The document discusses the need for effective technology in classrooms. It provides evidence that the use of laptops and technology in middle school classrooms led to higher GPAs and improved national test scores, especially for struggling students. Teachers struggle without proper technology as it limits their ability to engage students through diverse teaching methods. However, some teachers have difficulties implementing and adapting to new classroom technologies. The document argues that more technology integration is needed in schools to better prepare students for their futures.
Here are the results that the teachers of Goochland did to help me with my senior project. This is the PowerPoint Version. There is a Keynote version on my account too.
Evaluation of the Use of VoiceThread for AssessmentWendy Taleo
Although multimodality is increasingly used in teaching, learning and assessment, there is little
in the literature that speaks to how VoiceThread (VT) is used for assessment purposes in higher
education. This study contributes to this knowledge by evaluating how VT was used for
assessment purposes at one Australian university and exploring how lecturers and students
experience the use of VT in assessment tasks. Data were collected through interviews with
lecturers, surveys and a focus group with students and review of the use of the VT tool itself.
A five-part VT assessment process was identified and support structures for staff and students
were mapped. The study found that despite the multimedia capability of VT, text only slides
and text with visual slides were the most common design of student created media, while text,
audio and video commenting were used across the six units in the study. Lecturers primarily
used audio comments and grades in the feedback process. While assessment submission was
not always straight forward, and students required extra support with this unfamiliar tool, the
opportunity to engage in multimodal assessment tasks was received positively by students and
staff as an opportunity to enhance the diversity of assessment and feedback.
Taleo, W., Reedy, A., & Isaias, P. (2019). Evaluation of the Use of VoiceThread for Assessments. Paper presented at the 36th International Conference on Innovation, Practice and Research in the use of Educational Technologies in Tertiary Education, Singapore University of Social Sciences.
Here are the results that the teachers of Goochland did to help me with my senior project. This is the PowerPoint Version. There is a Keynote version on my account too.
Evaluation of the Use of VoiceThread for AssessmentWendy Taleo
Although multimodality is increasingly used in teaching, learning and assessment, there is little
in the literature that speaks to how VoiceThread (VT) is used for assessment purposes in higher
education. This study contributes to this knowledge by evaluating how VT was used for
assessment purposes at one Australian university and exploring how lecturers and students
experience the use of VT in assessment tasks. Data were collected through interviews with
lecturers, surveys and a focus group with students and review of the use of the VT tool itself.
A five-part VT assessment process was identified and support structures for staff and students
were mapped. The study found that despite the multimedia capability of VT, text only slides
and text with visual slides were the most common design of student created media, while text,
audio and video commenting were used across the six units in the study. Lecturers primarily
used audio comments and grades in the feedback process. While assessment submission was
not always straight forward, and students required extra support with this unfamiliar tool, the
opportunity to engage in multimodal assessment tasks was received positively by students and
staff as an opportunity to enhance the diversity of assessment and feedback.
Taleo, W., Reedy, A., & Isaias, P. (2019). Evaluation of the Use of VoiceThread for Assessments. Paper presented at the 36th International Conference on Innovation, Practice and Research in the use of Educational Technologies in Tertiary Education, Singapore University of Social Sciences.
Communication skills workshop 26 (CSW26) 14.09.2013 Helsinki
University students in Finland attend language courses to gain professional and academic
language proficiency. Currently, across all Aalto University disciplines, English is the most
popular language chosen by students. This case study focuses mainly on the experiences
in commenting and feedback given during writing courses offered by the Language Centre
at Aalto University to participants from various fields of engineering, arts and economics.
Feedback rich blended courses have been running since 2008. During these years
valuable information has been collected on the benefits and drawbacks of the various
commenting methods used for providing students with feedback on their writing.
Students produce several reports, essays and other written documents, as a part of their
studies. In language and communication courses, the students often engage in a process
writing approach by creating reports or essays in smaller steps to better support the
learning of writing. Currently, these documents are submitted into multiple electronic
platforms and commented by the teacher either using contemporary tools (pen and paper),
or electronically (word processor and/or commenting/annotation tool). Each of these
systems has their strengths and weaknesses.
Our assumption was that students benefit from personal, detailed and rich feedback and
clear explanations for improvement. This has led to systematic use and development of a
text commenting protocol. The writing teachers using these methods conducted a series of
surveys 2010-2013 given to the students in the course using the commenting tools. The
questionnaires were used to gather students’ perceptions of commenting software for
providing feedback on writing and rich feedback in general. The surveys also indicated that
students had not previously received extensive feedback in their other classes. To address
this need, we participated in designing a new, more flexible and user-friendly tool, known
as KungFu Writing (KFW), for giving feedback on student writing. Since the survey results
also suggest students were overall pleased with the feedback they received and felt it
helped them to improve their writing, feedback has been adopted as a method of teacher -
student communication several other languages.
Create and share phenomenal quizzes.
With Kidoju, anyone can design highly-interactive self-corrected quizzes like Powerpoint presentations. Go to https://www.kidoju.com to start contributing for free.
This slide presentation is all about classroom technology. it also includes the levels of integration of technology in teaching, the barriers and challenges that teachers face when using technology inside the classroom.
Communication skills workshop 26 (CSW26) 14.09.2013 Helsinki
University students in Finland attend language courses to gain professional and academic
language proficiency. Currently, across all Aalto University disciplines, English is the most
popular language chosen by students. This case study focuses mainly on the experiences
in commenting and feedback given during writing courses offered by the Language Centre
at Aalto University to participants from various fields of engineering, arts and economics.
Feedback rich blended courses have been running since 2008. During these years
valuable information has been collected on the benefits and drawbacks of the various
commenting methods used for providing students with feedback on their writing.
Students produce several reports, essays and other written documents, as a part of their
studies. In language and communication courses, the students often engage in a process
writing approach by creating reports or essays in smaller steps to better support the
learning of writing. Currently, these documents are submitted into multiple electronic
platforms and commented by the teacher either using contemporary tools (pen and paper),
or electronically (word processor and/or commenting/annotation tool). Each of these
systems has their strengths and weaknesses.
Our assumption was that students benefit from personal, detailed and rich feedback and
clear explanations for improvement. This has led to systematic use and development of a
text commenting protocol. The writing teachers using these methods conducted a series of
surveys 2010-2013 given to the students in the course using the commenting tools. The
questionnaires were used to gather students’ perceptions of commenting software for
providing feedback on writing and rich feedback in general. The surveys also indicated that
students had not previously received extensive feedback in their other classes. To address
this need, we participated in designing a new, more flexible and user-friendly tool, known
as KungFu Writing (KFW), for giving feedback on student writing. Since the survey results
also suggest students were overall pleased with the feedback they received and felt it
helped them to improve their writing, feedback has been adopted as a method of teacher -
student communication several other languages.
Create and share phenomenal quizzes.
With Kidoju, anyone can design highly-interactive self-corrected quizzes like Powerpoint presentations. Go to https://www.kidoju.com to start contributing for free.
This slide presentation is all about classroom technology. it also includes the levels of integration of technology in teaching, the barriers and challenges that teachers face when using technology inside the classroom.
Teaching Tech to Teachers: Survey shows need for professional development to ...Samsung Business USA
While classroom technology continues to grow in popularity, according to a survey conducted by GfK on behalf of Samsung Business, K-12 teachers are having trouble keeping up. By redefining professional development for the curriculum of the future, teachers will have the skills and resources necessary to help students thrive. This infographic illustrates the survey findings and provides Samsung’s recommendations for improved professional development programs.
Briefly describes my philosophy of technology integration in the classroom and the roles of the teacher and students. It also provides information for what effective and ineffective technology integration looks like in the classroom.
Edited by: Loue Jay A. Paquibot
Credits to: http://www.slideshare.net/aynnarcena/technology-in-education-32014936?qid=fb737493-a47f-47c5-b9ad-94c8a9b47749&v=default&b=&from_search=8
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
4. Improvement of GPAs/Laptop Use in Classroom Program Enrollment Cumulative Grade Point Average Grade Laptop Non-Laptop 6 3.50 3.13 7 3.28 2.94 8 3.23 3.07
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Editor's Notes
According to one on one article and immersion of laptop article, there is a lot of evidence which suggests and proves in a few schools that laptop use and other technology use has greatly improved student learning. Groups which did not have the access struggled more, according to the Gulek and Demirtas article. 259 middle school students were part of this survey and their research explained many of the big differences in test scores and GPA. The following chart is a big example of GPAs from the study.
The biggest difference we see is between the 6 th graders. This further explains the need to get students involved in technology from an early age in schools. Students pick ideas up better at a younger age and this would be a good explanation of why this may be a possibility. You see the change continue with the 7 th graders. The 8 th graders had the smallest change, but they still had better marks than those without laptops. A possible reason for this may be the evolution of education as students are moving toward high school and a change in curriculum may be happening.
According to research done by Gulek and Demirtas, Grade 6 had a 10% difference between laptop and non-laptop users in Language tests on the STAR norm-referenced test and a 13% difference on the Math portion. The 7 th graders had a 10% difference in Language and a 7% difference in Math. The 8 th graders showed a 12% difference in Language and a 6% in Math. The numbers show us once again as another way to decipher between the benefits of using technology, in this case laptops, and not using technology. Overall we see many different benefits of using technology in the classroom. Using it in the classroom shows improvement in test scores, national testing, and GPAs as well.
We have a tendency to focus so much on the needs of the students, we forget about what teachers need in the classroom. Teachers in Peggy Ertmer’s article on technology integration discusses some of the issues for teachers for integrating technology for teachers and the concerns they have. Many teachers discussed the concerns over how to handle the changing technology and knowing and understanding how to work it. It doesn’t matter if they don’t have access to the technology as is. Many schools are facing budget deficits in today’s world and some technology is among the first to go. Look at student scores to understand the importance of technology on classroom settings.
Going through some of the ideas of classrooms with technology, it is clear to see and understand the importance of technology on the classroom. As we discussed before, the changes in technology are occurring in the real world and students need to be prepared for this. Technology clearly allows the interaction to take place in many different ways among students and teachers in the classrooms. Computers, Wikis, Moodles, and many of the different changing aspects of technology have caused the need to see a growth of use in classrooms. We need to give students more opportunities to get involved in these different items in the classrooms.
Khe Foon Hew and Thomas Brush discuss in their article on knowledge gaps and technology integration the need for education for teachers who do not use technology enough in their classroom. The idea that we need technology is nothing new, but the worry about how teachers can integrate it into their classroom can be fearful for some. Teachers and administrators need to develop better ways to implement new ideas into classroom technology integration. This process is difficult for older teachers because some of them refuse to give into the change with technology. Many teachers are satisfied teaching the same way for 30 years and technology has showed us the importance in changing the way we teach students in the classroom.
A SMART Board is something we see developing quickly in classrooms and many teachers are not comfortable in using it. A SMART board is something which a teacher can use to more directly interact with a computer on whiteboard technology. It allows more flexibility in the classroom. Many teachers are uneducated on the idea and need some type of Professional Development to improve themselves and their teaching style. We cannot avoid this because of the changes in technology taking place today.
We cannot avoid the fact that technology is here to stay. The classroom is the best place to keep kids interested in learning and technology gives us the opportunity to hook students into the idea of learning, especially in a fun and exciting way. As we have seen, thanks to technology, we have seen improvements in testing and GPAs. This is a positive step in the right direction thanks to technology. Teachers need to be given the access to technology in order to help students reach their goals. We need to develop new and innovative ideas to give teachers the opportunity to teach students with the best and newest technology out there. Finally, we need to give teachers the opportunity to learn about these technologies to make them more apt to teach students about the new and exciting changes taking place in the world today. Thank you.