This document discusses a research project at Hambledon State School that will test the educational use of iPod Touch devices. The P&C donated funds to purchase 8 iPod Touches for students in Prep and SEP classes. The research will focus on how the devices can improve individualized and collaborative learning. Education Queensland and Apple Australia are interested in the school's research efforts.
This document provides information for delegates attending a conference, including details about sessions, speakers, venues, meals, and technology access. Lunch and teas will be served in specific locations. Sessions will take place in various computer rooms and classrooms, with some booked online in advance. Presenters will discuss topics like social networking, collaboration, and project-based learning using tools such as Google Maps and podcasting. The conference aims to promote innovative teaching practices using ICT.
This document provides a tutor guide for using technology to support adult literacy learning. It discusses strategies for introducing ICT, including available hardware such as computers, keyboards and printers in the learning centers. It also outlines the software available, such as literacy learning programs, practice tests and multimedia resources. Checklists are provided to help tutors integrate appropriate technologies into their lessons while considering the needs of both students and tutors.
Technology in education can serve multiple goals, both stated and unstated. It is important to have a clear vision for how technology enhances educational objectives before implementing initiatives. Effective technology plans start with understanding existing curricular goals and ensuring any technology chosen supports enhancing education. Initiatives should have measurable objectives and justify how the technology helps meet educational goals based on research in learning.
The document discusses mobile learning and provides an overview of current uses, design considerations, research on effectiveness, and future potential. It defines mobile learning as learning that happens across locations or takes advantage of portable technologies. Examples are given of various institutions and organizations that are using mobile apps for learning, such as providing course materials, quizzes and tests. The document also outlines some types of mobile learning like e-learning, collaboration, and user-generated content. Future directions discussed include more context-aware and interactive devices that take advantage of new sensors and location services.
The document invites stakeholders to attend a series of talks on topics related to ICT during National ICT Month. The talks will cover ICT in education, free and open source software, e-governance, PC maintenance and recycling, and web programming. The activities will be held from June 21-25, 2010 at the CICT-NCC office and will include exhibits showcasing ICT projects for education. Attendees are asked to RSVP by emailing the contact persons by the deadline since space is limited. The attached program details the schedule of talks and sessions across the five days.
This document provides an internship log summarizing the activities of an intern assisting with assistive technology (AT) at a university. Over the course of several weeks, the intern helped demonstrate various AT equipment at a workshop, took notes on training videos to learn how to use Kurzweil3000 and other programs, scheduled training sessions with students, and provided training to students on Kurzweil3000, Read and Write Gold, and other AT. The supervisors provided positive feedback and suggestions to expand the intern's knowledge of AT to better assist students.
The document discusses the impact of information and communication technologies (ICT) on teaching and learning. It notes that ICT improves memory retention, increases motivation, and deepens understanding. ICT also promotes collaborative learning. The introduction of ICT into classrooms has led teachers to question the evolving nature of pedagogy and the long-term impact of ICT. It also raises the question of what skills teachers will need to be effective in ICT-based environments.
Y3 ICT and the Foundation Subjects - Lecture 1Miles Berry
How should teachers best develop ICT knowledge and understanding of ‘digital natives’?
Lecture: Intro to the module. What is ICT Capability? Current national curriculum developments. The relationship between computing, ICT and digital literacy. The myth(?) of the digital native. Embedded approaches – developing ICT capability through other subjects
Task: Plan a lesson within your foundation subject that demonstrably would develop pupils’ ICT capability.
This document provides information for delegates attending a conference, including details about sessions, speakers, venues, meals, and technology access. Lunch and teas will be served in specific locations. Sessions will take place in various computer rooms and classrooms, with some booked online in advance. Presenters will discuss topics like social networking, collaboration, and project-based learning using tools such as Google Maps and podcasting. The conference aims to promote innovative teaching practices using ICT.
This document provides a tutor guide for using technology to support adult literacy learning. It discusses strategies for introducing ICT, including available hardware such as computers, keyboards and printers in the learning centers. It also outlines the software available, such as literacy learning programs, practice tests and multimedia resources. Checklists are provided to help tutors integrate appropriate technologies into their lessons while considering the needs of both students and tutors.
Technology in education can serve multiple goals, both stated and unstated. It is important to have a clear vision for how technology enhances educational objectives before implementing initiatives. Effective technology plans start with understanding existing curricular goals and ensuring any technology chosen supports enhancing education. Initiatives should have measurable objectives and justify how the technology helps meet educational goals based on research in learning.
The document discusses mobile learning and provides an overview of current uses, design considerations, research on effectiveness, and future potential. It defines mobile learning as learning that happens across locations or takes advantage of portable technologies. Examples are given of various institutions and organizations that are using mobile apps for learning, such as providing course materials, quizzes and tests. The document also outlines some types of mobile learning like e-learning, collaboration, and user-generated content. Future directions discussed include more context-aware and interactive devices that take advantage of new sensors and location services.
The document invites stakeholders to attend a series of talks on topics related to ICT during National ICT Month. The talks will cover ICT in education, free and open source software, e-governance, PC maintenance and recycling, and web programming. The activities will be held from June 21-25, 2010 at the CICT-NCC office and will include exhibits showcasing ICT projects for education. Attendees are asked to RSVP by emailing the contact persons by the deadline since space is limited. The attached program details the schedule of talks and sessions across the five days.
This document provides an internship log summarizing the activities of an intern assisting with assistive technology (AT) at a university. Over the course of several weeks, the intern helped demonstrate various AT equipment at a workshop, took notes on training videos to learn how to use Kurzweil3000 and other programs, scheduled training sessions with students, and provided training to students on Kurzweil3000, Read and Write Gold, and other AT. The supervisors provided positive feedback and suggestions to expand the intern's knowledge of AT to better assist students.
The document discusses the impact of information and communication technologies (ICT) on teaching and learning. It notes that ICT improves memory retention, increases motivation, and deepens understanding. ICT also promotes collaborative learning. The introduction of ICT into classrooms has led teachers to question the evolving nature of pedagogy and the long-term impact of ICT. It also raises the question of what skills teachers will need to be effective in ICT-based environments.
Y3 ICT and the Foundation Subjects - Lecture 1Miles Berry
How should teachers best develop ICT knowledge and understanding of ‘digital natives’?
Lecture: Intro to the module. What is ICT Capability? Current national curriculum developments. The relationship between computing, ICT and digital literacy. The myth(?) of the digital native. Embedded approaches – developing ICT capability through other subjects
Task: Plan a lesson within your foundation subject that demonstrably would develop pupils’ ICT capability.
International Workshop on Serious Games Development and ApplicationsElios Lab
The document discusses designing a framework for serious gaming on interactive television (iTV). It proposes a format called ELU that combines linear audio/video streams with interactive educational content to enhance TV programs. The ELU format aims to leverage iTV's potential for learning while addressing its constraints like limited interactivity. It also describes tools for authoring, managing, and deploying ELU content on different iTV platforms. The goals are to make educational content accessible to broader audiences and provide additional support for weaker users. Evaluation of the ELU framework involved testing applications in various educational domains with over 200 users across 7 countries.
GGULIVRR: Touching Mobile and Contextual LearningeLearning Papers
1) Project GGULIVRR explores using mobile technologies like NFC tags and QR codes to link physical objects and locations to digital educational games.
2) The project aims to develop 21st century skills through creating and playing contextual mobile games on topics like a city's underground infrastructure.
3) Games are built in a generic framework that allows non-technical users to author new games by combining multimedia content and scripted gameplay rules.
This document provides an overview of a Microsoft e-learning course on digital lifestyles. The course contains information on digital audio, video, and photography. It also discusses career opportunities in digital technology. The course contains modules on the modern digital experience and specific digital media like audio and video. It aims to explain the role of digital technology in daily life and introduce basic concepts and features of digital media formats.
OER in the Mobile Era: Content Repositories’ Features for Mobile Devices and ...eLearning Papers
Learning objects and open contents have been named in the Horizon reports from 2004 and 2010 respectively, predicting to have an impact in the short term due to the current trend of offering open content for free on the Web. OER repositories should adapt their features so their contents can be accessed from mobile devices. This paper summarizes recent trends in the creation, publication, discovery, acquisition, access, use and re-use of learning objects on mobile devices based on a literature review on research done from 2007 to 2012. From the content providers side, we present the results obtained from a survey performed on 23 educational repository owners prompting them to answer about their current and expected support on mobile devices. From the content user side, we identify features provided by the main OER repositories. Finally, we introduce future trends and our next contributions.
The PGCE AV/ Ed Tech component takes a "learning by doing" approach to developing teachers understandings of ICT. The seven tasks her will hopefully asssist a teacher to integrate ICT into their class administration, professional development and perhaps even their teaching
The document provides a timeline of digital technologies from 1859 to the present. It begins in the pre-microcomputer era when John Dewey advocated for hands-on, experiential learning. The microcomputer era began in the 1970s-80s with the development of microprocessors. Mainframes were large computers used by organizations. Word processing software allowed easy editing. The internet era enabled email, video conferencing, online learning, and social networking. Mobile technologies now include e-books, podcasts, and ubiquitous connections.
Prof. AB develops a product called "STUNOOPER", a pen capable of assessing student participation in class based on facial expressions, gestures, etc. and providing proposed grades. He tests it from 2019-2021, when he finalizes the design and uses it to grade students. Prof. AB writes the integrating code himself while using open source algorithms and libraries, and keeps his expanding training data secret. It is unclear if this is a good idea or product.
This document provides a summary of the maiden edition of the Ekiti ICT Journal. It discusses the importance of ICT to service delivery and efficiency in government. It highlights how ICT tools like email and biometric systems have improved communication and eliminated ghost workers. It introduces the editorial board and provides an excerpt paying tribute to the late Deputy Governor, who was a strong supporter of ICT. Keyboard shortcuts and tips for email are also outlined in the 'Knowledge Corner' section. Upcoming ICT projects being implemented by the government are listed. The feature article discusses how to navigate increasing complexity in technology by embracing change and learning foundational principles.
The document discusses using cell phones as learning tools in the classroom. It provides an overview of a module that will teach students how to utilize cell phones to embrace new technologies, promote digital etiquette, and integrate mobile devices into faith learning. Examples are given of ways students can use cell phone features like cameras, texting, and apps to complete projects and assignments that incorporate the cell phones into the classroom experience. Guidelines are also provided around establishing proper digital etiquette and managing cell phone use in the classroom.
Integrating iPads and Tablet Computers into Library Services, Part 2ALATechSource
The document discusses several examples of K-12 schools and libraries that have implemented iPad and tablet programs. Phillips Memorial Public Library launched a circulating iPad program in 2011 that was very popular initially but saw declining usage over time. Lessons learned included having comprehensive policies, content considerations, and assessing the program ongoing. Charlottesville Schools provided all middle and high school students with Windows tablets to replace textbooks. They worked to gain funding and plan infrastructure needs. Montlieu Academy of Technology provided all students with iPads through a grant, and teachers use them for various subjects and communication. Liberty Middle School circulates iPads to teachers and uses carts of iPads for classroom use. Apps discussed include those for various subjects, communication
Public version of my presentation slide as guess lecturer at Politeknik Telkom, Bandung, May 4, 2013, discussing about "Internet of Things" Feel free to comment and/or download
ICT refers to technologies that provide access to information through communications, such as computers, internet, broadcasting technologies, and telephony. While ICT has enabled greater access to information and new opportunities for work, learning, and communication, its rise has also contributed to job losses and a more sedentary lifestyle for some users. The document outlines the history and definition of ICT, why it is needed, examples of ICT devices and media, breakthroughs in the field, and both the positive and negative impacts of increased ICT use.
The document provides an overview of a presentation on best practices for integrating technology in early childhood education according to a new position statement from NAEYC and FRC. The presentation covers planning technology use, evaluating digital products, using technology meaningfully in the classroom, setting appropriate time limits, promoting digital citizenship, requiring ongoing research and professional development, and strategies for classroom implementation.
UMW division of information technologies annual report 2010-11sobri3qu
The Division of Information Technologies 2011 Annual Report summarizes the division's accomplishments in the 2010-2011 academic year. Key events included upgrading the campus's wireless networks, implementing a new learning management system, restoring an in-house IT help desk, and completing a successful security audit. The division also upgraded many classrooms and labs, provided training programs, implemented new network and data security measures, and supported reporting needs across campus. Going forward, IT aims to continue delivering quality technology services and support to the University of Mary Washington community.
Personal Mobile Learning, Distance Learning Device Using DVB TechnologyKumara Sadana Putra
1. The document describes a proposed distance learning device called "Personal Mobile Learning" that uses DVB (Digital Video Broadcast) technology. It would allow students to receive instruction even when not in the same place and time as the teacher.
2. The design of the device is intended to be compact and portable so it does not hinder mobility. It would integrate with a laptop and allow users to both receive and transmit video, audio and images for distance learning purposes.
3. The proposed design went through several iterations including sketches, renderings, models and prototypes. The goal was to create a simple and futuristic looking device that combines the functions of television and personal computer to facilitate new forms of distance learning.
The document discusses the use of digital media and video in the classroom to enhance learning. It describes how easy-to-use and affordable video editing software allows students and teachers to create educational videos integrating text, video, audio and other media. Using digital video encourages skills like research, communication and critical thinking. It also promotes active, collaborative and problem-based learning. Different technologies support learning in various ways, from tutoring to serving as tools for developing higher-order thinking. The document provides examples of equipment, software and websites that can help incorporate digital tools into classroom lessons.
The document discusses the use of digital media and video in the classroom to enhance learning. It describes how easy-to-use and affordable video editing software allows students and teachers to create educational videos integrating text, video, audio and other media. Using digital video encourages skills like research, communication and critical thinking. It also promotes active, collaborative and problem-based learning. Different technologies support learning in various ways, from tutoring to serving as tools for developing higher-order thinking. The document provides examples of equipment, software and websites that can help incorporate digital tools into classroom lessons.
This document provides information about a module on computer peripheral devices, including expectations, a pre-test, lesson content, and post-test. The lesson defines peripheral devices as auxiliary devices that connect to and work with computers. It categorizes peripherals as input, output, or input/output devices and provides examples of each type. The lesson describes common input devices like the mouse, keyboard, webcam, and joystick. It also discusses output devices such as the monitor, speakers, projector, and printer. The activities and tests are designed to help learners identify and understand the functions of various computer peripherals.
Mashable.com how-tech-will-transform-the-traditional-classroomTL Lee
The document discusses how technology like the iPad can transform traditional classrooms. It provides examples of how the iPad can be used as a digital whiteboard, for typing assignments, and remote presentations. However, it also notes obstacles to progress like outdated teaching methods, political and cultural issues, and filtering policies. It argues technology alone cannot fix education and a holistic approach is needed that addresses core issues and allows new ways of learning.
This document discusses effective technology integration methods for 21st century learners. It introduces tools like smartboards, computers, blogs, iTunes/podcasts, and laptops. Smartboards allow teachers to present information and for students to interact with lessons. Computers provide learning opportunities and teach vital skills like typing. Blogs facilitate communication and access to class materials. iTunes and podcasts stimulate learning through audio and visual content. Laptops provide portable access to technology resources. Effective technology integration provides students with easy access to educational tools and information.
Apple in Education - Lee Evans - iansyst Ltdiansyst
The document discusses Apple's latest offerings and commitment to accessibility in education. It summarizes John d'Abbro's presentation on using digital creativity and Apple technology to engage students with behavioral, emotional, and social difficulties. It also provides overviews of various assistive technologies available on Mac devices that can help with organization, planning, reading, writing, and more.
International Workshop on Serious Games Development and ApplicationsElios Lab
The document discusses designing a framework for serious gaming on interactive television (iTV). It proposes a format called ELU that combines linear audio/video streams with interactive educational content to enhance TV programs. The ELU format aims to leverage iTV's potential for learning while addressing its constraints like limited interactivity. It also describes tools for authoring, managing, and deploying ELU content on different iTV platforms. The goals are to make educational content accessible to broader audiences and provide additional support for weaker users. Evaluation of the ELU framework involved testing applications in various educational domains with over 200 users across 7 countries.
GGULIVRR: Touching Mobile and Contextual LearningeLearning Papers
1) Project GGULIVRR explores using mobile technologies like NFC tags and QR codes to link physical objects and locations to digital educational games.
2) The project aims to develop 21st century skills through creating and playing contextual mobile games on topics like a city's underground infrastructure.
3) Games are built in a generic framework that allows non-technical users to author new games by combining multimedia content and scripted gameplay rules.
This document provides an overview of a Microsoft e-learning course on digital lifestyles. The course contains information on digital audio, video, and photography. It also discusses career opportunities in digital technology. The course contains modules on the modern digital experience and specific digital media like audio and video. It aims to explain the role of digital technology in daily life and introduce basic concepts and features of digital media formats.
OER in the Mobile Era: Content Repositories’ Features for Mobile Devices and ...eLearning Papers
Learning objects and open contents have been named in the Horizon reports from 2004 and 2010 respectively, predicting to have an impact in the short term due to the current trend of offering open content for free on the Web. OER repositories should adapt their features so their contents can be accessed from mobile devices. This paper summarizes recent trends in the creation, publication, discovery, acquisition, access, use and re-use of learning objects on mobile devices based on a literature review on research done from 2007 to 2012. From the content providers side, we present the results obtained from a survey performed on 23 educational repository owners prompting them to answer about their current and expected support on mobile devices. From the content user side, we identify features provided by the main OER repositories. Finally, we introduce future trends and our next contributions.
The PGCE AV/ Ed Tech component takes a "learning by doing" approach to developing teachers understandings of ICT. The seven tasks her will hopefully asssist a teacher to integrate ICT into their class administration, professional development and perhaps even their teaching
The document provides a timeline of digital technologies from 1859 to the present. It begins in the pre-microcomputer era when John Dewey advocated for hands-on, experiential learning. The microcomputer era began in the 1970s-80s with the development of microprocessors. Mainframes were large computers used by organizations. Word processing software allowed easy editing. The internet era enabled email, video conferencing, online learning, and social networking. Mobile technologies now include e-books, podcasts, and ubiquitous connections.
Prof. AB develops a product called "STUNOOPER", a pen capable of assessing student participation in class based on facial expressions, gestures, etc. and providing proposed grades. He tests it from 2019-2021, when he finalizes the design and uses it to grade students. Prof. AB writes the integrating code himself while using open source algorithms and libraries, and keeps his expanding training data secret. It is unclear if this is a good idea or product.
This document provides a summary of the maiden edition of the Ekiti ICT Journal. It discusses the importance of ICT to service delivery and efficiency in government. It highlights how ICT tools like email and biometric systems have improved communication and eliminated ghost workers. It introduces the editorial board and provides an excerpt paying tribute to the late Deputy Governor, who was a strong supporter of ICT. Keyboard shortcuts and tips for email are also outlined in the 'Knowledge Corner' section. Upcoming ICT projects being implemented by the government are listed. The feature article discusses how to navigate increasing complexity in technology by embracing change and learning foundational principles.
The document discusses using cell phones as learning tools in the classroom. It provides an overview of a module that will teach students how to utilize cell phones to embrace new technologies, promote digital etiquette, and integrate mobile devices into faith learning. Examples are given of ways students can use cell phone features like cameras, texting, and apps to complete projects and assignments that incorporate the cell phones into the classroom experience. Guidelines are also provided around establishing proper digital etiquette and managing cell phone use in the classroom.
Integrating iPads and Tablet Computers into Library Services, Part 2ALATechSource
The document discusses several examples of K-12 schools and libraries that have implemented iPad and tablet programs. Phillips Memorial Public Library launched a circulating iPad program in 2011 that was very popular initially but saw declining usage over time. Lessons learned included having comprehensive policies, content considerations, and assessing the program ongoing. Charlottesville Schools provided all middle and high school students with Windows tablets to replace textbooks. They worked to gain funding and plan infrastructure needs. Montlieu Academy of Technology provided all students with iPads through a grant, and teachers use them for various subjects and communication. Liberty Middle School circulates iPads to teachers and uses carts of iPads for classroom use. Apps discussed include those for various subjects, communication
Public version of my presentation slide as guess lecturer at Politeknik Telkom, Bandung, May 4, 2013, discussing about "Internet of Things" Feel free to comment and/or download
ICT refers to technologies that provide access to information through communications, such as computers, internet, broadcasting technologies, and telephony. While ICT has enabled greater access to information and new opportunities for work, learning, and communication, its rise has also contributed to job losses and a more sedentary lifestyle for some users. The document outlines the history and definition of ICT, why it is needed, examples of ICT devices and media, breakthroughs in the field, and both the positive and negative impacts of increased ICT use.
The document provides an overview of a presentation on best practices for integrating technology in early childhood education according to a new position statement from NAEYC and FRC. The presentation covers planning technology use, evaluating digital products, using technology meaningfully in the classroom, setting appropriate time limits, promoting digital citizenship, requiring ongoing research and professional development, and strategies for classroom implementation.
UMW division of information technologies annual report 2010-11sobri3qu
The Division of Information Technologies 2011 Annual Report summarizes the division's accomplishments in the 2010-2011 academic year. Key events included upgrading the campus's wireless networks, implementing a new learning management system, restoring an in-house IT help desk, and completing a successful security audit. The division also upgraded many classrooms and labs, provided training programs, implemented new network and data security measures, and supported reporting needs across campus. Going forward, IT aims to continue delivering quality technology services and support to the University of Mary Washington community.
Personal Mobile Learning, Distance Learning Device Using DVB TechnologyKumara Sadana Putra
1. The document describes a proposed distance learning device called "Personal Mobile Learning" that uses DVB (Digital Video Broadcast) technology. It would allow students to receive instruction even when not in the same place and time as the teacher.
2. The design of the device is intended to be compact and portable so it does not hinder mobility. It would integrate with a laptop and allow users to both receive and transmit video, audio and images for distance learning purposes.
3. The proposed design went through several iterations including sketches, renderings, models and prototypes. The goal was to create a simple and futuristic looking device that combines the functions of television and personal computer to facilitate new forms of distance learning.
The document discusses the use of digital media and video in the classroom to enhance learning. It describes how easy-to-use and affordable video editing software allows students and teachers to create educational videos integrating text, video, audio and other media. Using digital video encourages skills like research, communication and critical thinking. It also promotes active, collaborative and problem-based learning. Different technologies support learning in various ways, from tutoring to serving as tools for developing higher-order thinking. The document provides examples of equipment, software and websites that can help incorporate digital tools into classroom lessons.
The document discusses the use of digital media and video in the classroom to enhance learning. It describes how easy-to-use and affordable video editing software allows students and teachers to create educational videos integrating text, video, audio and other media. Using digital video encourages skills like research, communication and critical thinking. It also promotes active, collaborative and problem-based learning. Different technologies support learning in various ways, from tutoring to serving as tools for developing higher-order thinking. The document provides examples of equipment, software and websites that can help incorporate digital tools into classroom lessons.
This document provides information about a module on computer peripheral devices, including expectations, a pre-test, lesson content, and post-test. The lesson defines peripheral devices as auxiliary devices that connect to and work with computers. It categorizes peripherals as input, output, or input/output devices and provides examples of each type. The lesson describes common input devices like the mouse, keyboard, webcam, and joystick. It also discusses output devices such as the monitor, speakers, projector, and printer. The activities and tests are designed to help learners identify and understand the functions of various computer peripherals.
Mashable.com how-tech-will-transform-the-traditional-classroomTL Lee
The document discusses how technology like the iPad can transform traditional classrooms. It provides examples of how the iPad can be used as a digital whiteboard, for typing assignments, and remote presentations. However, it also notes obstacles to progress like outdated teaching methods, political and cultural issues, and filtering policies. It argues technology alone cannot fix education and a holistic approach is needed that addresses core issues and allows new ways of learning.
This document discusses effective technology integration methods for 21st century learners. It introduces tools like smartboards, computers, blogs, iTunes/podcasts, and laptops. Smartboards allow teachers to present information and for students to interact with lessons. Computers provide learning opportunities and teach vital skills like typing. Blogs facilitate communication and access to class materials. iTunes and podcasts stimulate learning through audio and visual content. Laptops provide portable access to technology resources. Effective technology integration provides students with easy access to educational tools and information.
Apple in Education - Lee Evans - iansyst Ltdiansyst
The document discusses Apple's latest offerings and commitment to accessibility in education. It summarizes John d'Abbro's presentation on using digital creativity and Apple technology to engage students with behavioral, emotional, and social difficulties. It also provides overviews of various assistive technologies available on Mac devices that can help with organization, planning, reading, writing, and more.
This document discusses the impact of computers on educational technology and teaching methodologies. It begins by explaining how computers have greatly revolutionized teaching strategies and reduced teachers' role as the sole source of information. It then provides technical definitions for common computer hardware and software terms. The document outlines advantages like allowing individualized pacing, feedback, and progress monitoring. Disadvantages include potential costs and lack of high-quality instructional materials. In conclusion, it emphasizes that computers open gateways to learning and enable research, presentations, and communication across distances.
These examples of technology in early childhood education will enable you to support the development of ICT capability and technology literacy in your early learning environment today.
Empower young children with these ICT tools with evidence based strategies.
Subscribe to my technology in early childhood education blog now.
ICT provides the opportunity to develop both technical and creative skills through studying how information is transferred and presented using technology. Over two years, students explore practical problem solving and the digital world, as well as the use of ICT in organizations and practical project implementation. Assessment includes exams on yearly themes and a final practical project. ICT careers range from technical roles in data transfer to user interface design, depending on individual strengths and interests.
This document discusses the educational uses and potential of iPads in classrooms, noting that thousands of apps are available and that iPads provide technical, mobile, and learner benefits. It provides examples of school districts that have purchased large numbers of iPads and recommends several apps for visual thinking, information gathering, creativity, guided practice, content repositories, productivity, and combinations of uses. The document concludes by comparing iPads to other tablets and discussing their use for research projects in Google Presentations.
This document provides guidance for teachers on planning digital literacy curriculum. It identifies foundational and developing digital knowledge and skills in areas like navigating devices, online safety, finding and creating digital content. The document suggests learning outcomes, resources and ideas to investigate key concepts or engage families. It describes digital skills as applicable across subjects rather than a separate topic. Teachers are encouraged to develop confidence in their own digital skills to better teach students.
The document discusses predictions about the future of information and communication technologies (ICT). It describes how ICT will become more integrated into daily life and education. Students and teachers will carry personal communication devices to access the internet, complete schoolwork, and communicate. Classrooms may have small groups and flexible learning spaces. Assessment may move to multimedia and group formats. Everyday devices like badges and jewelry may serve as phones, computers, and means of interacting wirelessly.
1. The document discusses various digital audio/visual technologies used in teaching including interactive whiteboards, tablets, computers, e-books, wireless networks, optical media, digital video editing, and internet video.
2. It provides details on how each technology can be used, such as running software and polling audiences for interactive whiteboards, and note taking and presentation capabilities for tablets.
3. The document also discusses digital video editing techniques including film splicing, tape-to-tape, and digital/computer editing as well as online discussion tips and examples of video sharing on YouTube.
The document discusses a school's vision for integrating technology into classrooms to support literacy, math, and critical thinking skills. It outlines four technology strands - creativity and innovation, research and information fluency, digital citizenship, and technology operations. It considers purchasing Lenovo IdeaPad laptops and Apple iPads to equip students and teachers. While iPads offer benefits like intuitiveness and engaging applications, IdeaPads are seen as better able to support creating documents and the existing digital classroom environment. The committee recommends a purchase of IdeaPads, iPads, and a storage cart, and organizing teacher training to support effective use of the new technologies.
The document discusses challenges with integrating information and communication technology (ICT) into rural school systems. It notes that rural areas lack internet coverage and ICT facilities/equipment. This creates gaps in ICT skills between rural and urban students. It also finds that many rural teachers were not exposed to ICT during their training and have difficulties adapting to new technology. Additionally, maintaining ICT software is challenging due to high costs and risks of viruses/hacking. The document suggests actions like providing internet access, equipment, and ICT training to help address these issues.
The document discusses challenges with integrating information and communication technology (ICT) into rural school systems. It notes that rural areas lack internet coverage and ICT facilities/equipment. This results in wide gaps in ICT skills between rural and urban students. It raises learning issues around how to expose teachers trained before ICT to new technologies and help students improve their ICT skills. It suggests actions like providing incentives to students, equipping schools with ICT resources, and providing early ICT training to teachers.
This document discusses launching a 1:1 iPad program at a school. It outlines reasons for implementing such a program, including creating a 21st century learning environment and augmenting the curriculum. It discusses positives of using iPads for education such as accessibility, mobility, and available educational apps. The document also covers practical considerations for implementation like wireless performance, insurance, app management, professional development, and pricing. It provides steps for rolling out an iPad program and developing supportive policies and procedures.
MITx: 11.132x Design and Development of Educational Technology, Assignment 1AnilMull
The document discusses and compares two educational technologies: the Raspberry Pi and building a self-assembled PC. The Raspberry Pi was designed specifically for educational use, allowing independent or classroom learning through projects and tutorials. It promotes open-ended, creative learning. In contrast, building a PC provided unintentional educational benefits through hands-on learning, but required guidance and had a narrower scope. Both apply constructivist learning theories and benefited the author by increasing technical understanding and confidence in working with technology.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
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Ict News July 2009
1. iPod Touch - Apple’s latest touch technology.
ICT News
This mobile device might lend itself well to
enhanced learning in primary schools.
HAMBLEDON
STATE
SCHOOL
JULY 2009
iPod Touch Action Learning Research at Hambledon.
both offered support and are watching our Media to be used on the iPod Touches
Innovative technology will research efforts with interest. can be downloaded from iTunes. iPod
be extensively tested by iPod Touches were first released to Touches handle music, video, TV shows,
the world less than 2 years ago. The 2nd podcasts, audiobooks, games and other
Hambledon staff and generation of this technology (which we will software (called Apps - short for
students during an Action be trialling) was released 9 months ago applications). At present there are over
which makes their use in an educational 50,000 apps available through the iTunes
Learning Research project environment pretty unique. Technology such store and many of them are free!
in semester 2. as this tends to move into schools quite some At present, the action learning research
time after it has been accepted into project is only programmed to run until the
The research will focus on enhanced mainstream society. end of semester 2 in these areas although
learning outcomes, good pedagogy and the Apple markets the devices as “The who knows where we might take it if further
technical issues involved in integrating this Funnest iPod Ever!”. iPod Touch is a funding could be sourced.
mobile technology into a MOE environment. portable media player, personal digital
The Hambledon SS P&C have assistant and WiFi mobile platform that has
enthusiastically offered to fund a trial of iPod been described by some as a wireless
Touch mobile devices. They have donated
$3000 which is enough to purchase 8
computer the size of your hand.
The wireless capabilities of iPod Touch
Contents
devices for use by Prep and SEP students. will not be a focus at this point.
The research in the SEP will focus on It could be considered to be an iPhone Digital Starter Kit Application 2
the ability to use these devices to improve without a phone and camera and is
individualized learning while Prep teachers controlled with the touch of your fingers on DigiC@fe Timetable 2
will discover their potential to improve
learning and collaborative skills with pre-
the screen. It has technology built into it that
allows it to detect when it is tilted and is
Useful MP3 links 3
reading and beginning reading students.
Hambledon SS is excited to have
amazingly robust considering it is a highly
sensitive technical device.
MP3 Tips 3
gained the attention of Education
Queensland and Apple Australia who have
Your ICT Certificate Digital Portfolio is due by 3pm on Friday 31st of July. This is Friday of
Don’t forget! week 3 Term 3.
31 July
You will need to copy your Digital Portfolio onto the 2GB Toshiba USB stick you were given and
place it in Kate Maccoll’s pigeon hole by this date.
You will receive feedback in the following week.
2. Don’t forget! What do you
DigiC@fe want on your
31 July
smorgasbord?
29 July 2009
The DigiC@fe this week will be focused on Is there a particular
last minute coaching/support for people topic you would like
Digital Starter Kit who want to work on their ICT Certificate.
to see used for a
applications due Come along and ask for help or just come DigiC@fe?
and enjoy the good company of others
focused on the same goal as you. Please feel free to let
Kate know and she
As usual, you can expect yummy food!
will try to incorporate
it into the DigiC@fe
Venue – Conference room. program for Term 4.
Time – 3.20 – 5 ish. Feel free to leave
earlier.
What to bring? Your laptop and any of the material you might need as you
! work on your digital portfolio.
We have a number of
Digital Starter kits DigiC@fe - Term 3 topics
available for staff who
can come up with ways
to integrate these devices Strand Topic Date
into their units.
Other ICT Certificate 29 July
If you liked your Nashi SWAT
MP3 you’ll LOVE this
MP4 device. Literacy Editing audio 5 August
files. (will be repeated
It does everything your Using Audacity to term 4)
MP3 does + plays films + edit files.
shows pictures + shows
text.
Numeracy Interactive 19 August
Feel free to include them Numeracy 26 August
on your ICT Certificate
USB stick with your ICT Other iPod Touch 16 September
certificate Digital What is the fuss
Portfolio. about?
3. Useful MP3 Links
Have a look at some of these
great links for MP3 learning.
Tweets can be directed/sent to other Vic Dept Ed - Teacher Resources -
Is Kate a twit? people by including the use of the @ Podcasting
symbol before their twitter ID. The http://www.education.vic.gov.au/
She’s tweeting! conversation thread below reads from teacher/podcasting.htm
bottom to top with the earliest message
This website is a terrific place to go to
at the bottom and the latest one on the
find out more about podcasting and how
Twitter is a free service that allows top. (One tweet has been removed as I teachers are using media files in
people to stay in touch with others received it in the middle of the Victorian schools.
through short messages called “tweets”. conversation and did not have
Tweets are a maximum of 140 permission to reproduce it.) EQ Thinking Digitally - Media
characters long and once posted can be Players
read by other people who choose to http://www.learningplace.com.au/
follow (subscribe to) them. deliver/content.asp?pid=39184
This website has been created as a result
of the EQ Media Player trial. It has
some useful tips to help teachers
understand some of the issues around
media players.
EQ Thinking Digitally - Media
Since privacy is important when Players - Curriculum Examples
http://www.learningplace.com.au/
dealing in this virtual world twitter offers
deliver/content.asp?pid=41272
the option for people to have public or
This page lists some examples of how
protected profiles. Tweets from people Qld Teachers have embedded media
with protected profiles can only be read players into their curriculum.
by authorized followers. Twitter has some very interesting
Tweets can be general ones put out applications for education. It is a very
Lit2Go - MP3 Stories and Poems
into the “twitterverse” for people to interactive format for professional
http://etc.usf.edu/lit2go/index.htm
read or they can be directed at people learning and also a great Lit2Go is a free online collection of
or groups of people. communication tool between schools stories and poems in Mp3 (audiobook)
An example of a general tweet is and their local communities. format.
shown below.
SWiK - Pedagogy + MP3
http://swik.net/pedagogy+mp3
A link to a list of articles about linking
good pedagogy with MP3 devices.
The use of a #hashtag in a tweet
can be a useful way to create a
message that is likely to be picked yup Librivox
http://librivox.org/
by specific groups of people. For
If you are interested in knowing LibriVox provides free audiobooks from
example Education Queensland has an
the public domain.
extremely active Twitter PLN Professional more about Twitter a company called
Learning Network called #eqelearn. The Common Craft Show has produced
Podiobooks
EQ staff particularly interested in a simple video to explain how it works
http://www.podiobooks.com/
eLearning follow #eqelearn tweets with which can be found by Googling A site with free audiobooks.
interest. “Twitter in plain english” or you can just
use this link http://idek.net/Lbt which will
Learn Out Loud
take you straight there.
http://www.learnoutloud.com/
You will need to search carefully for free
files on this site.
http://delicious.com/HambledonSS
Don’t forget our “delicious” staff favourites list for DigiC@fe
and good digital pedagogy links.