Educational Technology Professional Development
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This document discusses effective professional development for educational technology integration. It explains that quality educational technology professional development (ETPD) should be long-term, provide follow-up support and feedback, encourage collaboration and reflection, and engage teachers in meaningful learning activities rather than one-size-fits-all workshops. The document also summarizes several ETPD models proposed in other research, including the use of online communities and knowledge brokers to facilitate teacher learning and the master technology teacher program.
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Nssa Professional Development 10 05-2015kada
This action research study assessed the effectiveness of professional development activities during a 1:1 iPad initiative at a high school in Southeast Texas. The study used surveys of 20 teachers to evaluate factors like the adequacy of training, obstacles to professional development and technology integration, and the perceived responsibilities of teachers and technology specialists. Key findings included that 75% of teachers felt training was adequate but time constraints, generalized content, and device troubleshooting hindered integration. Recommendations focused on differentiating training and developing personalized learning plans with departmental collaboration.
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ROLE AND FUNCTIONS OF EDUCATIONAL TECHNOLOGY IN THE 21ST CENTURY EDUCATION
Educational technology aims to improve the teaching and learning process through the effective use of technological tools. It works to analyze various aspects of teaching and learning, including improving instruction, enhancing student understanding, and aiding in curriculum development. Educational technology also helps to identify community needs and train teachers on utilizing new strategies, materials, and aids in the 21st century classroom.
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ROLE AND FUNCTIONS OF EDUCATIONAL TECHNOLOGY IN THE 21ST CENTURY EDUCATION
Educational technology aims to improve the teaching and learning process through the effective use of technological tools. It works to analyze various aspects of teaching and learning, including improving instruction, enhancing student understanding, and aiding in curriculum development. Educational technology also helps to identify community needs and train teachers on utilizing new strategies, materials, and aids in the 21st century classroom.
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This document describes a flipped professional development (PD) model for teachers called "FlippedPD". Key aspects of FlippedPD include:
1) Teachers receive personalized, job-embedded learning through a cycle of face-to-face meetings and online collaboration throughout the year, replacing traditional one-size-fits-all workshops.
2) The goals are to support integrating STEM into all content areas using technology and effective use of teachers' time. Meetings occur 5 times a year and teachers collaborate online in between.
3) An initial survey found teachers wanted more support in science and math instruction, co-teaching, small group meetings, and embedded reflection. The PD model aims to provide this type
Teknologi Pendidikan
Educational technology is the development, application, and evaluation of systems, techniques, and aids to improve the human learning process. It includes the equipment, software, and technical aspects of teaching and learning. Effective educational technology stimulates different learning styles through multisensory materials that can be easily updated and made available to students anytime. While technology provides many benefits, its implementation also requires resources and time for both instructors and students to master. The most important consideration is how technology can meaningfully help students learn.
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This document analyzes the effects of staff development trainings on teachers' use of technology in the classroom. It reviews literature on barriers to implementing technology after trainings. The author conducted surveys, focus groups, and observations of teachers involved in an education technology grant. The findings showed that most teachers attended trainings and implemented some new skills, but did not use technology to its fullest potential. The implications are that districts should provide better follow up support to help teachers fully utilize technology after trainings.
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The document discusses several problems faced by smart schools in implementing information and communication technology (ICT) in education. Firstly, the heavy upfront investment and maintenance costs of facilities like computers and projectors poses a challenge. Secondly, some schools lack sufficient technical support staff to handle issues during class time. Thirdly, some teachers are not fully utilizing available courseware due to lacking ICT skills or being uncomfortable with the technology. Overall the document outlines financial, personnel and adoption barriers to successful smart school implementation.
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Educational technology refers to the use of technology in education to improve teaching and learning. It involves applying scientific principles to solve practical teaching problems. Educational technology has two main approaches - the hardware approach, which uses physical science and technology to mechanise teaching, and the software approach, which focuses on teaching objectives, principles, methods, and evaluation. The objectives of educational technology are to modernize learning methods, improve teaching and learning conditions, make classroom teaching more effective and scientific, and help solve complex human problems.
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This document discusses the importance of effective professional development for teachers to successfully integrate technology into their classrooms. It notes that while teachers have access to technology, few use it appropriately. Effective professional development demonstrates why technology integration is important, teaches educators how to integrate it, and offers diverse training methods. It is important for professional development to assess teacher needs, set goals, and identify funding. When done poorly, professional development can negatively impact teacher attitudes towards technology integration. Overall, the document stresses that with proper training, teachers can maintain positive attitudes and effectively incorporate technology.
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This document discusses the importance of technology in education and professional development for teachers in effectively implementing technology in the classroom. It contrasts traditional instruction with constructionist approaches using technology as a tool. Research shows technology can improve student achievement, retention, test scores, and motivation when used for collaboration, inquiry, and differentiating instruction. For teachers to fully realize technology's benefits, they require professional development to develop technological pedagogical content knowledge.
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This document discusses the importance of effective professional development for teachers to successfully integrate technology into their classrooms. It notes that while teachers have access to technology, few use it appropriately. Effective professional development demonstrates why technology integration is important, teaches educators how to integrate it, and offers diverse training methods. It is important for professional development to assess teacher needs, set goals, and identify funding. When done poorly, professional development can negatively impact teacher attitudes towards technology integration.
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Panelists:
Roberta (Robin) Sullivan, Online Learning Specialist, Center for Educational Innovation, University at Buffalo.
Cherie van Putten, Instructional Designer, Center for Learning and Teaching, Binghamton University.
Nathan Whitley-Grassi, Faculty Instructional Technologist, Empire State College, Buffalo location.
The Tools of Engagement Project (TOEP): On-demand Discovery Learning Professional Development, a SUNY Innovative Instruction Technology Grant (IITG), will be highlighted. TOEP provides a convenient, focused venue to experiment with social media and the latest web-based instructional technology tools. This presentation will feature the project implementation, which is currently running Phase 3, and will discuss TOEP’s potential to become a sustainable SUNY-wide resource.
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TOEP Fellows were recruited from partnering campus to “spread the word” and provide mentoring and support for the growing participant pool. Fellows will be on-hand to share success stories, challenges and lessons learned. A selection of faculty will also be available to share their experiences as participants and awardees. They will discuss how they engaged with the project and strategies they acquired that have influenced their current teaching strategies.
More information about the TOEP can be found at: http://suny.edu/toep
EDtech2powerpoint
This document discusses the integration of technology into education. It begins by introducing the author, Rosebel S. Sangga, and their background. It then discusses the following key points:
- The goals of educational technology courses are to infuse technology into teacher training to help adapt to changes, and to provide knowledge and skills for technology integration.
- Technology integration in education can be used to introduce, reinforce, supplement, and extend skills and knowledge. It also changes the way classes are conducted and improves learning quality.
- Information technology has made education more accessible, fun, and easier to research. It has helped growth in mobile learning and made group work simpler.
- The benefits of technology in education include
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The document discusses the advantages, disadvantages, and challenges of implementing Smart Schools. Some key advantages are improved interactive learning, access to the latest technology, and more flexible curriculums. Challenges include the high costs, lack of infrastructure in rural areas, and limited internet connectivity. Methods to overcome the challenges include using more effective teaching materials, increasing public awareness of Smart Schools, and providing rigorous training to teachers on technology and new skills.
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Originally developed in this form for Dr. Jana Pershing's SDSU class on Teaching Sociology, March 2008, though elements of the presentation were previously shared in other contexts.
Module 5_VispoJannaDanna.pdf
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The document discusses several problems faced by smart schools in implementing information and communication technology (ICT) in education. Firstly, the heavy upfront investment and maintenance costs of facilities like computers and projectors poses a challenge. Secondly, some schools lack sufficient technical support staff to handle issues during class time. Thirdly, some teachers are not fully utilizing available courseware due to lacking ICT skills or being uncomfortable with the technology. Overall the document outlines financial, personnel and adoption barriers to successful smart school implementation.
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Educational technology refers to the use of technology in education to improve teaching and learning. It involves applying scientific principles to solve practical teaching problems. Educational technology has two main approaches - the hardware approach, which uses physical science and technology to mechanise teaching, and the software approach, which focuses on teaching objectives, principles, methods, and evaluation. The objectives of educational technology are to modernize learning methods, improve teaching and learning conditions, make classroom teaching more effective and scientific, and help solve complex human problems.
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This document discusses creative approaches to using information and communication technology (ICT) for assessment and feedback in high school classrooms. It provides examples of how teachers can use tools like Google Docs, podcasts, screencasts, and online quizzes to provide timely, organized, and manageable feedback to students. The document emphasizes that feedback should be informative, timely, frequent, and specific to guide student learning. It also addresses how teachers can use ICT tools to prevent and detect plagiarism in student work.
Technology Impact
The document discusses how technology relates to student achievement in five ways: 1) It increases positive attitudes in teachers and students, 2) increases higher-order thinking skills, 3) increases student test scores, 4) helps teachers in their teaching styles, and 5) provides more opportunities for student-centered instruction. Research shows that technology improves motivation, discipline, and self-concept when used in classrooms. It also enhances critical thinking when used for projects and presentations. Test scores rise when teachers integrate computers into their lessons. Technology tools assist both students and teachers in the learning process.
Effective Professional Development for Successful Technology Integration
This document discusses the importance of effective professional development for teachers to successfully integrate technology into their classrooms. It notes that while teachers have access to technology, few use it appropriately. Effective professional development demonstrates why technology integration is important, teaches educators how to integrate it, and offers diverse training methods. It is important for professional development to assess teacher needs, set goals, and identify funding. When done poorly, professional development can negatively impact teacher attitudes towards technology integration. Overall, the document stresses that with proper training, teachers can maintain positive attitudes and effectively incorporate technology.
Tech presentation
This document discusses the importance of technology in education and professional development for teachers in effectively implementing technology in the classroom. It contrasts traditional instruction with constructionist approaches using technology as a tool. Research shows technology can improve student achievement, retention, test scores, and motivation when used for collaboration, inquiry, and differentiating instruction. For teachers to fully realize technology's benefits, they require professional development to develop technological pedagogical content knowledge.
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This document discusses the needs, importance, and effective use of instructional technology. It defines instructional technology as using techniques, strategies, and tools to design, develop, and deliver instruction. The document outlines several benefits of using instructional technology, such as improving student performance and motivation. It also discusses specific technologies that are commonly used in classrooms today, such as smart boards, PowerPoint, tablets/iPads, and educational software/tools. The role of teachers in integrating these technologies to enhance learning is also highlighted.
Slideshow Presentation
This document discusses the importance of effective professional development for teachers to successfully integrate technology into their classrooms. It notes that while teachers have access to technology, few use it appropriately. Effective professional development demonstrates why technology integration is important, teaches educators how to integrate it, and offers diverse training methods. It is important for professional development to assess teacher needs, set goals, and identify funding. When done poorly, professional development can negatively impact teacher attitudes towards technology integration.
Robin Sullivan: The Phases of TOEP: Where does it go from here?
Panel presentation at the Open SUNY COTE Summit 2015.
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Panelists:
Roberta (Robin) Sullivan, Online Learning Specialist, Center for Educational Innovation, University at Buffalo.
Cherie van Putten, Instructional Designer, Center for Learning and Teaching, Binghamton University.
Nathan Whitley-Grassi, Faculty Instructional Technologist, Empire State College, Buffalo location.
The Tools of Engagement Project (TOEP): On-demand Discovery Learning Professional Development, a SUNY Innovative Instruction Technology Grant (IITG), will be highlighted. TOEP provides a convenient, focused venue to experiment with social media and the latest web-based instructional technology tools. This presentation will feature the project implementation, which is currently running Phase 3, and will discuss TOEP’s potential to become a sustainable SUNY-wide resource.
The project’s overarching goal is for faculty and staff to become more adept in embedding relevant technology tools in their instruction. Self-directed activities encourage familiarity with freely available online instructional technology tools. The TOEP website systematically introduces the rationale for tool use, and then skillfully navigates users through discovery experiences to build skills in using relevant tools. Faculty are also encouraged to network and share ideas with faculty at other SUNY campuses through the TOEP Google+ Community.
TOEP Fellows were recruited from partnering campus to “spread the word” and provide mentoring and support for the growing participant pool. Fellows will be on-hand to share success stories, challenges and lessons learned. A selection of faculty will also be available to share their experiences as participants and awardees. They will discuss how they engaged with the project and strategies they acquired that have influenced their current teaching strategies.
More information about the TOEP can be found at: http://suny.edu/toep
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This document discusses the integration of technology into education. It begins by introducing the author, Rosebel S. Sangga, and their background. It then discusses the following key points:
- The goals of educational technology courses are to infuse technology into teacher training to help adapt to changes, and to provide knowledge and skills for technology integration.
- Technology integration in education can be used to introduce, reinforce, supplement, and extend skills and knowledge. It also changes the way classes are conducted and improves learning quality.
- Information technology has made education more accessible, fun, and easier to research. It has helped growth in mobile learning and made group work simpler.
- The benefits of technology in education include
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Similar to Educational Technology Professional Development
Enhancing Learning with Technology in Higher Education
Originally developed in this form for Dr. Jana Pershing's SDSU class on Teaching Sociology, March 2008, though elements of the presentation were previously shared in other contexts.
Module 5_VispoJannaDanna.pdf
The document discusses barriers to integrating information and communication technology (ICT) into teaching and learning environments based on a review of literature. The major barriers identified are lack of teacher confidence, competence, and access to resources for using ICT. Providing teachers with ICT resources like hardware, software, training, time, and technical support can help overcome these barriers and improve integration of ICT into classrooms. Understanding the barriers that inhibit teachers from using ICT and how to address them, such as improving access to resources and teacher skills, is important for effective integration of technology into education.
Relevance of e-training for English Teachers.published
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Pershing Pres Mar09
Presentation on technology in higher education, given to Dr. Jana Pershing's Teaching Sociology class at SDSU, 3-12-09.
Utilization of technology in the classroom
This document outlines a study on the utilization of technology in the classroom with the help of professional development for teachers. It discusses how professional development can train teachers, as digital immigrants, to better use educational technologies. The study aims to understand why teachers are not using technologies like multimedia and determine how professional development can help address this. It will focus on elementary school teachers and students, collecting data through surveys, observations, interviews and analyzing students' work before and after the teachers receive professional development. The literature review discusses past research that found a lack of technology training for teachers and the goal of professional development to integrate technologies into teaching.
1 ej1133000
The document discusses the use of technology in educational teaching. It defines educational technology as programs, procedures, and tools used to implement the educational process in a rational way that optimizes learning. The integration of technology into teaching provides opportunities to improve learning outcomes and make the process more interesting for teachers and students. However, teachers must carefully plan how and when to incorporate technology. Overall, educational technology can enhance learning by engaging students and allowing them to actively participate in and analyze the educational content.
Ej1133000
1) The document discusses the use of technology in educational teaching and defines educational technology as programs, procedures, and tools used to rationalize and optimize the educational process.
2) It notes that technology provides opportunities to stimulate learning, create new relationships in the teaching/learning process, and encourage various classroom projects. When integrated properly, technology can increase learning effectiveness and make educational content more accessible.
3) The objectives of educational technology are to open new perspectives in teaching, represent new learning models and teaching methods, and act as an agent of didactic change through the implementation of modern technologies.
The role of teacher and technology in perspective of classroom teaching
This document discusses the role of teachers and technology in classroom teaching. It argues that technology should be integrated into the teaching and learning process as a series of actions and changes that bring about learning, rather than as isolated activities. When used effectively, technology can help teachers deliver instruction in a learner-centered way and allow students and teachers to collaborate. However, simply introducing new hardware and software is not enough - technology must be implemented based on educational principles and theories of learning. The document examines how technology can support teachers' productivity and professional practice by allowing them to more easily communicate, collaborate, manage data and enhance instruction.
11.the role of teacher and technology in perspective of classroom teaching
This document summarizes a journal article that discusses the role of teachers and technology in classroom teaching. The summary is as follows:
1. The article examines the relationship between teachers and technology in classroom instruction and how technology can help teachers perform their many roles more effectively.
2. It discusses how technology, when integrated properly based on sound pedagogical principles, can be used as a tool to enhance the learning process for students and facilitate improved teaching.
3. The article also explores how teachers can better implement technology in their classrooms through training and understanding how to apply technology to support instructional goals and strategies.
2017 otc-bangla- syllabus - final
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Selected reading workshop by viv rowan
The document proposes a model for e-education that involves extending teaching spaces and learning spaces through technology integration. [1] It defines different roles for teachers in instruction, training, initiation and induction and how learning spaces can be used for knowledge acquisition, application, and construction with dialogue and reflection. [2] The model is presented as a way to take advantage of technology's ability to make teaching and learning more flexible and accessible beyond the classroom. [3] It suggests e-education can support higher-order thinking skills and active, collaborative learning tailored to individual needs.
Research Summary
This study examined challenges and successes of implementing innovative technology in elementary school classrooms. Nine teachers who received technology grants were interviewed and observed. Preliminary results found that while technology allowed for differentiation, increased engagement, and risk-taking, teachers faced barriers like bandwidth issues, lack of time for planning and maintenance, and inconsistent views of technology's role. Teachers needed hands-on training in specific content and programs, as well as time for collaboration. The study aims to identify factors that support successful technology integration and inform best practices for teacher professional development to enhance technology-driven pedagogy.
Module 4 Overview
This document discusses technology integration and professional development models for teachers, as well as adult learning theory. It provides guidelines for adopting teacher technology competencies, which should be linked to pedagogical skills and described understandably. Professional development models include workshops, hands-on labs, train-the-trainer, and online courses. Adult learning theory suggests that professional development works best when it allows adults voice and choice, connects to their experience, and has clear goals. Examples provided are workshops combined with ongoing support and mentoring.
Module 4 Overview
This document discusses technology integration and professional development models for teachers, as well as adult learning theory. It provides guidelines for adopting teacher technology competencies, which should be linked to pedagogical skills and described understandably. Professional development models include workshops, labs, train-the-trainer, learning teams, mentoring, and one-on-one or just-in-time training. Adult learning theory suggests adults learn best when they have input in topics and see connections to their knowledge and experience. Examples provided are workshops combined with ongoing support and mentoring.
Edtech 2D
Educational technology is the application of technology to improve teaching and learning. It involves using tools and techniques to facilitate learning and enhance teaching practices. Educational technology aims to improve the teaching and learning process through analyzing these processes, developing curriculum and teaching materials, training teachers, and identifying needs to help attain educational goals. It allows for constant access to information, social interaction, and easy sharing of digital content to meet student needs.
18 101 alt2018_aeschliman_ross_chase
Effective use of educational technology: Upskilling academics to deliver learning that successfully blends pedagogies
Keys to student centered learning!
The document outlines a professional development training on creating a student-centered learning environment through the use of technology. The training covers identifying methods to incorporate technology and the National Educational Technology Standards, brainstorming creative student-centered approaches, and addressing challenges like funding and copyright. The goal is to equip teachers with the skills and strategies to engage students through a combination of technology, student-centered practices, and active learning.
Educational philosophy
The document discusses the author's views on educational philosophy and the ideal classroom environment. It emphasizes that teachers should understand students' different learning styles and the importance of integrating technology to meet the needs of all students, including those with disabilities. An ideal classroom would have a circular seating arrangement, diverse technological resources, and be designed to facilitate hands-on and collaborative learning.
Integration of ICT in Teacher Education Classroom and Administration.pdf
Traditional Teaching and Learning V/S Traditional Teaching and Learning
Means for ICT-Enabled Teacher Education
Technology Mediated Approaches to Teaching_Learning
Learner Centric: Explore the best in every student.
• Learning Centric: Learner learn by designing and preparing meaningful learning experience with the help of a teacher.
• Promoting Inquisitiveness: Develop questioning ability in learner. Teacher encourages learner to ask questions. It leads to critical thinking.
• Innovation Centric: Teacher promotes innovation, creativity and team spirit in learner.
• Develop cooperative and collaborative learning environment: Learning occurs through discussion, interaction and debate called learning for development.
APPLICATION OF ICT IN DIFFERENT AREAS OF TEACHER EDUCATION
PROGRAMME:
ROLE OF ICT IN PRESENT TEACHER EDUCATION PROGRAMME:
Open Educational Resources (OERs)
TPACK
Technology-Mediated Learning: Social Impact
ICT and Administration
Benefits of ICTs
Transformation to Knowledge Society
Changing Role of Teachers:
Shift from traditional teaching to facilitation and moderation.
Use of networked resources replaces traditional tools like chalkboards.
Adoption of online tests renders some traditional assessment methods obsolete.
Emphasis on fostering critical thinking, information literacy, and collaboration.
Teachers become curators of electronic information sources.Continuous training and professional development are crucial for optimal technology use.
Transformation of classrooms into dynamic, student-centered learning environments.
EDUC 630 Professional Development Presentation
This document provides information on why educators should join the International Society for Technology in Education (ISTE). ISTE offers many benefits for teachers including access to educational technology resources like podcasts and publications, networking opportunities, and discounted registration for the annual ISTE conference. The 2019 conference in Philadelphia featured sessions on engaging students with technology, cultivating diversity, and using assistive technology and coding to support students with special needs. Joining a professional organization like ISTE allows educators to gain knowledge, collaborate with others, and improve technology integration skills to become more effective teachers.
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Educational Technology Professional Development
- 1. Educational Technology Professional Development Yuri Zepeda Dr. Chen EDIT 556
- 2. The role of Educational Technology Provides authentic learning experiences Improves instruction Enhances student learning Prepares students for the 21st century Students gain & develop new set of skills: critical, analytical, cultural, global, and digital
- 3. The need for high-quality ETPD In order for students to be prepared for the 21st century and gain technology skills & fluency, teachers need to learn how to integrate technology into their classrooms successfully. It educates teachers the value of technology It provides constant support for teachers, thus developing confidence It exposes teachers to innovative/ creative ideas & resources
- 4. Reasons why many PD programs fail No explicit connection between the use technology and instruction Short-term workshops that focus on technical assistance Lack of meaningful opportunities for teachers to share ideas and reflect on their instructional practices Little teacher support or feedback Follow “one-size- fits- all” workshops Fails to address the needs of teachers, school, students, etc.
- 5. What defines a high-quality ETPD? Longer duration Follow-up support and feedback Access to new technologies Collaboration and reflection Shared vision for student learning Community building Moves beyond technical assistance/ skills Engages teachers in meaningful & relevant learning activities Helps teacher to become comfortable using technology
- 6. “Online communities” Lock (2006) introduces “online communities” to facilitate teacher professional development Creates authentic learning communities where teachers become active participants Focuses on “designing, building, and supporting a structure and a process… meeting the personal ongoing professional development needs of teachers” (pg. 663) Function outside “conventional practices and timeframes (e.g., workshops)” (pg. 675)
- 7. “Knowledge Brokers” Plair (2008) introduces the notion of “knowledge brokers, or a intermediary to sort through a wealth of information about programs, tools, and Web resources and o explain and demonstrate to them (teachers) how to use it in a way that supports and enhances student learning and personal productivity” (pg. 71).
- 8. “Master Technology Teacher” Wright (2010) describes that the Master Technology Teacher, a professional development program that focuses on “training teachers how to use technology in classroom instruction” (pg. 139). Classroom observation to see how a teacher uses & implements technology Opportunities for reflection, feedback, support, collaboration, and active participation
- 9. “The Centers for Quality Teaching and Learning” This professional development places technology in the “context of student-centered instructional practices “ (Matzen & Edmunds, 2007, pg. 417) Shift from “traditional instruction” to a more “constructivist- compatible instruction” (pg. 417) Alternative vision for the use of technology Teachers are able to connect technology and instruction
- 10. Resources Harris, J. (2008). One Size Doesn’t Fit All: Customizing Educational Technology Professional Development. Learning and Leading with Technology.18-26. Jansen, D., & Mensh, M. (2011). Professional Development for Change. Agriculture Education Magazine. 84 (2), 9-11. Lawless, K., & Pellegrino, J. (2007). Professional Development in Integrating Technology into Teaching and Learning: Knowns, Unknowns, and Ways, to Pursue Better Questions and Answers. Review of Educational Research, 77(4), 575-614. Lock, J. V. (2006). A New Image: Online Communities to Facilitate Teacher Professional Development. JI of Technology and Teacher Education, 14 (4), 663-678. Martin, W., Strother, S., Beglau, M., Bates, L., Reitzes, T., & Culp, K. (2010). Connecting Instructional Technology Professional Development to Teacher and Student Outcomes. Journal of Research on Technology in Education, 43(1), 53-74. Matzen, N. J., & Edmunds, J. A. (2007). Technology as a Catalyst for Change: The Role of Professional Development. Journal of Research on Technology in Education, 39 (4), 417-430. Plair, A. K. (2008), Revamping Professional Development for Technology Integration and Fluency. Clearing House, 82 (2), 70-75. Wright, V.H. (2010) Professional Development and the Master Technology Teacher: The Evolution of one Partnership. Education 131 (1), 139-146.