three main reasons:
1) It prepares students for their professional lives after graduation, where technology will be used daily.
2) Using mobile technology allows learning to take place anywhere and promotes collaboration between students.
3) Technology provides motivation for students by tracking their progress instantly and making learning competitive through gamification and social elements.
Technology is increasingly important in education for three main reasons:
1) It prepares students for their professional lives after graduation, where technology will be used daily.
2) Using mobile technology allows learning to take place anywhere and promotes collaboration between students.
3) Technology provides motivation for students by tracking their progress instantly and creating opportunities for competition, like earning badges, similar to gaming.
The lessons learned for using technology enhanced learning during the Covid-1...Poh-Sun Goh
During the COVID-19 pandemic, emergency eLearning was implemented using existing digital content and available platforms and tools. Looking forward, effective technology enhanced learning requires considering pedagogy, learning objectives, instructional design, and usability rather than just content and platforms. Lessons from the pandemic indicate the need for collaboration between learning scientists, subject matter experts, and instructional designers within communities of practice and interest. Micro-scholarship of short, standalone, peer-reviewed digital content can help disseminate and build upon effective practices.
Using Technology in the High School Classroom Debbie Moseley
The document discusses the use of technology in high school classrooms. It notes that there are many types of technologies available, like laptops, iPads, desktop PCs, and SMART boards. Students are generally familiar with technologies like cell phones and can have higher grades and more ownership over their learning when technologies are used. However, schools may not be able to afford providing technologies and teachers may be unwilling or unable to integrate new technologies. The U.S. Department of Education and some school districts support the use of technologies in classrooms to engage students and prepare them for the future.
This document summarizes technology readiness at Smith Science and Medical Technology Magnet Middle School from 2006 to 2009. It evaluates the school in key areas of teaching and learning, educator preparation, administration and support, and infrastructure. Over the three-year period, the school's technology classification decreased from advanced to developing technology. The largest drop was in infrastructure, falling from advanced to early technology after Hurricane Ike damaged technology resources in 2008. Overall, the school made progress in technology integration but still has room for improvement to meet its long-range technology goals.
Global Green Environments Book Overview Encap Seal
Global Green Environments (GGE) is a full service green space provider that designs, installs, manages, and consults on sustainable urban landscapes. GGE helps clients realize their green space potential through expertise in areas such as landscape design, watershed management, and construction. The company establishes budgets, estimates energy savings and LEED certification impact. GGE transforms unused spaces into green environments using pre-grown, modular green roof systems for quick installation and instant results. In addition to design and construction, GGE offers ongoing management services to ensure superior appearance and health of green spaces.
The document discusses Encap Systems Corp., a company that provides stucco replacement using a product called Encap. Encap can be applied in one step, bonds to most substrates, and offers strengths up to 6000 PSI. It comes in various colors and textures, and provides benefits like moisture resistance and a 5-year warranty. The document provides examples of completed projects using Encap for stucco replacement and resurfacing.
Encaps Systems Corp produces EncapSeal, a polymer-based acrylic material for brick restoration and exterior/interior finishing. It can be applied smoothly or with texture to replicate brick, stone or decorative walls. It bonds tightly, is water resistant and comes in various colors and textures. Proper surface preparation and application by a certified applicator is required. The manufacturer provides a 5-year product failure warranty.
K-12 Technology Instruction By Yolanda Magallanesyaritxell
The document discusses how technology has changed education through the use of tablets, touch screens, laptops, ebooks and more. It states that teachers need to be prepared to integrate technology into their lessons, and that communication between teachers and students through blogs and discussion boards is important. The document also mentions that an organization called ETS creates technology-based assessments for K-12 students and works with states on innovations. Schools are advised to have an acceptable use policy, firewalls, and address risks associated with social media as part of their curriculum.
Technology to Facilitate K-12 Instructionyaritxell
The document discusses how technology has changed education through the introduction of devices like tablets, laptops, and eBooks. It states that teachers need to be prepared to integrate technology into their lessons, and that communication between teachers and students through blogs and discussion boards is important. The document also mentions that organizations like ETS work with states to provide technological innovations for assessments and that schools should have policies to protect student privacy and security online.
Proposal for the use of cell phones in the classroomcommuteman
This document proposes allowing cell phone use in the classroom. It discusses that while technology has not been fully integrated due to lack of resources, planning time, and outdated equipment, cell phones could be powerful learning tools by enabling collaboration, discussion, and personalized learning. However, there are also barriers like distraction and cheating. The proposal suggests appointing change agents to help transition toward a mobile classroom, starting with early adopters among teachers and students.
Alison Corporate Presentation March 2010(3)Kevin O'Malley
ALISON is the world\'s leading free online learning resource for basic and essential workplace skills. We provide high-quality, engaging, interactive multimedia courseware for certification and standards-based learning to over 300,000 learners across every country and territory worldwide. All courses on ALISON are free to individual learners and teachers and tutors enjoy free access to our Learning Management System for the majority of our courses.
Courses on ALISON cover many areas including IT Skills, Health and Safety, Languages, Psychometric tests and Financial and Health Literacy with plans for more advanced IT Literacy courses, additional Health & Safety Courses and English Language courses from the British Council in the pipeline.
The mission of ALISON is to enable anyone, anywhere, to educate themselves for free via interactive self-paced multimedia. It is our belief that through ALISON, the cost of access to high-quality education can be removed.
*Advance Learning Interactive Systems Online.
The document discusses the increasing use of technology in higher education. It outlines study objectives to examine university and student/professor awareness and use of advanced technology tools. The document presents hypotheses about technology's importance in education versus physical classes, effects on university ranking and student competitiveness, and risks versus benefits. It describes tools like Second Life, podcasts, and Blackboard used in education. The methodology and conclusions recommend that while technology is important, physical class activities are still valuable for developing relationships and responsibility.
The document discusses how to effectively teach students who have grown up with new technologies and provides examples of technology integration in the classroom. It highlights background information on a project to provide teachers with technology tools, describes how teachers plan to use new projectors, and defines technology integration as the seamless use of technology to enhance learning through worthwhile lessons and engaging activities.
The document discusses technology integration in education. It notes that technology skills vary between established and new teachers, and that technology mentors can help pair teachers with different skill levels. The document also recommends ways to integrate technology across subjects like using VR media in science and algorithms in math. It suggests building on students' existing technology skills and ensuring equity in access to technology for all students.
This document discusses using technology in the classroom to enhance learning in grades 3-5 based on ISTE standards. It recommends that students conduct science experiments using digital tools to provide more research opportunities and encourage collaboration. It also suggests having students produce digital stories about local history by interviewing survivors and applying creativity. The document stresses applying ergonomic strategies when using technology for safety and allowing students to modify or create digital art for presentations to engage learning in different ways using technology.
Technology planning can be the catalyst used to enhance a school’s vision for the future, to strengthen its learning goals and to help realize its mission. The technology planning process itself must weigh the relationship between technology investments and student growth to be deemed successful. Technology planning requires that schools be willing to make substantial investments in time, resources, and support. The information provided on this website will focus on the essential elements of technology planning, which will include: (a) how to establish a vision statement (b) how to assess the schools technology needs to establish target area goals to improve learning, (c.) how to create effective professional development resources to increase the use of technology in the classroom, and (d.) how to support existing technological resources through funding and maintenance.
This chapter discusses using technology in the classroom and focuses on several key questions. It describes how classroom teaching and learning behaviors can change when incorporating technology-rich curriculum. Research shows some positive effects of technology on achievement in various subject areas, but also that classroom changes depend on other educational factors like teaching and learning roles. The chapter outlines stages of teacher progression in technology use and how to create technology-enriched learning environments with student involvement, collaboration, feedback, and real-world contexts. It also addresses digital curriculum topics and standards.
1) The document discusses the technology plan and goals of NSSD School District 112 between 2008-2013. It outlines goals around student performance, inquiry-based learning, research skills, classroom communication tools, and data-driven instruction.
2) The district spent $1.5 million on promethean boards but fired 11 technology assistants. The document's author questions whether teachers received proper training to use the new equipment effectively.
3) The author proposes an alternative budget plan that rehires the technology assistants to provide training, maintains existing equipment, and purchases fewer interactive whiteboards.
Slidedeck for session given at UNC CAUSE 2010, November 9, 2010.
http://www.unccause.org/cause10/sessions/unc-ch-poll-everywhere-pilot-clickers-without-the-clickers/
Technology is increasingly important in education for three main reasons:
1) It prepares students for their professional lives after graduation, where technology will be used daily.
2) Using mobile technology allows learning to take place anywhere and promotes collaboration between students.
3) Technology provides motivation for students by tracking their progress instantly and making learning competitive through gamification and social elements.
Technology is increasingly important in education for three main reasons:
1) It prepares students for their professional lives after graduation, where technology will be used daily.
2) Using mobile technology allows learning to take place anywhere and promotes collaboration between students.
3) Technology provides motivation for students by tracking their progress instantly and creating opportunities for competition, like earning badges, similar to gaming.
The lessons learned for using technology enhanced learning during the Covid-1...Poh-Sun Goh
During the COVID-19 pandemic, emergency eLearning was implemented using existing digital content and available platforms and tools. Looking forward, effective technology enhanced learning requires considering pedagogy, learning objectives, instructional design, and usability rather than just content and platforms. Lessons from the pandemic indicate the need for collaboration between learning scientists, subject matter experts, and instructional designers within communities of practice and interest. Micro-scholarship of short, standalone, peer-reviewed digital content can help disseminate and build upon effective practices.
Using Technology in the High School Classroom Debbie Moseley
The document discusses the use of technology in high school classrooms. It notes that there are many types of technologies available, like laptops, iPads, desktop PCs, and SMART boards. Students are generally familiar with technologies like cell phones and can have higher grades and more ownership over their learning when technologies are used. However, schools may not be able to afford providing technologies and teachers may be unwilling or unable to integrate new technologies. The U.S. Department of Education and some school districts support the use of technologies in classrooms to engage students and prepare them for the future.
This document summarizes technology readiness at Smith Science and Medical Technology Magnet Middle School from 2006 to 2009. It evaluates the school in key areas of teaching and learning, educator preparation, administration and support, and infrastructure. Over the three-year period, the school's technology classification decreased from advanced to developing technology. The largest drop was in infrastructure, falling from advanced to early technology after Hurricane Ike damaged technology resources in 2008. Overall, the school made progress in technology integration but still has room for improvement to meet its long-range technology goals.
Global Green Environments Book Overview Encap Seal
Global Green Environments (GGE) is a full service green space provider that designs, installs, manages, and consults on sustainable urban landscapes. GGE helps clients realize their green space potential through expertise in areas such as landscape design, watershed management, and construction. The company establishes budgets, estimates energy savings and LEED certification impact. GGE transforms unused spaces into green environments using pre-grown, modular green roof systems for quick installation and instant results. In addition to design and construction, GGE offers ongoing management services to ensure superior appearance and health of green spaces.
The document discusses Encap Systems Corp., a company that provides stucco replacement using a product called Encap. Encap can be applied in one step, bonds to most substrates, and offers strengths up to 6000 PSI. It comes in various colors and textures, and provides benefits like moisture resistance and a 5-year warranty. The document provides examples of completed projects using Encap for stucco replacement and resurfacing.
Encaps Systems Corp produces EncapSeal, a polymer-based acrylic material for brick restoration and exterior/interior finishing. It can be applied smoothly or with texture to replicate brick, stone or decorative walls. It bonds tightly, is water resistant and comes in various colors and textures. Proper surface preparation and application by a certified applicator is required. The manufacturer provides a 5-year product failure warranty.
The document provides information on Encap Systems Corp., a commercial roofing company. It discusses Encap's ten-year warranty against cracking, its fully accessible roofing that allows use of the entire roof space, and its ability to provide a foundation for future green roofs. The document also details Encap's features like variety of colors, superior bonding quality, safe and easy application, and water repellency. It provides photos of roofs before and after Encap application and lists completed projects.
Industrial Roofing Contractors - 10 Things to Look Out Fordominiclidgett
When picking an industrial, here are 10 things to consider first. Everything from communication skills to getting a written guarantee of labour and materials is covered
This document provides information on Encap Systems Corp., which produces EncapSeal, a lead paint and asbestos encapsulation product. It can be applied to both interiors and exteriors, and comes in various colors and textures. The document includes information on the product's features, benefits, technical specifications, warranty, installation instructions, and examples of completed projects using EncapSeal.
The document summarizes the results of a needs assessment conducted at ECU Elementary School to evaluate their current technology and identify areas for improvement. Surveys were administered to students, teachers, and staff to assess technology proficiency, use of resources, and obstacles to use. Interviews provided additional insights. Analysis found that teachers need more training, students lack adequate access to computers, and funding is insufficient. Recommendations include increasing teacher training, acquiring new equipment like multimedia carts, and adding a new computer lab.
This document provides an introduction and overview of the Instructional Computer TECH2111 course. It discusses the instructor's background and credentials. It also introduces the Educational Technology Standards (NETS) for students, which are divided into six categories describing what students should know and be able to do with technology. The first lecture will cover the NETS standards in more detail.
This document outlines a plan to integrate technology into an organization through developing an organizational chart, professional development, and evaluation. It proposes that the superintendent will implement a technology plan aligned with state goals. Technology staff will ensure safety and training. Administrators will enforce policies and encourage training. Educators will enhance curriculum with technology and get ongoing training. Students will use technology safely and ethically. The plan involves gathering stakeholder input, analyzing data, setting goals and training staff on technology integration and internet safety best practices. Progress will be evaluated through surveys and state reports to ensure continuous improvement.
This document outlines the content and schedule for a 17-week course on Technology for Teaching and Learning. The course covers topics such as ICT policies and safety, theories of technology integration, using technology in various subjects, collaborative tools, innovative technologies, and educational websites and portals. Key instructional design models like ADDIE are also addressed. Time is allotted each week for course content, with the midterm and final exams at the end.
The document provides information from a technology needs assessment conducted at Benson Elementary School. It includes the goal of preparing students for using technology in daily life. Objectives include using technology to support new teaching strategies and improve academic achievement. Surveys were given to teachers, staff, parents, students and administrators to assess technology skills, access, and needs. The results will be used to update the school improvement plan with new technology goals and strategies.
EdTech1 C1: My Learning Journey in Educational Technology 1herli ann virador
1. The document discusses different definitions and perspectives on technology, including technology as tools to solve problems efficiently, reliable devices for presentations, and gadgets for tasks like cooking and entertainment.
2. It then discusses assumptions about technology in learning, including that technology is more than hardware, should support active and authentic learning, and function as intellectual tools for students to build interpretations of the world.
3. The last part describes educational technology as the selection, development, use and management of technologies and resources for learning, with five domains: design, development, utilization, management, and evaluation.
EdTech C1 my learning journey in educational technology1Grey Opiso
1. The document discusses different definitions and perspectives on technology, including technology as tools to solve problems efficiently, reliable devices for presentations, and gadgets for tasks like home chores and entertainment.
2. It then discusses assumptions about technology in learning, including that technology is more than hardware, should support active and authentic learning, and function as intellectual tools for learners.
3. The document also defines educational technology as the selection, development, management and use of technologies and resources for learning, covering five domains: design, development, utilization, management, and evaluation.
This document discusses issues relating to integrating information and communication technology (I.C.T.) into classrooms and proposes ways to address them. Key issues identified include limited internet access, inadequate school wiring, lack of physical space, and need for teacher training. Suggested solutions are upgrading internet systems, fundraising for infrastructure, and providing teacher workshops. The advantages of I.C.T. integration are equipping students with 21st century skills, enabling collaboration, and motivating learning. Objectives are developing technological proficiency and improving student performance and interaction. Implementation strategies involve needs assessments, acquiring resources, and ongoing evaluation.
This document discusses issues relating to integrating information and communication technology (I.C.T.) into classrooms and potential solutions. Key issues identified include limited internet access, inadequate school wiring, lack of physical space, and need for teacher training. Suggested solutions are upgrading internet systems, improving electrical wiring, constructing more classrooms, and providing teacher workshops. The advantages of I.C.T. integration are equipping students with 21st century skills, enabling collaboration, and motivating learning. Objectives are developing technological skills and improving student performance and interaction. Implementation strategies involve assessing needs, acquiring resources, and training and evaluating teachers.
Initial Results From 1 1 Learning Initiative Pilotfridayinstitute
This document summarizes the initial results of North Carolina's 1:1 Learning Initiative pilot program. It finds that successful 1:1 programs require committed leadership, updated curriculum and assessments incorporating 21st century skills, ongoing professional development for teachers, sufficient technology resources and infrastructure, and strategies for ensuring appropriate technology use. Key lessons learned include the need for wireless access points, secure servers, laptop storage, personnel support, differentiated ongoing professional training, clear policies, and innovative leadership.
Needs Assessment and Results, by Phillip Huffmanpchuffman1
This needs assessment was conducted at Elm City Elementary school to evaluate the school's technology needs. Surveys were given to teachers, staff, students, and parents to identify challenges and desires regarding technology use. The results found that most teachers felt the school's computers needed upgrades, and that more training was wanted on various software. Over half of students did not have access to computers at home. The needs assessment recommends upgrading computers, providing more technology training for teachers, making the technology plan more accessible, and hiring more full-time technology facilitators.
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.
This document provides lessons learned from a 1:1 learning initiative pilot project. It emphasizes the importance of extensive planning, infrastructure development, professional development, policies and procedures when implementing a 1:1 program. Key recommendations include taking 6-12 months to plan, ensuring reliable WiFi access points, hiring technology support staff, providing ongoing teacher training, carefully developing use policies and having a sustainability plan for funding and device refreshes. Public-private partnerships and state resources can help support the initiative.
Technology is important in education for several reasons:
1) It promotes equality by providing disadvantaged students access to the same educational resources as their peers through technology.
2) Technology prepares students for their professional futures, as technology will be integral to every career.
3) Mobile technology allows learning to extend beyond the classroom by enabling students to learn anywhere.
4) Technology provides instant feedback on student progress, which increases motivation to improve.
The EdTech Genome Project - Jefferson Education ExchangeDan Brown
The Jefferson Education Exchange is coordinating The EdTech Genome Project, a sector-wide initiative aimed at helping educators and education leaders make better-informed decisions about edtech.
This document outlines a design thinking process to increase student access to technology at a school. It discusses empathizing with students who rely on technology but have limited access. The goal is defined as facilitating learning through increased computer and internet access. Ideas are generated for obtaining more devices, sharing resources, and creating a dedicated space. A prototype would collect data on how students use provided technology. The project would be tested and improved through student and teacher feedback.
The document discusses how 21-year-olds today grew up with emerging technologies and how technologies have developed since they were children. It then discusses different frameworks for teachers to integrate technology into their teaching practices at different levels, from basic familiarization to fully transforming teaching and learning. Finally, it discusses opportunities for a school to embed ICT across subjects by aligning with curriculum requirements, using available resources, and developing the use of their online network.
The document discusses how 21-year-olds today grew up with emerging technologies and how technologies have developed since they were children. It then discusses several frameworks for teachers to integrate information and communication technologies (ICT) into their teaching practices at different levels, from basic familiarization to fully transforming teaching and learning through ICT exploration.
Passey & Zozimo 2014, MLEARN Research Report WP5, European CommissionJoana Zozimo
The document provides a summary of the findings from a training needs analysis conducted with teachers, trainers and partners across 4 countries involved in the MLEARN project. The analysis found that:
1) Teachers reported using digital technologies like PCs and laptops for teaching, but less so handheld devices. Benefits of handhelds cited were engagement and course management. Barriers identified were technological issues.
2) Partners and trainers reported using interactive whiteboards and laptops more than teachers. They requested support on issues, technology and pedagogy. Benefits cited included mobility and special needs support.
3) Responses from Italy indicated higher prior use of handhelds than average. Issues identified included
Scope of Integration Technology Enabled Learning In Academic Programmefaizan faizan
Scope of Integration Technology Enabled Learning In Academic Programme a PhD seminar presented by Faizan Ulhaq Faizan in Agricultural Extension Division at Indian Agricultural Research Institute, New Delhi India
Similar to Digital rights and responsibilities (20)
Scope of Integration Technology Enabled Learning In Academic Programme
Digital rights and responsibilities
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3. NETS Addressed NETS*T IV. a. advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources b. address the diverse needs of all learners by using learner-centered strategies and providing equitable access to appropriate digital tools and resources NETS*A VI. e. participate in the development of policies that clearly enforce copyright law and assign ownership of intellectual property developed with district resources.
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7. List one way you see personal technology being used inappropriately in your school by either students or faculty. Please Respond and Click Submit
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14. Workshop Evaluation Would you recommend this workshop to your colleagues? Why or Why not? Please rank the following workshop components on a scale of 1-5 5-Outstanding 4- Excellent 3-Good 2- Fair 1-Poor ___ Facilitator's knowledge of subject matter ___ Facilitator's preparedness of materials ___ Relevance to participant's needs ___ Ease of participating via media provided Please Respond and Click Submit
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Editor's Notes
I would like to draw your attention to tonights objectives. (Read Objectives) We will be referring back to these throughout the presentation. Just a quick show of hands, how many of you feel that personal technology devices are used appropriately in your schools? How many are aware of rules regarding the use of personal technology devices in schools?
These are the NETS we are addressing this evening. NETS for Teachers Section 4 a. and b. And NETS for Administrators Section 6 e.
First I would like to take a general poll of the devices you may use on a regular basis. I planned this to be a polling situation using Wimba polling but since that feature is not available today, I would like you to raise your hand as I call out each individual device. I will then add up the hands and write the number next to the device. If you own or use a cell phone, please raise your hand using the ‘raise hand icon’.(Add up and quickly add beside cell phone). If you own a PDA….etc. Does anyone have any devices they would like to add to this list. As you can see we as a small group we own many of these devices. If we were to take a poll of the devices our students have access too or use on a daily basis, I am sure we would notice that a majority of them have access to or have their own cell phones, iPods, MP3s, Digital Cameras…etc. Some may even have their own laptop computers and even possibly some of the other devices mentioned here. In addition is a High probability that students/teachers/administrators bring these devices to school. Whether they are in lockers, bookbags, purses, or left in cars.
The focus questions pertaining to the use of personal technology devices are ‘What is considered…… We will be focusing on several scenarios dealing with appropriate and inappropriate use of personal technology in schools. Second, ‘What guidelines….. This pertains to creating a policy very much like an AUP or even the inclusion of personal technology device guidelines in an AUP. In addition, who should create these guidelines….should it be at the district level …should it include just administrators or a committee of admins, teachers, parents, students. By a show of hands, who is aware of a personal technology device policy in their schools besides just a policy on the use of cell phones? In some cases, the decision is made to ban all personal technology devices.
The link I have included provides an interesting insight into the use of personal technology devices in schools. This article is on a website called eschoolnews.com. This is a great website as it pertains to the use of technology in k-20 schools. You do have to register to be able to view the entire website but registration is free. You can also subscribe to RSS feeds. I would like to look at just a small section of this article. (Pull up article on Screen) Can everyone see the article titled Banning School Technology: A bad idea? If you would please scroll down about halfway until you see three numbered bullets. These are the three types of reactions from educators to students about personal technology use. The first is called Banning Outright (Read aloud) The second is called The Walled Garden and the third is called The Jungle. By raising your hand, which of you feel your school falls into the ‘Banned Outright’ approach to technology? (clear hands) Which of you feel your school falls into the ‘Walled Garden’ category? Does anyone feel their school falls into the ‘Jungle’ category? (take into consideration if all hands have already been raised)
I would like for you to take a few moments and think about a time when you have seen personal technology being used inappropriately in your school by either students or faculty. This is set up to look like a Wimba polling screen but will not function as one. Please enter your responses in the chat box. (have a checklist of participants and wait for all to respond). *Briefly discuss the results.
The next two slides present 5 scenarios that deal with the use of personal technology devices within a school setting. Earlier emailed a handout containing a total of 17 scenarios involving personal technology devices…..there are highlighted on that document. Originally I had planned to use the Wimba polling feature. As an alternative, we will go through each scenario one at a time using the yes/no feature. I realize that many other factors may influence these situations and that they are not all cut and dry, but for tonight we will just focus on whether the scenarios are Appropriate (Yes) or Inappropriate (No). For scenario 1, please vote whether you feel it is appropriate (yes) or Inappropriate (no). Discuss results. (tie into Banned outright, Walled Garden, Jungle) *continue for scenarios 2-5. #1 what about a sick child #2 what about the internet capabilities ; in addition, if this were to occur I would think the school would be considered a ‘walled garden’ or ‘jungle’ approach to technology. #3 what about a ‘jungle’ school …I will be showing an example of a ‘jungle’ school policy in a few slides from now.
#4 It depends what she is listening to as e-books can be put onto iPods. Jungle #5 Depends on whether or not this is a Jungle school or a banned outright situation.
Earlier I mentioned as one of the objectives and then again as a focus question…’ What guidelines should be created to ensure appropriate use of personal technology in schools? Who should create the guidelines?’ Lets look at some categories that could be included when developing a Personal Technology Policy? I am going to ask several questions pertaining to each bulleted point. Please type your answer in the chat box or raise your hand to contribute verbally. If I see your hand raised I will call on you to respond. 1.What would you consider appropriate or productive uses of personal technology in schools today? Possible answers….reading e-books during silent reading time, using Personal Laptops to research information for projects. 2.What would you consider inappropriate uses to include in a Personal Technology Policy regarding these devices? Ie. Illegally downloading information, plagiarizing, harassing other students, posting inappropriate pictures Last we need to look at what are possible consequences for policy violations? LIGHT BULB QUESTION? Removal of student’s privilege to use devices in school? If so, for how long? Do we give the student a referral, possible suspension from school? Who makes that decision? Is there a committee put together of teachers, parents, administrators, and other students?
In many instances, I was unable to find guidelines for the use of personal technology devices included in school AUPs. Actually, my local school district’s AUP is severely outdated….circa late 1980’s. When you get a chance, take a look at your districts AUP, see if it includes the use of personal technology devices and also check to see when it was created or updated. I am certain that most of the new personal technology devices we are seeing today were developed and mainstreamed in the late 90’s to present day. Technology has certainly decreased in size and has become much more portable. I have included two examples of updated AUP’s in this slide that contain a section on Personal Technology devices. The first is from a district in Oregon. *pull up as web document shown on slide* ½ down ….section on use of personal technology devices in school (appropriate and inappropriate). WALLED GARDEN OR JUNGLE The second AUP is from Los Angeles Unified School District. Look on Left side of page, content outline. Shows different areas included in the AUP including an electronics policy which is the page you are viewing now. This policy states they do not want these types of devices brought to school for fear of loss, theft, or damage. What type of school do you think this would be considered according the article we looked at earlier? The three choices were BANNED OUTRIGHT, the walled garden, and the jungle. I have also included a link to a school district in Maine that has a separate policy the use of mobile technology devices. No personal technology denial …no appropriate or inappropriate uses…etc. Three types of technology: non-internet accessible, internet accessible, those who wish to access the schools network. I found this policy to be unique in that it allows the students to actually access the school’s network with permission. On the next slide is an adaptation of that particular school’s application form. WALLED GARDEN OR JUNGLE?
Here is an adaptation of a Personal Technology Device Application form taken from one of the links I shared on a previous slide. Notice that students at this school are allowed to bring in personal technology devices but must have a form on file. Also note that students are allowed access to the school’s server/Internet service as long as they follow the school’s policies or AUP. Approval is needed from Parents, Technology Department and administrators.
Should teachers and administrators be held to the same policy standards as students? Why or Why not? I see that you think they should be held to the same standards, would you like to expand upon that? I see you think they should not be held to the same standards, would you like to expand upon that? Should teachers model appropriate behaviors? Children look to us to model appropriate behaviors, if we use technology inappropriately, then they may feel it is fine for them to do the same.
As a form of assessing this workshop today, I would like you to take a moment to fill out the following questionnaire. On Wimba polling, this would be considered a Quiz and would only show the results to me (anonymously). I would have you rank the first four components from 1-5 as shown in the box on the right and then respond to the one open ended response question. In this case, since we do not have Wimba polling access, I would like you to send me an email with what you thought worked or what I could improve upon if I were to present this again.
I would like to thank you for attending and actively participating in my presentation tonight. I appreciate you taking time out of your Friday evening to join me. I hope I created some things for you to think about in regards to appropriate and inappropriate uses of personal technology devices in schools. Are there any comments or do you have any questions?