Evaluation of Technology in Learning
โขDownload as PPTX, PDFโข
2 likesโข260 views
This document discusses the need to change student evaluation standards to align with 21st century digital literacy skills. Traditional paper-based testing is no longer adequate for assessing skills like collaboration, media literacy, and digital citizenship that students need to succeed in today's technology-driven world. Evaluation must incorporate tools that measure fluency in areas like using technology solutions, accessing and analyzing information, teamwork, creativity, media use, and responsible digital behavior. The goal is to prepare students to be amateur creators and future professional contributors in a digital society by developing their skills in publishing, visual/audio content creation, and multimedia productions.
Report
Share
Report
Share
Recommended
Lesson 7: Evaluation of Technology Learning
This document discusses the evaluation of technology learning. It begins by defining evaluation, technology, and learning. It then discusses key aspects of 21st century literacy like solution fluency, information fluency, collaboration fluency, creativity fluency, media fluency, and digital citizenship. It notes that standard evaluations must change to assess these new literacies. Specifically, it recommends focusing on the 4 D's of define, design, do, and debrief. The document concludes by discussing the concept of "mass amateurization" and thanking the reader.
Evaluation of Technology Learning
This document discusses evaluating technology learning. It defines evaluation as a holistic approach that judges instructional content, strategies, and materials. Technology is defined as applying knowledge to practical purposes in a field. The standard evaluation must change to assess 21st century skills like problem solving, critical thinking, and engaging with information/technology. Evaluation should focus on the 4 D's: define the problem, design a solution, do by executing the plan, and debrief by reviewing the results. This helps students solve problems using higher-level thinking. The document advocates for methods of evaluation that can reach more students like through their digital outputs.
L7; Evaluation of technology learning (revised)
This document discusses the need to change student evaluation of learning to align with the digital world. It defines evaluation, technology, and 21st century skills like information fluency and digital citizenship that should be assessed. Traditional paper tests are inadequate for evaluating how students engage in problem solving and the 4 D's: define, design, develop, and disseminate. Evaluation must focus on assessing essential knowledge and skills to prepare students for a high-tech world and use tools that measure new basic digital skills.
Evaluation tips and tools from 40+ Technology Enhance Learning projects
From a webinar on evaluation of elearning initiatives and projects. Delivered as part of ocTEL (open course in Technology Enhanced Learning).
Educational teachnology
The document outlines the skills and characteristics of 21st century learners and teachers. 21st century learners are able to think creatively, critically, communicate effectively, and collaborate. They can solve problems, be self-directed learners, and use technology efficiently. 21st century teachers must adapt to changing technologies and learning styles. They act as visionaries who leverage tools like blogs and wikis to engage students. Above all, 21st century teachers model behaviors for their students like tolerance, reflection, and global awareness.
21st Century Teacher
This document outlines the qualities of a 21st century teacher. It describes teachers as learners, collaborators, models, adaptors, visionaries, leaders, risk-takers, and communicators. As adaptors, teachers should adapt curriculum and technology to be inclusive of different learning styles. As visionaries, they should see potential in emerging tools and technologies and use them creatively. As collaborators, teachers should leverage tools to enhance learning through sharing, contributing, and inventing.
21st Century Digital Learner
Sheree Mae Apilar has digital learning sessions scheduled from 1:30-2:30PM Monday through Friday. The document discusses the skills needed for the 21st century, including creativity and innovation, critical thinking and problem solving, communication, collaboration, information management, effective use of technology, career and life skills, and cultural awareness. Specific sub-skills are provided for each category.
Distance Education
Distance education is an innovative education system that provides video, audio, and interactive lessons virtually, allowing students to access courses anytime without time limitations. It is student-centered and beneficial for physically disabled learners, though preparing lessons can be difficult for teachers and technical issues may arise. Students are evaluated through weekly self-reflections demonstrating higher-level learning and online presentations applying new knowledge creatively.
Recommended
Lesson 7: Evaluation of Technology Learning
This document discusses the evaluation of technology learning. It begins by defining evaluation, technology, and learning. It then discusses key aspects of 21st century literacy like solution fluency, information fluency, collaboration fluency, creativity fluency, media fluency, and digital citizenship. It notes that standard evaluations must change to assess these new literacies. Specifically, it recommends focusing on the 4 D's of define, design, do, and debrief. The document concludes by discussing the concept of "mass amateurization" and thanking the reader.
Evaluation of Technology Learning
This document discusses evaluating technology learning. It defines evaluation as a holistic approach that judges instructional content, strategies, and materials. Technology is defined as applying knowledge to practical purposes in a field. The standard evaluation must change to assess 21st century skills like problem solving, critical thinking, and engaging with information/technology. Evaluation should focus on the 4 D's: define the problem, design a solution, do by executing the plan, and debrief by reviewing the results. This helps students solve problems using higher-level thinking. The document advocates for methods of evaluation that can reach more students like through their digital outputs.
L7; Evaluation of technology learning (revised)
This document discusses the need to change student evaluation of learning to align with the digital world. It defines evaluation, technology, and 21st century skills like information fluency and digital citizenship that should be assessed. Traditional paper tests are inadequate for evaluating how students engage in problem solving and the 4 D's: define, design, develop, and disseminate. Evaluation must focus on assessing essential knowledge and skills to prepare students for a high-tech world and use tools that measure new basic digital skills.
Evaluation tips and tools from 40+ Technology Enhance Learning projects
From a webinar on evaluation of elearning initiatives and projects. Delivered as part of ocTEL (open course in Technology Enhanced Learning).
Educational teachnology
The document outlines the skills and characteristics of 21st century learners and teachers. 21st century learners are able to think creatively, critically, communicate effectively, and collaborate. They can solve problems, be self-directed learners, and use technology efficiently. 21st century teachers must adapt to changing technologies and learning styles. They act as visionaries who leverage tools like blogs and wikis to engage students. Above all, 21st century teachers model behaviors for their students like tolerance, reflection, and global awareness.
21st Century Teacher
This document outlines the qualities of a 21st century teacher. It describes teachers as learners, collaborators, models, adaptors, visionaries, leaders, risk-takers, and communicators. As adaptors, teachers should adapt curriculum and technology to be inclusive of different learning styles. As visionaries, they should see potential in emerging tools and technologies and use them creatively. As collaborators, teachers should leverage tools to enhance learning through sharing, contributing, and inventing.
21st Century Digital Learner
Sheree Mae Apilar has digital learning sessions scheduled from 1:30-2:30PM Monday through Friday. The document discusses the skills needed for the 21st century, including creativity and innovation, critical thinking and problem solving, communication, collaboration, information management, effective use of technology, career and life skills, and cultural awareness. Specific sub-skills are provided for each category.
Distance Education
Distance education is an innovative education system that provides video, audio, and interactive lessons virtually, allowing students to access courses anytime without time limitations. It is student-centered and beneficial for physically disabled learners, though preparing lessons can be difficult for teachers and technical issues may arise. Students are evaluated through weekly self-reflections demonstrating higher-level learning and online presentations applying new knowledge creatively.
21st Century Skills- Learning and Innovation
Learning and innovation skills such as creativity, critical thinking, communication and collaboration are increasingly important for students to develop in order to prepare for more complex life and work environments in the 21st century. These skills include demonstrating originality, developing new ideas, being open to different perspectives, solving complex problems, asking meaningful questions, articulating ideas clearly, working with diverse teams, compromising to achieve group goals, and taking responsibility for collaborative work. A focus on creativity, critical thinking, communication and collaboration is essential to prepare students for the future.
Powerpoint 2
The document discusses the roles and skills of a 21st century teacher. It describes the teacher as an adaptor who must adapt the curriculum and teaching style to different learning abilities and technologies. The teacher must also be a visionary, collaborator, risk-taker, learner, communicator, leader, and model. As a visionary, the teacher sees potential in tools to serve student needs and make connections across disciplines. As a collaborator, the teacher leverages tools like blogs and wikis to enhance learning. The teacher takes risks by allowing student knowledge and trusting their abilities with technology. Overall, the 21st century teacher adapts their skills and continues learning to facilitate student success.
Powerpoint1
The document discusses the skills needed for 21st century learners in the digital age. It outlines skills in areas such as creativity, critical thinking, problem solving, communication, collaboration, information literacy, media literacy, and technology use. Specifically, it emphasizes developing skills like thinking creatively, evaluating information critically, communicating clearly using multiple media, collaborating effectively in diverse teams, and using technology as a tool to access, organize and share information.
Teaching And Learning In The 21st Century
The document discusses the changing role of teachers in the 21st century. It contrasts traditional teaching, which focused on memorization and was teacher-centered, with modern teaching which emphasizes student-centered learning, higher-order thinking skills, collaboration, and the use of technology. The document outlines eight key challenges modern teachers face: teaching in a multicultural society, teaching to standards, teaching for construction of meaning, teaching for active learning, teaching with varied abilities in mind, teaching with student choice, teaching with accountability, and teaching with technology.
UDL
Universal Design for Learning (UDL) is a framework for curriculum development that provides equal opportunities for all students to learn. UDL principles guide the development of flexible curricula and assessments that accommodate individual learning differences. UDL benefits students with disabilities, learning differences, or other diverse needs by providing multiple means of representation, expression, and engagement through the use of technology, graphic organizers, and other tools during curriculum design, instruction, and assessment.
Module 2 ppt 1 21st century skills
The document outlines the key characteristics and skills of 21st century learners across several categories:
1. Information, media, and technology skills including visual literacy, digital literacy, and global awareness.
2. Learning and innovation skills like critical thinking, problem solving, creativity, communication and collaboration.
3. Life and career skills such as flexibility, initiative, social skills, productivity, and leadership.
The skills focus on areas like accessing and evaluating information, effective communication, digital literacy, and adapting to changing environments.
21st century skills and the 4 cs
Critical thinking and problem solving, communication, collaboration, and creativity (the 4Cs) are 21st century skills that are important for students to develop. Critical thinking involves using reasoning and evidence to make conclusions. It is connected to other skills like creativity. Communication skills allow students to clearly express ideas. Collaboration emphasizes working together respectfully and valuing each other's contributions. Creativity involves generating new ideas and being innovative. All the 4Cs are interrelated and can be developed through activities like debates, project-based learning, and using technology like blogs and video conferencing. Resources like rubrics and online programs provide ways to integrate these skills into classroom lessons.
lesson 7 of educational technology 2
reporters:
Fatima B. Sarmiento ( Introduction)
Kaila Vitug ( higher level Learning outcomes)
Sheen Manalo ( the upgraded project method )
jeffry Sibug ( The process is more important than the product)
Assessment in a constructivist, technology supported learning
1) Authentic assessment is most appropriate for constructivist and technology-supported learning environments as it measures higher-order thinking skills, application of skills to real-world tasks, and collaborative abilities.
2) Performance-based and product assessments are direct forms of authentic assessment that evaluate students' integrated skills through presentations of solutions to assigned problems or group projects involving technology.
3) Scoring rubrics clearly define standards and allow for self-assessment, integrating assessment into the learning process rather than relying on fear-based testing.
Integrating 21st Century Skills into Teaching and Learning: Preparing All Stu...
Integrating 21st Century Skills into Teaching and Learning: Preparing All Stu...National Partnership for Educational Access
The Rennie Center for Education Research & Policy will present findings from their recent research report, A New Era of School Reform: Preparing All Students for Success in College, Career and Life, that highlights the strategies Massachusetts superintendents, charter school leaders, principals and teachers are using to incorporate 21st century skills into teaching and learning in order to better prepare their students for postsecondary success. Presenters will provide examples that illustrate what the integration of 21st century skills looks like at the district, school and classroom levels. ย
21st Century Skills - PPT
1) The document discusses 21st century skills that are important for graduates to develop. It identifies 16 skills grouped into 3 categories: foundational literacies, competencies, and character qualities.
2) Foundational literacies include literacy, numeracy, scientific literacy, ICT literacy, financial literacy, and cultural and civic literacy. Competencies consist of critical thinking, problem solving, creativity, and collaboration skills. Character qualities comprise curiosity, initiative, persistence, adaptability, leadership, and social/cultural awareness.
3) The presentation emphasizes that developing these 21st century skills is essential for students to succeed in today's globally connected world. It provides descriptions and examples of each skill.
Digital learner and the 21st century teachers
The document discusses digital learners and 21st century teachers. It defines digital learners as today's students who have grown up in a digital age and expect learning to be interactive. It outlines key 21st century skills needed for success, including creativity, critical thinking, communication, collaboration, and cultural awareness. It also discusses how instruction should change to develop these skills through application, connections, and participation. Finally, it describes characteristics of 21st century teachers, identifying them as adapters, visionaries, collaborators, risk-takers, learners, communicators, models, and leaders who champion new technologies and model behaviors for students.
21st Century Learning Skills
21st century learning skills involve students learning subjects by producing, synthesizing, and evaluating information using technology rather than just memorizing details. Web 2.0 tools allow for creating, collaborating on, editing, and sharing online content, making the learning process easier and more engaging. Incorporating 21st century skills into lessons helps students better understand and remember content by experiencing technology firsthand rather than solely using traditional teaching methods.
21st century skills
The document discusses resources from the Partnership for 21st Century Skills (P21) framework for teaching 21st century skills. It describes the 4Cs of learning and innovation skills - creativity, critical thinking, communication and collaboration. It also outlines key life and career skills - flexibility, initiative, social skills, productivity, leadership. Content areas like math, English and sciences are discussed in relation to incorporating 21st century skills. Assessment guides and examples of schools implementing 21st century skills are provided as resources.
21st century technology skills
The document discusses the history of technology use in classrooms from the mid-20th century to present day. It traces the introduction of televisions, computers, internet access, and tablets. It also describes how instruction has shifted from solely using textbooks and blackboards to incorporating various media sources. The document then examines where technology standards are addressed in the Common Core, focusing on the English and math standards. It emphasizes that technology is meant to enhance learning rather than be the focus.
21st century skills
The document discusses the need for 21st century learning skills to prepare students for modern life and work environments. It outlines 4 categories of 21st century student outcomes: core subjects and themes, learning and innovation skills, information/media/technology skills, and life/career skills. Each category includes competencies students must master, such as critical thinking, communication, digital literacy, initiative, and leadership. Schools must align standards, assessments, curriculum, instruction, and professional development to an educational support system that helps students achieve these 21st century outcomes.
21st Century Skills
The document discusses the skills needed for the 21st century workplace and how to prepare students and educators. It outlines core subjects students need to master, as well as interdisciplinary themes like global awareness and civic literacy. The main 21st century skills are identified as learning and innovation, information and media literacy, and life and career skills. Educators need professional development on strategies like project-based learning and assessments that evaluate 21st century skills. A 21st century support system should engage students with real-world problems, assess key skills, use innovative curriculum, and create learning environments conducive to developing these skills.
DIGITAL LEARNERS & THE 21ST CENTURY TEACHER.
The document describes the skills needed for 21st century learners and how to teach them. It outlines 8 skills including creative and innovative thinking, critical thinking and problem solving, communication, collaboration, information management, career/life skills, cultural awareness, and technology literacy. It emphasizes teaching these skills through real-world connections, collaboration, project-based learning, and technology integration. The 21st century teacher is described as an adaptor, visionary, collaborator, risk-taker, learner, communicator, model, and leader who understands different learning styles and leverages technology to engage and prepare students.
The 21st century digital learner and teacher
The document discusses the skills needed for 21st century learners and educators. It identifies key skills like creativity, critical thinking, communication, collaboration and information literacy. It also discusses principles for integrating these skills into teaching like connecting content to real-world problems, emphasizing deep understanding through projects, and using technology. The document notes that 21st century educators must adapt curriculum, take risks, learn continuously, and model behaviors like reflective practice. They should facilitate 21st century learning through appropriate resources, technical/pedagogical skills, and a curriculum-driven approach.
educ2d- 21st century digital learner and teacher
This document discusses the skills needed for 21st century learners and educators. It identifies common 21st century skills like creativity, critical thinking, communication, collaboration, and technology literacy. It emphasizes that the 21st century teacher must adapt their teaching style to different learning styles and emerging technologies. They should act as facilitators, encourage risk-taking, and model behaviors like reflection, tolerance and global awareness. Resources, skills, and having an adaptive, integrated curriculum are also important factors for educators to effectively teach 21st century skills.
Mi and technology speech
This document discusses how multiple intelligences theory and educational technology can be combined to create multiple entry and exit points for learning. It begins by reviewing the implications of multiple intelligences theory and the common affordances of multiple intelligences and educational technology. It then provides examples of how different technologies can engage multiple intelligences, such as digital storytelling, simulations, and CAD programs. The document concludes by arguing that combining multiple intelligences theory and educational technology leads to deeper learning, levels the playing field for different types of students, and inspires excellence by encouraging critical thinking over memorization.
Ict In Teaching Learning V2
The document introduces the concepts and goals of integrating internet tools and online content in instruction and learning. It discusses topics like instructional design, defining learning objectives, and internet-based instructional events. It also outlines models for e-learning design, implementation, and usage scenarios that incorporate online content, assessments, collaboration tools, and more. The overall aim is to facilitate self-directed learning through the use of information and communication technologies.
More Related Content
What's hot
21st Century Skills- Learning and Innovation
Learning and innovation skills such as creativity, critical thinking, communication and collaboration are increasingly important for students to develop in order to prepare for more complex life and work environments in the 21st century. These skills include demonstrating originality, developing new ideas, being open to different perspectives, solving complex problems, asking meaningful questions, articulating ideas clearly, working with diverse teams, compromising to achieve group goals, and taking responsibility for collaborative work. A focus on creativity, critical thinking, communication and collaboration is essential to prepare students for the future.
Powerpoint 2
The document discusses the roles and skills of a 21st century teacher. It describes the teacher as an adaptor who must adapt the curriculum and teaching style to different learning abilities and technologies. The teacher must also be a visionary, collaborator, risk-taker, learner, communicator, leader, and model. As a visionary, the teacher sees potential in tools to serve student needs and make connections across disciplines. As a collaborator, the teacher leverages tools like blogs and wikis to enhance learning. The teacher takes risks by allowing student knowledge and trusting their abilities with technology. Overall, the 21st century teacher adapts their skills and continues learning to facilitate student success.
Powerpoint1
The document discusses the skills needed for 21st century learners in the digital age. It outlines skills in areas such as creativity, critical thinking, problem solving, communication, collaboration, information literacy, media literacy, and technology use. Specifically, it emphasizes developing skills like thinking creatively, evaluating information critically, communicating clearly using multiple media, collaborating effectively in diverse teams, and using technology as a tool to access, organize and share information.
Teaching And Learning In The 21st Century
The document discusses the changing role of teachers in the 21st century. It contrasts traditional teaching, which focused on memorization and was teacher-centered, with modern teaching which emphasizes student-centered learning, higher-order thinking skills, collaboration, and the use of technology. The document outlines eight key challenges modern teachers face: teaching in a multicultural society, teaching to standards, teaching for construction of meaning, teaching for active learning, teaching with varied abilities in mind, teaching with student choice, teaching with accountability, and teaching with technology.
UDL
Universal Design for Learning (UDL) is a framework for curriculum development that provides equal opportunities for all students to learn. UDL principles guide the development of flexible curricula and assessments that accommodate individual learning differences. UDL benefits students with disabilities, learning differences, or other diverse needs by providing multiple means of representation, expression, and engagement through the use of technology, graphic organizers, and other tools during curriculum design, instruction, and assessment.
Module 2 ppt 1 21st century skills
The document outlines the key characteristics and skills of 21st century learners across several categories:
1. Information, media, and technology skills including visual literacy, digital literacy, and global awareness.
2. Learning and innovation skills like critical thinking, problem solving, creativity, communication and collaboration.
3. Life and career skills such as flexibility, initiative, social skills, productivity, and leadership.
The skills focus on areas like accessing and evaluating information, effective communication, digital literacy, and adapting to changing environments.
21st century skills and the 4 cs
Critical thinking and problem solving, communication, collaboration, and creativity (the 4Cs) are 21st century skills that are important for students to develop. Critical thinking involves using reasoning and evidence to make conclusions. It is connected to other skills like creativity. Communication skills allow students to clearly express ideas. Collaboration emphasizes working together respectfully and valuing each other's contributions. Creativity involves generating new ideas and being innovative. All the 4Cs are interrelated and can be developed through activities like debates, project-based learning, and using technology like blogs and video conferencing. Resources like rubrics and online programs provide ways to integrate these skills into classroom lessons.
lesson 7 of educational technology 2
reporters:
Fatima B. Sarmiento ( Introduction)
Kaila Vitug ( higher level Learning outcomes)
Sheen Manalo ( the upgraded project method )
jeffry Sibug ( The process is more important than the product)
Assessment in a constructivist, technology supported learning
1) Authentic assessment is most appropriate for constructivist and technology-supported learning environments as it measures higher-order thinking skills, application of skills to real-world tasks, and collaborative abilities.
2) Performance-based and product assessments are direct forms of authentic assessment that evaluate students' integrated skills through presentations of solutions to assigned problems or group projects involving technology.
3) Scoring rubrics clearly define standards and allow for self-assessment, integrating assessment into the learning process rather than relying on fear-based testing.
Integrating 21st Century Skills into Teaching and Learning: Preparing All Stu...
Integrating 21st Century Skills into Teaching and Learning: Preparing All Stu...National Partnership for Educational Access
The Rennie Center for Education Research & Policy will present findings from their recent research report, A New Era of School Reform: Preparing All Students for Success in College, Career and Life, that highlights the strategies Massachusetts superintendents, charter school leaders, principals and teachers are using to incorporate 21st century skills into teaching and learning in order to better prepare their students for postsecondary success. Presenters will provide examples that illustrate what the integration of 21st century skills looks like at the district, school and classroom levels. ย
21st Century Skills - PPT
1) The document discusses 21st century skills that are important for graduates to develop. It identifies 16 skills grouped into 3 categories: foundational literacies, competencies, and character qualities.
2) Foundational literacies include literacy, numeracy, scientific literacy, ICT literacy, financial literacy, and cultural and civic literacy. Competencies consist of critical thinking, problem solving, creativity, and collaboration skills. Character qualities comprise curiosity, initiative, persistence, adaptability, leadership, and social/cultural awareness.
3) The presentation emphasizes that developing these 21st century skills is essential for students to succeed in today's globally connected world. It provides descriptions and examples of each skill.
Digital learner and the 21st century teachers
The document discusses digital learners and 21st century teachers. It defines digital learners as today's students who have grown up in a digital age and expect learning to be interactive. It outlines key 21st century skills needed for success, including creativity, critical thinking, communication, collaboration, and cultural awareness. It also discusses how instruction should change to develop these skills through application, connections, and participation. Finally, it describes characteristics of 21st century teachers, identifying them as adapters, visionaries, collaborators, risk-takers, learners, communicators, models, and leaders who champion new technologies and model behaviors for students.
21st Century Learning Skills
21st century learning skills involve students learning subjects by producing, synthesizing, and evaluating information using technology rather than just memorizing details. Web 2.0 tools allow for creating, collaborating on, editing, and sharing online content, making the learning process easier and more engaging. Incorporating 21st century skills into lessons helps students better understand and remember content by experiencing technology firsthand rather than solely using traditional teaching methods.
21st century skills
The document discusses resources from the Partnership for 21st Century Skills (P21) framework for teaching 21st century skills. It describes the 4Cs of learning and innovation skills - creativity, critical thinking, communication and collaboration. It also outlines key life and career skills - flexibility, initiative, social skills, productivity, leadership. Content areas like math, English and sciences are discussed in relation to incorporating 21st century skills. Assessment guides and examples of schools implementing 21st century skills are provided as resources.
21st century technology skills
The document discusses the history of technology use in classrooms from the mid-20th century to present day. It traces the introduction of televisions, computers, internet access, and tablets. It also describes how instruction has shifted from solely using textbooks and blackboards to incorporating various media sources. The document then examines where technology standards are addressed in the Common Core, focusing on the English and math standards. It emphasizes that technology is meant to enhance learning rather than be the focus.
21st century skills
The document discusses the need for 21st century learning skills to prepare students for modern life and work environments. It outlines 4 categories of 21st century student outcomes: core subjects and themes, learning and innovation skills, information/media/technology skills, and life/career skills. Each category includes competencies students must master, such as critical thinking, communication, digital literacy, initiative, and leadership. Schools must align standards, assessments, curriculum, instruction, and professional development to an educational support system that helps students achieve these 21st century outcomes.
21st Century Skills
The document discusses the skills needed for the 21st century workplace and how to prepare students and educators. It outlines core subjects students need to master, as well as interdisciplinary themes like global awareness and civic literacy. The main 21st century skills are identified as learning and innovation, information and media literacy, and life and career skills. Educators need professional development on strategies like project-based learning and assessments that evaluate 21st century skills. A 21st century support system should engage students with real-world problems, assess key skills, use innovative curriculum, and create learning environments conducive to developing these skills.
DIGITAL LEARNERS & THE 21ST CENTURY TEACHER.
The document describes the skills needed for 21st century learners and how to teach them. It outlines 8 skills including creative and innovative thinking, critical thinking and problem solving, communication, collaboration, information management, career/life skills, cultural awareness, and technology literacy. It emphasizes teaching these skills through real-world connections, collaboration, project-based learning, and technology integration. The 21st century teacher is described as an adaptor, visionary, collaborator, risk-taker, learner, communicator, model, and leader who understands different learning styles and leverages technology to engage and prepare students.
The 21st century digital learner and teacher
The document discusses the skills needed for 21st century learners and educators. It identifies key skills like creativity, critical thinking, communication, collaboration and information literacy. It also discusses principles for integrating these skills into teaching like connecting content to real-world problems, emphasizing deep understanding through projects, and using technology. The document notes that 21st century educators must adapt curriculum, take risks, learn continuously, and model behaviors like reflective practice. They should facilitate 21st century learning through appropriate resources, technical/pedagogical skills, and a curriculum-driven approach.
educ2d- 21st century digital learner and teacher
This document discusses the skills needed for 21st century learners and educators. It identifies common 21st century skills like creativity, critical thinking, communication, collaboration, and technology literacy. It emphasizes that the 21st century teacher must adapt their teaching style to different learning styles and emerging technologies. They should act as facilitators, encourage risk-taking, and model behaviors like reflection, tolerance and global awareness. Resources, skills, and having an adaptive, integrated curriculum are also important factors for educators to effectively teach 21st century skills.
What's hot (20)
Assessment in a constructivist, technology supported learning
Assessment in a constructivist, technology supported learning
ย
Integrating 21st Century Skills into Teaching and Learning: Preparing All Stu...
Integrating 21st Century Skills into Teaching and Learning: Preparing All Stu...
ย
Similar to Evaluation of Technology in Learning
Mi and technology speech
This document discusses how multiple intelligences theory and educational technology can be combined to create multiple entry and exit points for learning. It begins by reviewing the implications of multiple intelligences theory and the common affordances of multiple intelligences and educational technology. It then provides examples of how different technologies can engage multiple intelligences, such as digital storytelling, simulations, and CAD programs. The document concludes by arguing that combining multiple intelligences theory and educational technology leads to deeper learning, levels the playing field for different types of students, and inspires excellence by encouraging critical thinking over memorization.
Ict In Teaching Learning V2
The document introduces the concepts and goals of integrating internet tools and online content in instruction and learning. It discusses topics like instructional design, defining learning objectives, and internet-based instructional events. It also outlines models for e-learning design, implementation, and usage scenarios that incorporate online content, assessments, collaboration tools, and more. The overall aim is to facilitate self-directed learning through the use of information and communication technologies.
Ict In Teaching Learning V2
The document introduces the concept of integrating internet tools and online content in instruction and learning. It discusses key topics like instructional design, 21st century skills, and digital solutions for education. Various online tools are presented that can be used for tasks like publishing, collaboration, content delivery, assessment, and more. Implementation involves teachers, subject matter experts, and various online applications and services.
PPT OF DIGIGOGY.pptx
Digigogy is a paradigm shift. Where pedagogy is about methods to instruct, Digigogy is about those methods, but with a technological frame
Why blended learning and e portfolios
The document discusses how the new information landscape has changed the way we communicate, work, and learn. Web 2.0 tools allow for greater communication, user control, collaboration, and sharing of information. Teachers are now expected to use e-learning and tools like blogs, wikis, and podcasts to develop student-centered and collaborative learning. Key skills needed for the future include critical thinking, problem solving, collaboration, and innovation.
Evaluation of technology learning
This is justified by the fact that not only has the new generation changed into digital learners, but not traditional world has metamorphosed into a digital world.
Digital final pres
Digital storytelling can be used to promote understanding in the classroom by having students create digital stories using media like video, sound, and images. The document provides examples of how digital storytelling aligns with state technology standards and 21st century skills. It also lists many websites that provide resources and examples of digital stories.
Digital final pres
Digital storytelling can be used to promote understanding in the classroom by having students create digital stories using media like video, sound, and images. The document provides examples of how digital storytelling aligns with state technology standards and 21st century skills. It also lists many websites that provide resources and examples of digital stories.
Special Report on 71 Characteristics of Digital Curriculum
This document discusses 71 characteristics of digital curriculum and defines them under six major categories: Actions, Aesthetics, Controls, Individualizations, Instructs, and Mechanisms. It introduces the characteristics and explains that they describe technical capabilities within digital curriculum rather than addressing issues like rigor. The document also discusses a scale for evaluating digital curriculum based on technical sophistication and engagement capability. The goal is to help education leaders better understand the evolving nature of digital content and make more informed decisions about implementation.
Ict In Teaching Learning V11
This document discusses integrating internet tools and online content into instruction and learning. It covers topics like 21st century skills, digital literacy, instructional design, and using various digital tools and online resources to support teaching and learning. The goal is to introduce concepts for planning and implementing how information and communication technologies can be integrated into instruction and content to facilitate self-directed learning.
Digital Tools For Digital Kids
Gifted classrooms are places where learning is natural, that a love of learning is normal, and that real learning is passionate learning.
SPEC TTL10 BEED 3.pptx
This document outlines a program called BEED 3 Program SPEC TTL 10 Technology for Teaching and Learning in the Elem Grades. The instructor is Ms. Ana Luna N. Sayson. The objectives are to distinguish 21st century skills, simplify digital citizenship through graphic organizers, and illustrate 21st century skills through various communication methods applying digital citizenship elements. It then discusses educational technology definitions, timeline, types of technologies, and characteristics. It also outlines essential 21st century skills including learning and innovation skills, digital literacy skills, and life/career skills. Finally, it provides examples of communication skills like verbal, non-verbal, written, listening, and visual communication.
lesson 7
Teachers must adopt new mindsets for instruction and evaluation to assess essential 21st century skills like solution fluency, information fluency, collaboration fluency, creative fluency, media fluency, and digital citizenship. Creative activities in school should bridge the gap between amateur and professional creators by developing students' abilities in publishing visual content, audio/video recording, and multimedia productions. The use of desktop publishing software and internet platforms like websites, blogs, wikis, podcasts and videos can make writing easier and more exciting for learners while also offering ways to publish creative works. Evaluations must remain relevant and engaging throughout the learning process and for new digital forms of expression.
lesson 7
Teachers must adopt new mindsets for instruction and evaluation to assess essential 21st century skills like solution fluency, information fluency, collaboration fluency, creative fluency, media fluency, and digital citizenship. Creative activities in school should bridge the gap between amateur and professional creators by developing students' abilities in publishing visual content, audio/video recording, and multimedia productions. The use of desktop publishing software and internet platforms like websites, blogs, wikis, podcasts and videos can make writing easier and more exciting for learners while also offering ways to publish creative works. Evaluations must remain relevant and engaging throughout the learning process and for new digital forms of expression.
Caberto rica-danielle-r.-portfolio
This document discusses the use of educational technology in the classroom. It provides an overview of how technology can be used as a tool to enhance the teaching and learning process. Some key ways mentioned are using technology for information retrieval, communication, constructing knowledge both individually and collaboratively. It also emphasizes that while technology is prevalent, teachers need proper training to effectively integrate it into their lessons in order to improve student learning outcomes. The goal is to prepare students with skills for today's digital world and global workplace.
Twenty First Century Skills
To thrive in today's digital economy, students need 21st century skills such as digital literacy, inventive thinking, interactive communication, and producing high-quality results. An extensive literature review identified key skills in areas like cultural awareness, adaptability, collaboration, and use of real-world tools. Educational systems must incorporate these skills to help students be prepared for life and work beyond the classroom.
For my health etwinning alina popa
This document provides an overview of an eTwinning project called "For My Health" that aims to enhance students' healthy lifestyle skills. Through monthly activities, students will improve their digital skills, foreign language abilities, internet safety, collaboration skills, entrepreneurship, and social skills. The project coordinator is from a technical high school in Romania. It utilizes various online tools like TwinSpace, Facebook, and videos to facilitate collaboration between partner schools in 16 countries on topics related to health, nutrition, and disease prevention. The project is integrated into the students' food technology curriculum and aims to develop their knowledge and awareness of healthy living.
Notes on digital_assignments_and_assessments
Digital assignments and assessments can be keys to student success by being relevant, valuable, and difficult to cheat on while incorporating rich media and requiring higher-order thinking. Educators should have students interact dynamically with content using engaging tools and challenge their approach to learning. Assignments should allow students to demonstrate learning through collaboration and the use of tools like videos, podcasts, and infographics. Assessments can require deeper understanding when digital and take various forms beyond writing to show mastery in original works. Educators should start by reviewing current assessments and reworking questions to focus on desired learning outcomes while avoiding cheating.
Notes on digital_assignments_and_assessments
Digital assignments and assessments can enhance student learning and engagement. They allow students to demonstrate their knowledge through interactive activities using rich media and collaboration tools. Educators should decide the key skills they want students to demonstrate and design assignments accordingly. When using digital tools, teachers need to provide guidance on appropriate use and formats to ensure compatibility. Digital assessments provide opportunities for deeper understanding if educators restructure questions to require original work and evaluate submissions thoroughly to prevent plagiarism.
Digital storytelling e book
Digital storytelling learning projects engage and inspire students by combining storytelling with digital media like graphics, audio, video and music. When students collaborate on digital storytelling projects, they develop research, critical thinking, communication and technical skills while learning about real-world topics. Creating digital stories allows students to take ownership of their learning and find their unique voice.
Similar to Evaluation of Technology in Learning (20)
Special Report on 71 Characteristics of Digital Curriculum
Special Report on 71 Characteristics of Digital Curriculum
ย
Recently uploaded
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.ppt
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
Educational Technology in the Health Sciences
Plenary presentation at the NTTC Inter-university Workshop, 18 June 2024, Manila Prince Hotel.
Benner "Expanding Pathways to Publishing Careers"
Benner "Expanding Pathways to Publishing Careers"National Information Standards Organization (NISO)
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.ย
Mule event processing models | MuleSoft Mysore Meetup #47
Mule event processing models | MuleSoft Mysore Meetup #47
Event Link:- https://meetups.mulesoft.com/events/details/mulesoft-mysore-presents-mule-event-processing-models/
Agenda
โ What is event processing in MuleSoft?
โ Types of event processing models in Mule 4
โ Distinction between the reactive, parallel, blocking & non-blocking processing
For Upcoming Meetups Join Mysore Meetup Group - https://meetups.mulesoft.com/mysore/YouTube:- youtube.com/@mulesoftmysore
Mysore WhatsApp group:- https://chat.whatsapp.com/EhqtHtCC75vCAX7gaO842N
Speaker:-
Shivani Yasaswi - https://www.linkedin.com/in/shivaniyasaswi/
Organizers:-
Shubham Chaurasia - https://www.linkedin.com/in/shubhamchaurasia1/
Giridhar Meka - https://www.linkedin.com/in/giridharmeka
Priya Shaw - https://www.linkedin.com/in/priya-shaw
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
(๐๐๐ ๐๐๐) (๐๐๐ฌ๐ฌ๐จ๐ง ๐)-๐๐ซ๐๐ฅ๐ข๐ฆ๐ฌ
๐๐ข๐ฌ๐๐ฎ๐ฌ๐ฌ ๐ญ๐ก๐ ๐๐๐ ๐๐ฎ๐ซ๐ซ๐ข๐๐ฎ๐ฅ๐ฎ๐ฆ ๐ข๐ง ๐ญ๐ก๐ ๐๐ก๐ข๐ฅ๐ข๐ฉ๐ฉ๐ข๐ง๐๐ฌ:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
๐๐ฑ๐ฉ๐ฅ๐๐ข๐ง ๐ญ๐ก๐ ๐๐๐ญ๐ฎ๐ซ๐ ๐๐ง๐ ๐๐๐จ๐ฉ๐ ๐จ๐ ๐๐ง ๐๐ง๐ญ๐ซ๐๐ฉ๐ซ๐๐ง๐๐ฎ๐ซ:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
BIOLOGY NATIONAL EXAMINATION COUNCIL (NECO) 2024 PRACTICAL MANUAL.pptx
Practical manual for National Examination Council, Nigeria.
Contains guides on answering questions on the specimens provided
Jemison, MacLaughlin, and Majumder "Broadening Pathways for Editors and Authors"
Jemison, MacLaughlin, and Majumder "Broadening Pathways for Editors and Authors"National Information Standards Organization (NISO)
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.ย
Leveraging Generative AI to Drive Nonprofit Innovation
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
How Barcodes Can Be Leveraged Within Odoo 17
In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
Bossa Nโ Roll Records by Ismael Vazquez.
Bossa N Roll Records presentation by Izzy Vazquez for Music Retail and Distribution class at Full Sail University
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Aberdeen
Temple of Asclepius in Thrace. Excavation results
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Recently uploaded (20)
spot a liar (Haiqa 146).pptx Technical writhing and presentation skills
spot a liar (Haiqa 146).pptx Technical writhing and presentation skills
ย
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.ppt
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.ppt
ย
Mule event processing models | MuleSoft Mysore Meetup #47
Mule event processing models | MuleSoft Mysore Meetup #47
ย
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
ย
BIOLOGY NATIONAL EXAMINATION COUNCIL (NECO) 2024 PRACTICAL MANUAL.pptx
BIOLOGY NATIONAL EXAMINATION COUNCIL (NECO) 2024 PRACTICAL MANUAL.pptx
ย
Jemison, MacLaughlin, and Majumder "Broadening Pathways for Editors and Authors"
Jemison, MacLaughlin, and Majumder "Broadening Pathways for Editors and Authors"
ย
Leveraging Generative AI to Drive Nonprofit Innovation
Leveraging Generative AI to Drive Nonprofit Innovation
ย
NEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptx
NEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptx
ย
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
ย
Evaluation of Technology in Learning
- 1. LESSON 7 Evaluation of Technology in Learning
- 2. The standard of student evaluation of learning must change. This is justified by the fact that not only has the new generation changed into digital learners, but the traditional world has metamorphosed into a digital world. As effort exerted to go digital in instruction, we also need to go digital in learning in assessment.
- 3. Assessment needs to conform, not with the literacy of the past century but the new literacy of the 21st century. This is the literacy that uses digital tools in preparing students to face a high-tech world.
- 4. The comparison is made with the Swiss watch-makers which failed to adapt to digital watch-making. The Swiss watch lost its prime position in less than two years of neglect to the need to go digital.
- 5. Teachers must adopt to the new mindset both for instruction and evaluation. Evaluation must be geared to assessment of essential knowledge and skills so that learners can function effectively, productively and creatively in a new world.
- 6. It must use evaluative tools that measure the new basic skills of the 21st century digital culture, namely: solution fluency, information fluency, collaboration fluency, creative fluency, media fluency and digital citizenship.
- 7. The six fluencies reflect process skills. In reading for example, single text reading becomes less important compared with the empowerment process of being imbibed by varied informative, educational and recreational literature โ textual, audiovisual, digital.
- 8. Apart from reading, learners are asked to engage in the process of writing reports, essays, articles, stories, PowerPoint presentations, video scripts, drama skits, etc. The standard paper tests will improve inadequate in assessing new learning.
- 9. As product-outcome learning changes from verbal-textual to digital expressions (research- based outputs evaluation must also change.
- 10. Mass Amateurization Today the change in evaluation approach is referred to as mass amateurization, a term which implies a mass reach of student outputs. The personal and group creative activities in school should aim at bridging the gap between amateur creators of outputs to professional creators of future outcomes and products in real world.
- 11. This will entail inculcating adeptness among students over media along publishing, visual creation, audio-video recording, Internet web site postings, and multimedia productions.
- 12. The process does not entail the end of traditional report and essay writing, but the writing process will now have to assume the process of idea conception, planning, layout and graphics designing, editing and publishing.
- 13. The use of desktop publishing software can make writing more easier as well as more exciting for learners. The Internet also offers avenues for publishing creative outputs and this are web sites, blogs, wikis, podcasts and videos. Relevance and engagement shall be carried both in the learning process, as well as in the evaluation schemes of new digital expressions in learning.
- 14. Create a one page newsletter using Microsoft Publisher Scores Content 30% Lead Story (10%) News (10%) Features (10%) Presentation 30% Layout (10%) Use of font (10%) Color Scheme (10%) Overall Impression 40% Relevance (10%) Significance (10%) Artistry (10%) Attractive Impression (10%)