This document discusses the need for increased technology integration in classrooms. It presents research showing that technology can [1] increase student achievement as evidenced by improved test scores, [2] enhance higher-order thinking skills through interactive software and simulations, and [3] better prepare students for post-secondary education and careers that require technology skills. The document recommends [3] increasing teacher training through professional development opportunities to help educators implement student-centered technology strategies across curriculums.
1. Many schools in Nepal are located in areas at high risk of natural disasters like earthquakes, floods, and landslides, and most school buildings are not constructed to withstand such events.
2. A major earthquake could destroy thousands of vulnerable schools and potentially kill many children and teachers. While some organizations have implemented school safety programs, approaches are inconsistent and coverage is limited.
3. There is a lack of consensus on best practices for comprehensive school safety. Knowledge gaps exist around issues like how frequently emergency drills should be conducted and the level of first aid training for teachers. A common approach and strategy for wider implementation is needed.
Pracrical education based augmented reality with hologram다솜 김
The document proposes a design for a future middle school that uses augmented reality and hologram technology. Key features include using holograms to make classes more practical and realistic by visualizing concepts. Subjects like science, PE, and art would use holograms to allow safe and interactive experiments, demonstrations of proper form, and exploration of techniques. The goal is to make learning more engaging and help different students learn in ways suited to their abilities.
This multimedia kit aims to teach students about quadratic equations through engaging multi-modal resources. The kit targets sophomore and junior high school students in an Algebra 2 class. Students will learn to substitute points into quadratic functions, graph quadratic equations on calculators, and recognize quadratic patterns in the real world. The kit contains a PowerPoint on solving systems of equations to find quadratic equations from graphs, a teacher-created video demonstrating this with a hanging string, an interactive parabola website, and manipulatives like string and tape for hands-on activities. The goal is for students to better understand the relationship between quadratic graphs and equations through these varied media resources.
Sabbatical (University of Canterbury) - Learning through ICT - Future Focus: ...Michael Barbour
Davis, N., & Barbour, M. K. (2011, May). Learning through ICT - Future focus: Virtual schooling. An invited presentation to the University of Canterbury, Christchurch, New Zealand.
The literature review table summarizes research on the use of interactive whiteboards in K-12 classrooms. It includes 15 sources categorized by themes of theoretical frameworks, technological pedagogical content knowledge, and interactive whiteboards. The interactive whiteboard section includes subcategories of what they are, challenges, and implementation. The sources describe benefits of interactive whiteboards for student engagement, as well as challenges like teacher training needs and technical difficulties.
This 3 credit hour course is offered in the spring term from April 20 to June 15, 2011 and focuses on developing the knowledge, skills, and attitudes needed for educational assistants to fulfill their roles and responsibilities effectively as members of instructional teams. Over 8 weeks, students will participate in weekly online discussions and quizzes, and complete a final portfolio assignment summarizing key duties and guidelines for educational assistants. The course aims to help students understand educational assistant roles in both classroom and school contexts in relation to inclusion, teamwork, scheduling, curriculum support, and ethical standards.
Book of-proceedings wcpe-java-simulations_singapore-submissionpalaeri
This document summarizes research conducted by teachers in Singapore who developed and implemented computer models and lesson packages for teaching physics using Easy Java Simulations. Several schools collaborated on this project, with each school taking the lead on customizing and teaching with one of the computer models. The models were adapted from existing Open Source Physics simulations. The research methods included lesson study at River Valley High School and experimental pre/post-testing at Anderson Junior College. The goal was to engage students in learning physics concepts through interactive computer models and inquiry-based activities. Results indicated benefits for student understanding but limitations in the research methods.
1. Many schools in Nepal are located in areas at high risk of natural disasters like earthquakes, floods, and landslides, and most school buildings are not constructed to withstand such events.
2. A major earthquake could destroy thousands of vulnerable schools and potentially kill many children and teachers. While some organizations have implemented school safety programs, approaches are inconsistent and coverage is limited.
3. There is a lack of consensus on best practices for comprehensive school safety. Knowledge gaps exist around issues like how frequently emergency drills should be conducted and the level of first aid training for teachers. A common approach and strategy for wider implementation is needed.
Pracrical education based augmented reality with hologram다솜 김
The document proposes a design for a future middle school that uses augmented reality and hologram technology. Key features include using holograms to make classes more practical and realistic by visualizing concepts. Subjects like science, PE, and art would use holograms to allow safe and interactive experiments, demonstrations of proper form, and exploration of techniques. The goal is to make learning more engaging and help different students learn in ways suited to their abilities.
This multimedia kit aims to teach students about quadratic equations through engaging multi-modal resources. The kit targets sophomore and junior high school students in an Algebra 2 class. Students will learn to substitute points into quadratic functions, graph quadratic equations on calculators, and recognize quadratic patterns in the real world. The kit contains a PowerPoint on solving systems of equations to find quadratic equations from graphs, a teacher-created video demonstrating this with a hanging string, an interactive parabola website, and manipulatives like string and tape for hands-on activities. The goal is for students to better understand the relationship between quadratic graphs and equations through these varied media resources.
Sabbatical (University of Canterbury) - Learning through ICT - Future Focus: ...Michael Barbour
Davis, N., & Barbour, M. K. (2011, May). Learning through ICT - Future focus: Virtual schooling. An invited presentation to the University of Canterbury, Christchurch, New Zealand.
The literature review table summarizes research on the use of interactive whiteboards in K-12 classrooms. It includes 15 sources categorized by themes of theoretical frameworks, technological pedagogical content knowledge, and interactive whiteboards. The interactive whiteboard section includes subcategories of what they are, challenges, and implementation. The sources describe benefits of interactive whiteboards for student engagement, as well as challenges like teacher training needs and technical difficulties.
This 3 credit hour course is offered in the spring term from April 20 to June 15, 2011 and focuses on developing the knowledge, skills, and attitudes needed for educational assistants to fulfill their roles and responsibilities effectively as members of instructional teams. Over 8 weeks, students will participate in weekly online discussions and quizzes, and complete a final portfolio assignment summarizing key duties and guidelines for educational assistants. The course aims to help students understand educational assistant roles in both classroom and school contexts in relation to inclusion, teamwork, scheduling, curriculum support, and ethical standards.
Book of-proceedings wcpe-java-simulations_singapore-submissionpalaeri
This document summarizes research conducted by teachers in Singapore who developed and implemented computer models and lesson packages for teaching physics using Easy Java Simulations. Several schools collaborated on this project, with each school taking the lead on customizing and teaching with one of the computer models. The models were adapted from existing Open Source Physics simulations. The research methods included lesson study at River Valley High School and experimental pre/post-testing at Anderson Junior College. The goal was to engage students in learning physics concepts through interactive computer models and inquiry-based activities. Results indicated benefits for student understanding but limitations in the research methods.
Imagery training had been proven to improve skills in some athletes in sports training. Yet in education, it left a big question. The purpose of this research was to prove whether the learning process integrated by imagery training could improve learning outcomes in cartwheel skill. The research method used Classroom Action Research method with two cycles. Each cycle consisted of four stages, namely: preparation, implementation, observation, and reflection. The action was conducted by the integration of imagery training in learning cartwheel motion. Data collection techniques used observation and performance test. The increase of learning outcomes in skill aspects of 34 students reached 58.82% in the first cycle, and increased to be 76.67% in the second cycle. The result of the study showed that through learning process integrated by imagery training could improve learning outcomes in gymnastic material about cartwheel skill.
This document outlines Thailand's Basic Education Core Curriculum for 2008. It was created by the Office of the Basic Education Commission to improve upon problems with the previous 2001 curriculum. The curriculum aims to provide guidance for schools to develop curricula that improve learner quality and acquire skills needed for a changing society. It establishes the vision, goals, competencies, characteristics, learning standards and indicators that schools should use to prepare curricula aligned with the national curriculum framework. The Ministry of Education directive specifies that model schools will begin implementing the new curriculum in 2009, with all schools completing implementation by 2012.
Innovative teaching using video demonstration for classroom teaching and le...Alexander Decker
This document discusses using video demonstrations to teach engineering surveying. It notes that teaching surveying without demonstrations is challenging, as students cannot visualize instruments. The author created two videos - one demonstrating a leveling instrument and one a total station. These videos were shown during lectures to help students visualize instrument setup and use when real instruments could not be present. Students responded positively to the videos and were more engaged. Their performance improved in a subsequent practical session using the real instruments. The author concludes that video demonstrations enhanced teaching and learning for this challenging topic.
Sustainability and renewable technologiesWendy French
Liam Carracher a design technology teacher recently graduated from Moray House in Edinburgh shared this presentation about a project he did on Sustainability and renewable technologies in his final placement.
Teaching my students to think -- even when they don't want toJoe Redish
The student is referring to a demonstration in class where the professor dropped two wooden blocks of different masses to demonstrate that they fall at the same rate due to gravity.
S: Yeah, that one was really helpful because it was like a visual representation of what gravity is doing to objects of different masses. So seeing it in real life, I think, helped cement that concept a lot more than just reading about it or having it explained. So hands-on demonstrations or activities like that are definitely more helpful for me than just straight lecture.
3/29/11 43 UMd Teaching & Learning Center
Implications:
Students bring expectations about
how to learn and what science is
based on previous experiences.
The Bridging Nations University College of Energy and Environment is offering a Graduate Certificate in Energy Technology and Policy to prepare students for green jobs. Check out this slideshow for program information, complete with professor bios and course descriptions.
Students and teachers’ views of difficult areas in mathematics syllabusAlexander Decker
1. The study investigated teachers' and students' views on difficult areas of the mathematics syllabus required for engineering education in Nigeria, using schools in Ogbomosho South, Oyo State.
2. Questionnaires were administered to 15 mathematics teachers and 180 secondary III students across 18 secondary schools to identify difficult topics.
3. The results from analyses using frequency count, percentage, t-test and Chi-square showed that both qualified and unqualified, experienced and less experienced teachers identified the same difficult areas of the mathematics syllabus.
The document outlines the general structure and motivation for a PhD defense on technology-enhanced support for lifelong competence development in higher education. It discusses how higher education fits within lifelong learning, draws out challenges around curriculum, roles, and feedback to support lifelong learning, and proposes areas of technology-enhanced learning research and development to address these challenges.
This was presented at the Day of Scholarship at Richard Stockton College of NJ. ITLA is the instructional technology leadership academy of the Stockton Teacher Education Program. This innovative program is designed to provide preservice teachers with advanced technology skills to help them be prepared and competitive in the teaching workforce. The presentation highlights the progress the ITLA program has made over the past 3 years and the work of the students in the current cohort.
Presentation at:
The 6th APEC Future Education Forum & the 8th International ALCoB Conference
Venue: Pusan National University, Busan, Korea
Date: November 24, 2010
Title:
Higher Education: Policy, ICT & Systemic Change: Holistic Systemic Approach for the Sustainable Development and Inclusive Growth of APEC Future Education
Acknowledgement:
This work is a part of previous study which has been published in:
Duangchinda. V., Kim. Y.H., and Mekhabunchakij. K., (2010) "Mobility and e-Learning Delivery Methods: Through the Perspectives of Thailand Cyber University Project (TCU)", Asia-Pacific Cybereducation Journal, vol. 6., no. 1 (2010), pp. 30-49.
Also available online at:
http://acecjournal.org/2009/Journal_Data/Vol6No1/6-1-3.pdf
Therefore, co-Authors are:
Prof. Dr. YoungHwan Kim, Pusan National University, Korea
Dr. Kittima Mekhabunchakij, Sripatum University, Thailand
The effect of 3D video animation on BT2I studetns' motivation, comprehension and academic achievement in computer course in a private vocational institute in mount lebanon
This document provides academic data for Winnetka School District 36 and compares it to other feeder districts for New Trier High School. Some key findings include:
- Winnetka students have high achievement overall but standardized test performance varies between elementary schools, with Hubbard Woods and Crow Island typically scoring lower.
- On the ISAT, a smaller percentage of Winnetka 3rd and 4th graders exceed reading standards compared to other districts.
- Greeley elementary students generally outperform other D36 schools on math assessments.
- A higher percentage of students from Wilmette exceed standards on the ERB exam taken prior to New Trier compared to Winnetka students.
- STAR
Over a three-year period, Winnetka D36 students generally scored lower than students in other New Trier feeder districts and below the independent school norm on the ERB test in all subject areas. Specifically, Winnetka had a lower percentage of students scoring above average in verbal reasoning, reading comprehension, quantitative reasoning, and mathematics compared to other districts and the norm. Winnetka also lagged in the percentage of top scoring students in the ninth stanine across subjects.
The document discusses the benefits of increased technology integration in classrooms. It notes that instruction has changed over history to prepare students for the future, and that technology allows preparing students for jobs that don't yet exist. Research shows that technology integration leads to increased student achievement, higher order thinking skills, and better prepares students for post-secondary education and the workforce. The document concludes that to increase technology integration, there needs to be more administration, teacher training, and staff development focused on student-centered instruction.
Attitudinal re-orientation tool for Customer SatisfactionShefiu Olabanjo
The document discusses techniques for developing a positive attitude and enhancing customer satisfaction. It begins by defining key terms like attitude, customers, and customer relationship management. It then outlines techniques for cultivating a positive attitude such as surrounding oneself with positive people, reducing ego, and showing gratitude. The benefits of maintaining a positive outlook are also described. Signs of poor customer service include high employee turnover and lack of customer complaint data. Overall the document provides guidance on developing attitudes and practices that improve customer satisfaction.
The data in this presentation is publicly available information about Winnetka District 36 schools. We urge residents to attend School Board meetings to demonstrate concern, demand improvement and hold our administrators accountable for high-quality schools.
The next School Board meeting is:
Tuesday, February 22 at 7:15 at Washburne
The document discusses the effectiveness of technology in classrooms. It finds that technology actively engages students, increases student achievement as shown in various meta-analyses, and increases student collaboration through activities like brainstorming and peer teaching. Additionally, technology helps develop problem solving skills and critical thinking in students. Finally, the document notes technology prepares students for their future careers and 21st century skills.
A meta analysis-of_the_effects_of_computer_technology_on_school_students’_mathCathy Cavanaugh
This study analyzed 85 independent research studies involving over 36,000 K-12 students to determine the impact of computer technology on mathematics learning. The meta-analysis found statistically significant positive effects, with computer technology promoting greater mathematics achievement for elementary students compared to secondary students. Special needs students also benefited more than general education students. Studies employing constructivist teaching approaches in conjunction with computer technology reported larger effects than those using traditional teaching. The analysis identified several technology, implementation, and learner characteristics that influence mathematics achievement outcomes.
The document discusses research showing that continued investment in educational technology benefits students and schools in several ways. Computer-based instruction and software have been shown to help students learn more in less time and develop deeper thinking skills. Studies also found that technology immersion led to higher-level reasoning, improved attitudes, and changes to teaching practices. When teachers are well-trained and technology is fully integrated, the research suggests students have higher math scores, become more engaged learners, and schools see benefits like better school climate. The document advocates for ongoing technology funding to create a technology-rich environment for students.
This document discusses the importance of technology in education. It argues that technology is here to stay and should be used to enhance student achievement and develop higher-order skills by supporting various instructional strategies. Meta-analysis studies have found that students using computer-based instruction scored higher on tests and learned more in less time compared to traditional instruction alone. Teachers are advised to focus on effective instructional strategies and appropriately integrate relevant technologies to ensure high-quality learning.
Imagery training had been proven to improve skills in some athletes in sports training. Yet in education, it left a big question. The purpose of this research was to prove whether the learning process integrated by imagery training could improve learning outcomes in cartwheel skill. The research method used Classroom Action Research method with two cycles. Each cycle consisted of four stages, namely: preparation, implementation, observation, and reflection. The action was conducted by the integration of imagery training in learning cartwheel motion. Data collection techniques used observation and performance test. The increase of learning outcomes in skill aspects of 34 students reached 58.82% in the first cycle, and increased to be 76.67% in the second cycle. The result of the study showed that through learning process integrated by imagery training could improve learning outcomes in gymnastic material about cartwheel skill.
This document outlines Thailand's Basic Education Core Curriculum for 2008. It was created by the Office of the Basic Education Commission to improve upon problems with the previous 2001 curriculum. The curriculum aims to provide guidance for schools to develop curricula that improve learner quality and acquire skills needed for a changing society. It establishes the vision, goals, competencies, characteristics, learning standards and indicators that schools should use to prepare curricula aligned with the national curriculum framework. The Ministry of Education directive specifies that model schools will begin implementing the new curriculum in 2009, with all schools completing implementation by 2012.
Innovative teaching using video demonstration for classroom teaching and le...Alexander Decker
This document discusses using video demonstrations to teach engineering surveying. It notes that teaching surveying without demonstrations is challenging, as students cannot visualize instruments. The author created two videos - one demonstrating a leveling instrument and one a total station. These videos were shown during lectures to help students visualize instrument setup and use when real instruments could not be present. Students responded positively to the videos and were more engaged. Their performance improved in a subsequent practical session using the real instruments. The author concludes that video demonstrations enhanced teaching and learning for this challenging topic.
Sustainability and renewable technologiesWendy French
Liam Carracher a design technology teacher recently graduated from Moray House in Edinburgh shared this presentation about a project he did on Sustainability and renewable technologies in his final placement.
Teaching my students to think -- even when they don't want toJoe Redish
The student is referring to a demonstration in class where the professor dropped two wooden blocks of different masses to demonstrate that they fall at the same rate due to gravity.
S: Yeah, that one was really helpful because it was like a visual representation of what gravity is doing to objects of different masses. So seeing it in real life, I think, helped cement that concept a lot more than just reading about it or having it explained. So hands-on demonstrations or activities like that are definitely more helpful for me than just straight lecture.
3/29/11 43 UMd Teaching & Learning Center
Implications:
Students bring expectations about
how to learn and what science is
based on previous experiences.
The Bridging Nations University College of Energy and Environment is offering a Graduate Certificate in Energy Technology and Policy to prepare students for green jobs. Check out this slideshow for program information, complete with professor bios and course descriptions.
Students and teachers’ views of difficult areas in mathematics syllabusAlexander Decker
1. The study investigated teachers' and students' views on difficult areas of the mathematics syllabus required for engineering education in Nigeria, using schools in Ogbomosho South, Oyo State.
2. Questionnaires were administered to 15 mathematics teachers and 180 secondary III students across 18 secondary schools to identify difficult topics.
3. The results from analyses using frequency count, percentage, t-test and Chi-square showed that both qualified and unqualified, experienced and less experienced teachers identified the same difficult areas of the mathematics syllabus.
The document outlines the general structure and motivation for a PhD defense on technology-enhanced support for lifelong competence development in higher education. It discusses how higher education fits within lifelong learning, draws out challenges around curriculum, roles, and feedback to support lifelong learning, and proposes areas of technology-enhanced learning research and development to address these challenges.
This was presented at the Day of Scholarship at Richard Stockton College of NJ. ITLA is the instructional technology leadership academy of the Stockton Teacher Education Program. This innovative program is designed to provide preservice teachers with advanced technology skills to help them be prepared and competitive in the teaching workforce. The presentation highlights the progress the ITLA program has made over the past 3 years and the work of the students in the current cohort.
Presentation at:
The 6th APEC Future Education Forum & the 8th International ALCoB Conference
Venue: Pusan National University, Busan, Korea
Date: November 24, 2010
Title:
Higher Education: Policy, ICT & Systemic Change: Holistic Systemic Approach for the Sustainable Development and Inclusive Growth of APEC Future Education
Acknowledgement:
This work is a part of previous study which has been published in:
Duangchinda. V., Kim. Y.H., and Mekhabunchakij. K., (2010) "Mobility and e-Learning Delivery Methods: Through the Perspectives of Thailand Cyber University Project (TCU)", Asia-Pacific Cybereducation Journal, vol. 6., no. 1 (2010), pp. 30-49.
Also available online at:
http://acecjournal.org/2009/Journal_Data/Vol6No1/6-1-3.pdf
Therefore, co-Authors are:
Prof. Dr. YoungHwan Kim, Pusan National University, Korea
Dr. Kittima Mekhabunchakij, Sripatum University, Thailand
The effect of 3D video animation on BT2I studetns' motivation, comprehension and academic achievement in computer course in a private vocational institute in mount lebanon
This document provides academic data for Winnetka School District 36 and compares it to other feeder districts for New Trier High School. Some key findings include:
- Winnetka students have high achievement overall but standardized test performance varies between elementary schools, with Hubbard Woods and Crow Island typically scoring lower.
- On the ISAT, a smaller percentage of Winnetka 3rd and 4th graders exceed reading standards compared to other districts.
- Greeley elementary students generally outperform other D36 schools on math assessments.
- A higher percentage of students from Wilmette exceed standards on the ERB exam taken prior to New Trier compared to Winnetka students.
- STAR
Over a three-year period, Winnetka D36 students generally scored lower than students in other New Trier feeder districts and below the independent school norm on the ERB test in all subject areas. Specifically, Winnetka had a lower percentage of students scoring above average in verbal reasoning, reading comprehension, quantitative reasoning, and mathematics compared to other districts and the norm. Winnetka also lagged in the percentage of top scoring students in the ninth stanine across subjects.
The document discusses the benefits of increased technology integration in classrooms. It notes that instruction has changed over history to prepare students for the future, and that technology allows preparing students for jobs that don't yet exist. Research shows that technology integration leads to increased student achievement, higher order thinking skills, and better prepares students for post-secondary education and the workforce. The document concludes that to increase technology integration, there needs to be more administration, teacher training, and staff development focused on student-centered instruction.
Attitudinal re-orientation tool for Customer SatisfactionShefiu Olabanjo
The document discusses techniques for developing a positive attitude and enhancing customer satisfaction. It begins by defining key terms like attitude, customers, and customer relationship management. It then outlines techniques for cultivating a positive attitude such as surrounding oneself with positive people, reducing ego, and showing gratitude. The benefits of maintaining a positive outlook are also described. Signs of poor customer service include high employee turnover and lack of customer complaint data. Overall the document provides guidance on developing attitudes and practices that improve customer satisfaction.
The data in this presentation is publicly available information about Winnetka District 36 schools. We urge residents to attend School Board meetings to demonstrate concern, demand improvement and hold our administrators accountable for high-quality schools.
The next School Board meeting is:
Tuesday, February 22 at 7:15 at Washburne
The document discusses the effectiveness of technology in classrooms. It finds that technology actively engages students, increases student achievement as shown in various meta-analyses, and increases student collaboration through activities like brainstorming and peer teaching. Additionally, technology helps develop problem solving skills and critical thinking in students. Finally, the document notes technology prepares students for their future careers and 21st century skills.
A meta analysis-of_the_effects_of_computer_technology_on_school_students’_mathCathy Cavanaugh
This study analyzed 85 independent research studies involving over 36,000 K-12 students to determine the impact of computer technology on mathematics learning. The meta-analysis found statistically significant positive effects, with computer technology promoting greater mathematics achievement for elementary students compared to secondary students. Special needs students also benefited more than general education students. Studies employing constructivist teaching approaches in conjunction with computer technology reported larger effects than those using traditional teaching. The analysis identified several technology, implementation, and learner characteristics that influence mathematics achievement outcomes.
The document discusses research showing that continued investment in educational technology benefits students and schools in several ways. Computer-based instruction and software have been shown to help students learn more in less time and develop deeper thinking skills. Studies also found that technology immersion led to higher-level reasoning, improved attitudes, and changes to teaching practices. When teachers are well-trained and technology is fully integrated, the research suggests students have higher math scores, become more engaged learners, and schools see benefits like better school climate. The document advocates for ongoing technology funding to create a technology-rich environment for students.
This document discusses the importance of technology in education. It argues that technology is here to stay and should be used to enhance student achievement and develop higher-order skills by supporting various instructional strategies. Meta-analysis studies have found that students using computer-based instruction scored higher on tests and learned more in less time compared to traditional instruction alone. Teachers are advised to focus on effective instructional strategies and appropriately integrate relevant technologies to ensure high-quality learning.
The document summarizes several studies that examined the impact of educational technology on student achievement. It finds that students who used computer-assisted instruction, integrated learning systems, simulations, or collaborative technologies performed better on tests compared to students without access to such technologies. However, technologies were less effective or ineffective when the learning objectives were unclear or when the focus was not on education. The document concludes that technology is most effective for student learning when it is designed to support clear educational goals.
This presentation was given at the Nagoya conference on mobile learning (March, 2007). The research is developing criteria for good use of ICT through practice to inform policy makers.
Technology The Light To Life Long LearningMichelleVasek
This document discusses the impact of technology on education based on several studies and meta-analyses. It finds that technology can positively impact student achievement, with students scoring 13-15 weeks higher than those not using technology. However, drill-and-practice technologies may only result in 3-5 weeks of additional learning. Studies also found teacher technology training and a positive school climate are linked to higher student achievement in math. The document advocates for technology in education to prepare students for college, careers, and an increasingly digital world.
C:\Fakepath\Technology The Light To Life Long LearningMichelleVasek
This document discusses the impact of technology on education based on several studies and meta-analyses. It finds that technology can positively impact student achievement, with students scoring 13-15 weeks higher than those not using technology. However, drill-and-practice technologies may only result in 3-5 weeks of additional learning. Studies also found teacher technology training and a positive school climate are linked to higher student achievement. The document advocates for technology in education to prepare students for college, careers, and an increasingly digital world.
The document discusses the effective use of technology in the classroom. It argues that technology increases student attention and interest, improves standardized test scores, fosters higher-order thinking skills, and increases the future success of students. It cites several studies that show students learn more when using computer-based instruction, develop more positive attitudes, and demonstrate stronger critical thinking. Technology integration can help engage today's students and better prepare them for future challenges.
The document discusses Singapore's Masterplans for ICT (Information and Communications Technology) in education from 1997-2014. The key points are:
1) The 1997-2002 Masterplan aimed to integrate IT into Singapore's education system, with goals like a 2:1 pupil-computer ratio by 2002 and 30% of curriculum being IT-based.
2) The 2009-2014 third Masterplan continues this vision and focuses on strengthening ICT integration, providing teacher professional development, improving practice sharing, and enhancing ICT infrastructure in schools.
3) Studies found multimedia/computer-based instruction improved learning outcomes and reduced learning time compared to traditional lectures. However, pictures sometimes interfered with learning to read for young
The document discusses supportive and hindering factors to sustainable ICT implementation in schools based on a study by Birgit Eickelmann. The study found that factors at the school and classroom (process) levels are most crucial. Schools that succeeded had strong leadership, cooperation with partners, intra-school cooperation, and concepts to adapt to digital trends. Supporting ICT integration required disseminating its learning benefits and linking it to pedagogical aims. Hindering factors included a lack of long-term strategies, over-reliance on individuals, and lack of acceptance from teachers.
Technology innovation power point from leonard beck ppt 2003Leonard Beck Jr.
The document discusses four major goals of using technology to improve student achievement: 1) Achievement in content learning and improved test scores, 2) Utilizing higher-order thinking and problem-solving skills, 3) Ability to apply learning to real-world situations, and 4) Teacher professional development to improve student achievement. Research studies found that technology integration led to increased test scores and improved student attitudes. It also discusses the importance of teacher professional development to effectively integrate technology into the classroom in a way that fosters student learning.
Technology innovation power point from leonard beck ppt 2003Leonard Beck Jr.
The document discusses four major goals of using technology to improve student achievement: 1) Achievement in content learning and improved test scores, 2) Utilizing higher-order thinking and problem-solving skills, 3) Ability to apply learning to real-world situations, and 4) Teacher professional development to improve student achievement. Research studies found that technology integration led to increased test scores and improved student attitudes. It also discusses the importance of teacher professional development to effectively integrate technology into the classroom in a way that fosters student learning.
The document discusses technology use in schools. It examines how technology is used, how achievement with technology is assessed, what research says about its impact, and hurdles to total technology immersion. The research finds that consistent access to technology, positive teacher and student attitudes, and teacher training lead to achievement gains. Students in technology-rich environments show increased achievement across grade levels. Support from the community and administration is necessary to fully utilize technology's potential for improvement.
Educational technology can enhance curriculum by improving student achievement, engagement, and higher-order thinking skills. When students are grouped for cooperative learning activities using technology like iMovie and Windows Movie Maker, they develop more positive attitudes and like their classes more. Additionally, students' attitudes toward learning and self-concept improved when computers were used for instruction. Research also found that interactive video programs increased students' problem-solving skills. Students who used technology scored higher on achievement and standardized tests compared to students without technology. Learning technology skills provides preparation for the modern workforce.
The document discusses research that shows the effective use of technology in the classroom can increase student achievement in several ways: it increases student attention and engagement; improves standardized test scores; enhances higher-order thinking skills; and leads to greater success in students' future lives and careers. The research cited includes studies that found students learned more and performed better on assessments when using computer-based learning. It also found technology helped develop students' critical thinking and improved their attitudes towards learning.
The document discusses integrating computers into elementary classrooms. It provides an overview of an article supporting computer literacy for future teachers and the benefits seen at one California elementary school that installed computers. These benefits included improved math scores, better teacher communication, and enhanced student writing. The document also notes that computers can help students with learning disabilities by allowing independent and self-monitored work.
This document provides a summary of Evrim Baran's educational background and research interests. It includes:
1) Her educational path, including obtaining a PhD in instructional technology and pursuing postdoctoral research.
2) An overview of her research focusing on topics like technological pedagogical content knowledge (TPACK), successful online teaching, and teacher knowledge development.
3) Information about her current position as an assistant professor where she continues to research technology in teacher education and emerging approaches.
This document discusses knowledge and education. It begins by asking how we gain knowledge and what knowledge can do. It then discusses pedagogy, design, and technology. It questions what is known about these topics and the current state of higher education. Finally, it provides biographical information about the author and their research interests, which include technological pedagogical content knowledge, successful online teaching, and how teacher knowledge develops in different contexts.
2. Why Should There Be More
Technology Integration in the
Classroom?
3. Key Points
Changes in Instruction Throughout History
Increased Student Achievement
Increased Higher Order Thinking Skills
Prepare Students for Post-Secondary School and
the Workforce
How Do We Get There?
4. Changes in Instruction
Throughout History
1800’s- Focus 2011- Focus
Life on the Farm Post-Secondary
School and Workforce
Basic Reading and Reading, Writing,
Writing Skills Math, and Science
Multi-Age Classrooms
Application
Grade Level System
Preparing Immigrants
for Life in the United Preparing Students
States for Jobs and
(Eileen O’Kane 2010)
Technology Not Yet in
Exhistance
5. Increased Student
Achievement
Research by: Research by:
Cradler, McNabb, Freeman, John Schacter (1999)
and Burchett (2002)
analyzed a large study by
analyzed an 8 year study James Kulik (1994) that
following students in a compiled more than 500
technology integrated studies analyzing
curriculum and compared computer based
them to a traditional instruction
curriculum Findings:
Findings: students enjoyed their
student scores increased 94 classes
points on average students had a more
positive attitude towards
school
increased efficiency of
instruction time
student scores
6. Kulick found that students scored on average in the 64th percentile as
compared to those without computer based instruction scoring on average
at the 50th percentile.
Meta-Analysis Instructional Level Number of Studies Percentile Gain Over
Analyzed Control Group
Bangert-Drowns, J. Kulik, & C. Secondary 51 10
Kulik (1985)
Burns & Bozeman (1981) Elementary and Secondary 44 14
School
Cohen &Dacanay (1991) Health Professions Education 38 18
Hartley (1978) Elementary and Secondary 33 16
Math
Fletcher (1990) Higher Education and Adult 28 19
Training
C. Kulik & J. Kulik (1986) College 119 11
C. Kulik, J. Kulik, & Shwalb Adult Education 30 15
(1986)
J. Kulik, C. Kulik, & Bangert- Elementary 44 16
Drowns (1985)
Niemiec & Walbert (1985) Elementary 48 14
Roblyer (1988) Elementary to Adult Education 82 12
Schmidt, Weinstein, Niemiec, Special Education 18 22
& Walberg (1985)
Willett, Yamashita, & Anderson Pre-College Science 11 9
(1983)
Table excerpted from Kulick, James A. (1994). Meta-Analytic Studies of Findings on Computer-
Based Instruction.
7. Increased Higher Order Thinking
Skills
Interactive
Video Based • Students improved completion of problem
Software solving in math classes
(Cradler, McNabb, Freeman,
Burchett 2002)
Tutorial and • Students out-performed others by 15% on
Simulation standardized tests
Based Software • Students out-performed others by 100% on
(Cradler, McNabb, Freeman, standardized objectives
Burchett 2002)
Technology • Students performed 13 weeks above grade
Training for level
Teachers • Students had more positive attitudes
improving school climate
(Schacter 1999)
8. Technology Training for Teachers
4th Grade Math 8th Grade Math
Teacher Technology
Teacher Technology Training
Training
Computer use
mainly for
Computer use mainly for math/ simulations
learning games and
applications
Higher Math More Positive More Positive
Higher
Achievement School Climate School
Achievement
Climate
Source: Educational Testing Service, “Does it compute?” an analysis of 1996 National Assessment of
Educational Progress.
9. Prepare Students for Post-
Secondary School and the
Workforce
Students graduate high school, but
are in need of remediation in college
More college courses required
More time spent in college
More money spent on college tuition
(Eileen O’Kane 2010)
10. Students need to understand
technology to be successful
Ability to analyze
online data
Have increased
analytical, critical Ability to use
thinking, and multiple
collaboration technologies
skills
In order to be effective
and competitive in
today's workplace
(Eileen O’Kane 2010)
11. How do we get
there?
INCREASED
ADMINISTRATION AND
TEACHER TRAINING
AND STAFF
DEVELOPMENT
12. Student Centered Instruction
Administrators Various
need to imbed Start by resources are
staff implementing available on
development technology in the internet
into their strategies and through
district-wide teachers schools’
technology already use current
plan curriculum
(Harvey-Woodall (Brabec, Fisher, Pitler (Brabec, Fisher, Pitler
2009) 2004) 2004)
Editor's Notes
Today I will be discussing with you the changes in instruction throughout our history, the research behind the effect technology integration has had on student achievement and students’ higher order thinking skills. Also, the importance of the role technology plays in preparing students for their post-secondary education and also preparing them for the future workforce. Finally, I will discuss briefly how to start the road to full technology integration in our classrooms.In summary, technology integration is a research based intervention that can help our teachers close the achievement gap recognized by our government today. It increases student achievement, increases higher order thinking skills, and prepares our students for the competitive life outside of high school. Implementation doesn’t need to be complicated and incredibly costly to start. Training is key. Starting small but creating a technology plan that will be student centered and focus on student learning needs will have lifelong benefits for our students.
Education has changed drastically throughout the history of the United States. According to a study done by Eileen O’Kane, prior to the start of formal schooling in the 18th century, education was centered around farming and based on experience through apprenticeships. At this time, most children did not attend school and were taught by their families.During the onset of universal education at the time of the Industrial Revolution, basic reading, writing, and basic skills. Formal education started with multi-aged classrooms, and moved to a grade level system in the mid-1800’s.-Today, education continues to focus on reading, writing, math, and science application skills. Our instruction maintains, for the most part, a grade level system, however our society today is very different from the society that existed in the 1800’s. Currently students are bombarded with technology everywhere they look. There is a plethora of information that is accessible to our society and an overwhelming amount of adaptations and accommodations available to our students. Without a shift in instruction, we are doing our students a disservice.-Prior to the 1800’s, education centered around the countries current needs. During the shift to formal “state-regulated education” during the Industrial Revolution, education focused on basic skills and preparing immigrants for life in the United States. If our education is not centered around our world today, our society will not continue to grow and our students will continue to fall behind. The government has attempted to increase student achievement by developing No Child Left Behind. This legislation recognized the achievement gap and attempted to hold schools more accountable for their students’ learning. Schools continue to reach to meet the standards set forth by No Child Left Behind through staff development on various strategies, differentiated instruction, and standards based curriculums. This ultimately changes the way teachers teach. Currently, the United States Department of Education is in the beginning stages of creating the “National Education Technology Plan.” The goal of this plan is to again increase student achievement through the integration of technology.
Much research has been done analyzing the effects technology integration has on our students. Many studies reveal a direct correlation with technology integration in the classroom and increased student achievement on course curriculum and standardized testsAccording research compiled by Cradler, McNabb, Freeman, and Burchett, when technology is integrated into standards based instruction, student achievement test scores significantly increase. They analyzed an eight year study that followed students in a technology integrated curriculum and when compared to students in a traditional curriculum, their achievement scores increased 94 points on average.-John Schacter analyzed a large study compiled by James Kulik that compiled more than 500 studies completed analyzing computer-based instruction and it’s affect on student achievement. Not only did he discover in increase in achievement, but students reported enjoying their classes more and having more positive attitudes toward their classes, when computer-based instruction was in place. Studies also reported that instruction was more time efficient; more learning took place with less time spent on instruction.
In this study, Kulik found that students scored in the 64th percentile, on average, compared to students without computer-based instruction scoring in the 50th percentile, on average.Schacter shorted a results table from Kulik’s research that shows the various studies he analyzed, the instruction level of the students, how many students were analyzed, and the percent gain over the control group the students performed on achievement tests. In this table, the smallest gain is 9 percentile in pre-college science students and the larges is 22 percentile in special education students.
Research studies indicate that allowing students to utilize technology tools for creating projects and communication develop increased higher order thinking skills.-In several studies analyzed by Cradler, McNabb, Freeman, and Burchett, when instruction included interactive video based software in a math class, students were able to complete problem solving tasks when compared to their peers whose instruction did not include interactive instruction. -In another study analyzed by Cradler, McNabb, Freeman, and Burchett, the use of tutorial and simulation based software was integrated into a 9th grade math class. Students out performed other students who were not exposed to the said technologies on standardized tests on average by 15% and on standardized objective they out performed others students by 100%. -Schacter also analyzed a study performed by Harold Wengleinsky that explored “simulation and higher order thinking technologies” and the relationship with students success in schools. It was found that in 8th grade math students, technology training for teachers had a direct impact on computer use for simulations and applications, and not only led to higher achievement scores in math (13 weeks above grade level), but more positive attitudes in school improving school climate.
In the study completed by Harold Wengleinsky, this diagram depicts the direct effects teacher training and education on technology integration in the classroom had on students.In the 4th grade math class that was analyzed, the teacher was trained in effective integration of technology in the classroom curriculum which lead to using computers for educational games. This led to high math achievement scores and an over improvement in school climate as students reported enjoying their classes more and displayed more positive attitudes in school.In the 8th grade math class that was analyzed, the teacher was again trained in technology integration. This lead directly to a more positive school climate, higher achievement, and technology application and simulation in their math classes. The use of simulation and application technology also lead to higher achievement scores and students again reported enjoying their classes more and displayed more positive attitudes in school.
Colleges and various jobs today are becoming increasingly competitive. Standards and expectations are high, and our students must be able meet and exceed these expectations in order to be successful and competitive in today’s job market.O’Kane analyzed the use of technology in schools from the standpoint of college readiness. She states that schools can usually get their students to pass high school, appearing to be eligible for college. However, once enrolled students are required to take remedial classes as their skills are not meeting the basic standards to move beyond remedial college courses. This is not only ineffective for students, it forces students to pay more money on more college courses and forces students to remain in college for longer periods of time as they are still required to complete courses after their remedial courses are complete. Technology integration has research based evidence that achievement scores increase when it is integrated into standards based curriculum. Increasing achievement will better prepare students for expectations of college and make them “college ready.”
California’s state colleges have outlined what is expected of college students and technology is considered an element of “academic literacy” required of all students entering their schools. This also goes for application of technology in today’s workforce. The workforce beyond college is increasingly competitive and technology plays a very large roll in this. In order for our students to be effective and competitive in today’s job market they need to display the following skills:- Students need to be able to analyze online data and have the ability to use various technologies in order to be successful in college and the “real world.” - Students need technological abilities in order to be effective and competitive in the current and future workforce. - Use of technology increases the analytical, critical thinking, and collaborative skills required of students of today, including those in the workforce.
What do we do know that we know the benefits of technology integration in classroom settings?Administrators and teachers need to be trained in today’s technology and it’s application in standards based curriculums.
-Antoinette Harvey-Woodall explores literature on teacher education and it’s link to successful technology integration. Current methods of instruction and delivery have to change in order for technology integration to be successful. Instruction must move toward student-centered and must be more flexible with the implementation of new technologies into the standards based curriculum. Administration needs to have more awareness and exposure to technologies available and the research to support technology integration. Over all, teachers need to change the way they are teaching and need meaningful trainings and opportunities to integrate and explore technologies themselves. In order for trainings and staff development to occur, administrators need to be more aware and up to date on the research. They should make staff development an important part of the district-wide technology plan.-Technology isn’t going away and educational thinking needs to change.Implementation of technology within curriculum and strategies that teachers already use is the easiest way to start. Brabec, Fisher, and Pitler explore technology integration within strategies teachers already use from Robert Marzano’s book, A Theory-Based Meta-Analysis of Research on Instruction. Integrating word processing to create charts to compare similarities and differences, for summarizing, and editing are perfect ways to start. Teachers currently use word processing for personal reasons as well as report writing in their classrooms and are familiar with the programs. Already knowing the programs would be one less step for them to take towards integration. -Various resources are available on the internet for note-taking, organizing and summarizing information students may use for resource projects of term papers. Many publisher’s have websites with tools that can be integrated into their curriculums as well. All of these technologies are readily available for teachers to use and in most cases are free of charge.