E-learning Trends
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E-learning 1.0 has significant shortcomings, as evidenced by low completion rates and learner dissatisfaction. Problems include a lack of instructional design focus, engagement of learners, and understanding of learning processes. However, E-learning 2.0 enabled by Web 2.0 technologies promises revolutionary improvements by empowering collaborative and individualized learning, integrating training into the workplace, and adapting content to individual learners through new uses of technology.
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The needs assessment report summarizes the needs of Masters Elementary School which has 400 students and 30 teachers. The school has a goal of technological literacy but its computer lab has 30 outdated computers without internet access. Teachers spend one hour weekly in the lab. Problems identified include outdated software/hardware, lack of internet access, varying technology competencies among staff, and teachers being unsure how to integrate technology into lessons. A performance gap analysis showed most teachers have not been trained to use technology and do not own computers. Causes of these gaps included a lack of teacher skills, training, resources and guidelines for classroom technology use. Proposed solutions are to provide training over two days, have experienced teachers mentor others, develop a community for sharing ideas,
Smart school pdf
The document discusses challenges in implementing information and communication technology (ICT) in Malaysian smart schools. Key challenges include lack of technological infrastructure and teaching materials, especially in rural schools; lack of experienced teachers skilled in using ICT; and problems engaging students in the new learning approaches of smart schools. To address these issues, the document recommends increasing funding to improve infrastructure and teacher training, as well as better preparing students mentally and physically for changes in learning with ICT.
Digital literacy narrative revised
1) Teachers need to develop digital literacy skills, including information, tool, social, and instructional design literacy, to effectively incorporate technology into their classrooms and provide students with an optimal education.
2) The International Society for Technology in Education created standards to guide teachers in developing the necessary skills to teach in the 21st century, including facilitating student learning and creativity, designing digital learning experiences, modeling digital work and learning, promoting digital citizenship, and engaging in professional growth.
3) While some subjects like high-level math are still best taught traditionally, incorporating 21st century skills and technology into classrooms generally creates a more engaged, innovative learning environment for students.
International Journal on Integrating Technology in Education (IJITE)
The International Journal on Integrating Technology in Education (IJITE) is an interdisciplinary forum for educators to improve instruction quality through effective computer use integration. It aims to exchange ideas on emerging technology trends needing focus and exposure. Topics of interest include integrating technology in curriculums, collaborative learning, education management systems, educating educators, and more. Authors are invited to submit papers by the June 5, 2021 deadline for peer-review and possible publication.
International Journal on Integrating Technology in Education (IJITE)
This journal is an interdisciplinary form for educators who wish to improve the quality of instruction through
the use of computers and how to implement it effectively into instruction. This forum also aims to provide a
platform for exchanging ideas in new emerging trends that needs more focus and exposure and will attempt to
publish proposals that strengthen our goals.
My portfolio in EDTC
1) The document discusses the author's experience taking an Educational Technology 2 course as a college student studying to become an elementary school teacher.
2) The course covered topics like integrating technology into teaching and learning, computer skills, and using technology to engage and support students.
3) The author felt the course was very useful for their future career as a teacher and emphasized the importance of teachers having technology skills to teach 21st century learners.
Deeper thinking Common Core and Technology
This document discusses how technology can support deeper learning aligned with the Common Core standards. It outlines key trends like assessments shifting to what students can do and the rise of social media. Challenges include the need for digital literacy training and innovating pedagogy. Schools that top international tests ensure teachers lead critical thinking classrooms. Effective technology use depends on clear learning expectations and teacher skills, not just equipment purchases. Leaders should model beliefs in deeper learning and support risk-taking to change teaching culture.
International Journal on Integrating Technology in Education (IJITE)
This journal is an interdisciplinary form for educators who wish to improve the quality of instruction through the use of computers and how to implement it effectively into instruction. This forum also aims to provide a platform for exchanging ideas in new emerging trends that needs more focus and exposure and will attempt to publish proposals that strengthen our goals.
International Journal on Integrating Technology in Education (IJITE)
This journal is an interdisciplinary form for educators who wish to improve the quality of instruction through the use of computers and how to implement it effectively into instruction. This forum also aims to provide a platform for exchanging ideas in new emerging trends that needs more focus and exposure and will attempt to publish proposals that strengthen our goals.
Group 1 - Models-in-Technology-Adoption.pptx
The document discusses models of technology adoption in education. It describes 5 stages of teacher adoption: familiarization, utilization, integration, reorientation, and evolution. It then discusses Toledo's (2005) model which includes pre-integration, transition, development, expansion, and system-wide integration stages. Next, it covers traditional and contemporary roles of technology, from product technologies to idea technologies. Finally, it discusses emerging models that are pushing tech adoption, such as online learning, blended learning, flipped classrooms, and competency-based learning.
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E-learning Trends
- 1. The Shortcomings of E-learning 1.0 and the Emerging Possibilities of E-learning 2.0 Gary Wooddill
- 2. E-learning providers Claim effectiveness, savings and transformations 68% would not voluntarily sign up for courses 30% refuses to sign up even if compulsory 50/80% never finish the course
- 3. Problems in E-learning providers Lack of analysis of the problem or need Poor structure, methods and media used Lack of detailed instructional design Problems in production, reproduction and distribution Focus in technology not on instructional design Misunderstanding
- 4. Problems in E-learning providers 2 Lack of instructional activities that engage the mind of the learners Lack of understanding of learning and teaching processes Lack of understanding the possibilities of world-wide collaboration The failure in deliver an innovate e-learning technology
- 5. The future of Web 2.0 We are in the beginning of a revolutionary moment in learning Web 2.0 empowers individuals to follow their owns ways Corporate training classrooms into the workplace Collaborative work among learners in virtual classrooms
- 6. The future of E-learning Create effective methods of teaching to the online environment understanding new and creatives uses of technology. The content needs to be place in context and needs to be adapted to the learning abilities, interests, and level of previous knowledge. Draw educational content from a wide variety of sources in many different formats, geared to the individual needs of learners.