Teachers, students, and policymakers debate the effective integration of technology into education. While access to technology has increased, successful implementation and teacher support have proven difficult due to a lack of shared vision, variances in objectives between initiatives and teachers, and insufficient resources and training. For technology integration to succeed, initiatives must be developed collaboratively with clear goals, adequate equipment and support, and opportunities for professional development that allow teachers to experiment and support constructivist approaches to teaching and learning with technology.
This document discusses the use of information and communication technologies (ICT) in education. It identifies two major obstacles to effective ICT integration: 1) implementation failure and 2) lack of teacher support. Implementation can fail when there is no shared vision between policymakers and teachers, a mismatch between technology initiatives and curriculum objectives, insufficient planning and leadership, and a lack of access to resources. Teachers also lack support through inadequate teaching conditions, a need for continuous training to develop technological skills, and a lack of accountability that allows time for changes to take effect. Overall, effective ICT integration requires a shared vision, adequate resources, ongoing teacher support through training and collaboration, and sufficient time for changes in teaching practices.
The document discusses obstacles to effectively integrating information and communication technologies (ICT) into education. It identifies two major obstacles: implementation failure and lack of teacher support. Implementation often fails when initiatives do not originate from or are not shared with teachers. It also fails when objectives do not align between policies and teachers or when sufficient resources and leadership are not provided. A lack of teacher support also hinders integration, including inadequate training, skills development or consideration of teaching conditions. When these obstacles are addressed, ICT has the potential to transform learning by shifting approaches from transmission to construction of knowledge.
The document discusses obstacles to using ICT (information and communication technology) effectively in education. It identifies two major culprits that create obstacles: implementation failure and lack of teacher support. Implementation failure can occur due to a lack of a shared vision between policymakers and teachers, variances in objectives between technology initiatives and curriculum, insufficient planning and leadership, and lack of access to resources. Lack of teacher support also impedes effective integration of technology when there are inadequate teaching conditions, teachers lack technological skills and training, and there is no accountability for changes that require time. The document advocates for remedies such as developing shared goals, providing sufficient time and support for teachers, and fostering a positive climate that allows risk-taking.
The document discusses obstacles to using ICT effectively in education, including implementation failure and lack of teacher support. Implementation often fails due to a lack of a shared vision between policymakers and teachers, variances in objectives between technology initiatives and curriculum, and insufficient planning, leadership, resources and access. Teacher support is also lacking due to poor teaching conditions, a need for ongoing training and support to develop technological skills, and accountability measures that don't allow sufficient time for changes. When implemented successfully with adequate teacher support, ICT has the potential to transform teaching and learning from a transmission model to a more constructivist approach.
The document discusses obstacles to using ICT effectively in education, including implementation failure and lack of teacher support. Implementation often fails due to a lack of a shared vision between policymakers and teachers, variances in objectives between technology initiatives and curriculum, and insufficient planning, leadership, resources and access. Teacher support is also lacking due to poor teaching conditions, a need for ongoing training and support to develop teachers' technological skills, and accountability measures that don't allow sufficient time for changes to occur. Effective ICT integration requires addressing these obstacles by developing shared goals, providing support and resources to teachers, and allowing time for changes in practices and beliefs.
The document discusses obstacles to using ICT (information and communication technology) effectively in education. It identifies two major culprits that create obstacles: implementation failure and lack of teacher support. Implementation failure can occur due to a lack of a shared vision between policymakers and teachers, variances in objectives between technology initiatives and curriculum, insufficient planning and leadership, and lack of access to resources. Lack of teacher support also impedes effective integration of technology when there are inadequate teaching conditions, teachers lack technological skills and training, and there is no accountability for changes that require time. The document advocates for remedies such as developing shared goals, providing sufficient time and support for teachers, and fostering a positive climate that allows risk-taking.
The document discusses obstacles to using ICT (information and communication technology) effectively in education. It identifies two major culprits that create obstacles: implementation failure and lack of teacher support. Implementation failure can occur due to a lack of a shared vision between policymakers and teachers, variances in objectives between technology initiatives and curriculum, insufficient planning and leadership, and lack of access to resources. Lack of teacher support also impedes effective integration of technology when there are inadequate teaching conditions, teachers lack technological skills and training, and there is no accountability for changes that require time. The document advocates for remedies such as developing shared goals, providing sufficient time and support for teachers, and fostering a positive climate that allows risk-taking.
This document discusses the use of information and communication technologies (ICT) in education. It identifies two major obstacles to effective ICT integration: 1) implementation failure and 2) lack of teacher support. Implementation can fail when there is no shared vision between policymakers and teachers, a mismatch between technology initiatives and curriculum objectives, insufficient planning and leadership, and a lack of access to resources. Teachers also lack support through inadequate teaching conditions, a need for continuous training to develop technological skills, and a lack of accountability that allows time for changes to take effect. Overall, effective ICT integration requires a shared vision, adequate resources, ongoing teacher support through training and collaboration, and sufficient time for changes in teaching practices.
The document discusses obstacles to effectively integrating information and communication technologies (ICT) into education. It identifies two major obstacles: implementation failure and lack of teacher support. Implementation often fails when initiatives do not originate from or are not shared with teachers. It also fails when objectives do not align between policies and teachers or when sufficient resources and leadership are not provided. A lack of teacher support also hinders integration, including inadequate training, skills development or consideration of teaching conditions. When these obstacles are addressed, ICT has the potential to transform learning by shifting approaches from transmission to construction of knowledge.
The document discusses obstacles to using ICT (information and communication technology) effectively in education. It identifies two major culprits that create obstacles: implementation failure and lack of teacher support. Implementation failure can occur due to a lack of a shared vision between policymakers and teachers, variances in objectives between technology initiatives and curriculum, insufficient planning and leadership, and lack of access to resources. Lack of teacher support also impedes effective integration of technology when there are inadequate teaching conditions, teachers lack technological skills and training, and there is no accountability for changes that require time. The document advocates for remedies such as developing shared goals, providing sufficient time and support for teachers, and fostering a positive climate that allows risk-taking.
The document discusses obstacles to using ICT effectively in education, including implementation failure and lack of teacher support. Implementation often fails due to a lack of a shared vision between policymakers and teachers, variances in objectives between technology initiatives and curriculum, and insufficient planning, leadership, resources and access. Teacher support is also lacking due to poor teaching conditions, a need for ongoing training and support to develop technological skills, and accountability measures that don't allow sufficient time for changes. When implemented successfully with adequate teacher support, ICT has the potential to transform teaching and learning from a transmission model to a more constructivist approach.
The document discusses obstacles to using ICT effectively in education, including implementation failure and lack of teacher support. Implementation often fails due to a lack of a shared vision between policymakers and teachers, variances in objectives between technology initiatives and curriculum, and insufficient planning, leadership, resources and access. Teacher support is also lacking due to poor teaching conditions, a need for ongoing training and support to develop teachers' technological skills, and accountability measures that don't allow sufficient time for changes to occur. Effective ICT integration requires addressing these obstacles by developing shared goals, providing support and resources to teachers, and allowing time for changes in practices and beliefs.
The document discusses obstacles to using ICT (information and communication technology) effectively in education. It identifies two major culprits that create obstacles: implementation failure and lack of teacher support. Implementation failure can occur due to a lack of a shared vision between policymakers and teachers, variances in objectives between technology initiatives and curriculum, insufficient planning and leadership, and lack of access to resources. Lack of teacher support also impedes effective integration of technology when there are inadequate teaching conditions, teachers lack technological skills and training, and there is no accountability for changes that require time. The document advocates for remedies such as developing shared goals, providing sufficient time and support for teachers, and fostering a positive climate that allows risk-taking.
The document discusses obstacles to using ICT (information and communication technology) effectively in education. It identifies two major culprits that create obstacles: implementation failure and lack of teacher support. Implementation failure can occur due to a lack of a shared vision between policymakers and teachers, variances in objectives between technology initiatives and curriculum, insufficient planning and leadership, and lack of access to resources. Lack of teacher support also impedes effective integration of technology when there are inadequate teaching conditions, teachers lack technological skills and training, and there is no accountability for changes that require time. The document advocates for remedies such as developing shared goals, providing sufficient time and support for teachers, and fostering a positive climate that allows risk-taking.
The document discusses obstacles to effectively integrating information and communication technologies (ICT) into education. It identifies two major culprits: implementation failure and lack of teacher support. Implementation often fails when the technology vision is not shared with teachers or when objectives do not align with curriculum goals. It also fails without adequate planning, leadership, access to resources, and remedies like sufficient training and professional development. Lack of teacher support stems from inadequate teaching conditions, limited technological skills and accountability pressures. When implemented successfully with training and collaboration, ICT can transform teaching and learning from a transmission model to a constructivist approach with student-centered active learning.
The document discusses obstacles to using ICT effectively in education, including implementation failure and lack of teacher support. Implementation often fails due to a lack of a shared vision between policymakers and teachers, variances in objectives between technology initiatives and curriculum, and insufficient planning, leadership, resources and access. Teacher support is also lacking due to poor teaching conditions, a need for ongoing training and support to develop technological skills, and accountability measures that don't allow sufficient time for changes. When implemented successfully with adequate teacher support, ICT has the potential to transform teaching and learning from a transmission model to a more constructivist approach.
The document discusses obstacles to using ICT (information and communication technology) effectively in education. It identifies two major culprits that create obstacles: implementation failure and lack of teacher support. Implementation failure can occur due to a lack of a shared vision between policymakers and teachers, variances in objectives between technology initiatives and curriculum, insufficient planning and leadership, and lack of access to resources. Lack of teacher support also impedes effective integration of technology when there are inadequate teaching conditions, teachers lack technological skills and training, and there is no accountability for changes that require time. The document advocates for remedies such as developing shared goals, providing sufficient time and support for teachers, and fostering a positive climate that allows risk-taking.
The document discusses obstacles to using ICT (information and communication technology) effectively in education. It identifies two major culprits that create obstacles: implementation failure and lack of teacher support. Implementation failure can occur due to a lack of a shared vision between policymakers and teachers, variances in objectives between technology initiatives and curriculum, insufficient planning and leadership, and lack of access to resources. Lack of teacher support also impedes effective integration of technology when there are inadequate teaching conditions, teachers lack technological skills and training, and there is no accountability for changes that require time. The document advocates for remedies such as developing shared goals, providing sufficient time and support for teachers, and fostering a positive climate that allows risk-taking.
The document discusses barriers to integrating information and communication technology (ICT) into teaching and learning environments based on a review of literature. The major barriers identified are lack of teacher confidence, competence, and access to resources for using ICT. Providing teachers with ICT resources like hardware, software, training, time, and technical support can help overcome these barriers and improve integration of ICT into classrooms. Understanding the barriers that inhibit teachers from using ICT and how to address them, such as improving access to resources and teacher skills, is important for effective integration of technology into education.
The document discusses strategies for integrating technology into English education classrooms. It defines technology integration as using technology as an instructional tool to deliver curriculum content. It provides several models for technology integration and discusses barriers that teachers face in integrating technology. It also provides examples of technologies that can be used in the classroom and strategies to encourage higher levels of teacher technology integration, such as developing a clear vision, building professional learning networks, investing in professional development, and developing a reflective practice.
The document discusses strategies for integrating technology into English education classrooms. It addresses the need to move beyond simply acquiring technology and focus on developing teaching strategies that use technology as an instructional tool. Several models for technology integration are presented, emphasizing using technology to enhance student learning in ways that would not be possible without it. The goal of technology integration should be to encourage active, authentic, constructive, cooperative and reflective learning.
The document discusses strategies for integrating technology into English education classrooms. It addresses the need to move beyond simply acquiring technology and focus on developing teaching strategies that use technology as an instructional tool. Several models for technology integration are presented, emphasizing using technology to enhance student learning in ways that would not be possible without it. The goal of technology integration should be to encourage active, authentic, constructive, cooperative and reflective learning.
Student teachers observed a variety of factors that influenced the use of information and communication technologies (ICT) in schools during their placements. While welcoming ICT as a tool for modernizing teaching, students identified several hindering factors. These included a lack of resources and teacher skills/training, as well as difficulties integrating ICT into traditional curriculum settings. Students also felt ICT changed classroom relationships and the nature of learning and teaching. The article examines student teachers' perceptions of ICT in schools based on their reflections in an online forum.
The document discusses the ongoing challenges of integrating technology meaningfully in K-12 classrooms. It outlines that while technology has changed how classrooms operate, teachers often struggle to use technology in ways that enhance learning. One of the biggest inhibitors is lack of time for teachers to learn technology and how to apply it to their curriculum. The document proposes using curriculum mapping to help teachers better understand what students need to learn, which could then help teachers integrate technology as a tool to support student inquiry and engagement.
A study on the impact of web technologies in teacher education to train the f...Dr. C.V. Suresh Babu
International Conference on Teacher Education in the 21st Century: Vision and Action, organized by Regional Institute of Education, National Council of Educational Research and Training (NCERT), Bhopal, MP, India on March 8 -10, 2021
This document discusses educational technology and its integration into teaching and learning. It begins by defining educational technology as the process of analyzing, designing, developing, implementing and evaluating instructional materials to improve teaching and learning. It then discusses how technology has led to a boom in the education sector by providing digital content, online resources and tests. The document also covers basic concepts of integrating technology, including improving instruction, determining how technology fits into the teaching process, and addressing instructional issues. It discusses the role of information technology in making processes more efficient and improving communication. Finally, it discusses uses of technology in teaching like unlocking educational boundaries, simplifying access to resources, and motivating and preparing students.
This document discusses educational technology and its integration into teaching and learning. It begins by defining educational technology as the process of analyzing, designing, developing, implementing and evaluating instructional materials to improve teaching and learning. It then discusses how technology has led to a boom in the education sector by providing digital content, online resources and tests. The document also covers basic concepts of integrating technology, including improving instruction, determining how technology fits into the teaching process, and addressing instructional issues. It discusses the role of information technology in making processes more efficient and improving communication. Finally, it outlines various uses of technology in teaching like unlocking educational boundaries, simplifying access to resources, and motivating and preparing students.
This document discusses educational technology and its integration into teaching and learning. It begins by defining educational technology as the process of analyzing, designing, developing, implementing and evaluating instructional materials to improve teaching and learning. It then discusses how technology has led to a boom in the education sector by providing digital content, online resources, and more. The document also covers basic concepts of integrating technology, the role of IT in educational technology, uses of technology in the teaching process, 21st century student and teacher skills, ICT strategies in Singapore and the United States, and reflections on the importance of technology in education.
This document discusses the importance of effective professional development for teachers to successfully integrate technology into their classrooms. It notes that while teachers have access to technology, few use it appropriately. Effective professional development demonstrates why technology integration is important, teaches educators how to integrate it, and offers diverse training methods. It is important for professional development to assess teacher needs, set goals, and identify funding. When done poorly, professional development can negatively impact teacher attitudes towards technology integration.
Effective Professional Development for Successful Technology Integrationshughes
This document discusses the importance of effective professional development for teachers to successfully integrate technology into their classrooms. It notes that while teachers have access to technology, few use it appropriately. Effective professional development demonstrates why technology integration is important, teaches educators how to integrate it, and offers diverse training methods. It is important for professional development to assess teacher needs, set goals, and identify funding. When done poorly, professional development can negatively impact teacher attitudes towards technology integration. Overall, the document stresses that with proper training, teachers can maintain positive attitudes and effectively incorporate technology.
The teaching and learning styles that teachers and students apply in their teaching and learning have dramatically changed due to technological advances particularly in computer. Technological advancements are affecting the way we teach and learn. Technology has found a profound home in the world of teaching and learning. Teaching/learning technologies (TLT) have received considerable attention of many including academicians in recent years. The promises of TLT vary for the respective publics. Many insist that students today do not learn well with traditional teaching and learning methods. They argue that students require presentations that are visual and stimulating. Classroom teachers hold the key to the effective use of technology to improve learning. Whatever the varying perceptions of the promises of teaching, leaning, technology, presentation instruction in the classroom, using the Web for teaching the bulk of their course, and many other faculty are considering adopting such technologies. This paper will examine some of the advantages and disadvantages of only one type of TLT, presentational technology in the classroom, and some of the issues for faculty to consider before adopting it.
The document discusses the skills and training required for teachers to effectively integrate information and communication technologies (ICT) into their teaching. It outlines that teachers need pedagogical skills to take advantage of ICT's potential, the ability to develop technology-integrated curricula, and ongoing professional development and technical support. While ICT skills are important, the document emphasizes that technology alone does not transform teaching - teachers must use ICTs to support new learner-centric methods and strategic goals.
The document discusses the skills and training required for teachers to effectively integrate information and communication technologies (ICT) into their teaching. It outlines that teachers need pedagogical skills to take advantage of ICT's potential, the ability to develop technology-integrated curricula, and strategies to meaningfully integrate ICT as a learning tool across subjects. Ongoing professional development, technical support, access to ICT, and enabling factors like infrastructure are also important for teachers to confidently and effectively utilize educational technologies.
Educational technology is the study and practice of using technology to improve learning and performance. Assessments of student achievement when using educational technology should be appropriate to the learning outcomes promoted by the specific technologies used. There are seven key factors for successful technology implementation in schools: effective teacher training; aligning technology use to curriculum standards; individualized feedback; incorporating technology into daily lessons; encouraging student collaboration; using project-based and real-world simulations; and support from teachers, administrators, and parents. Research shows that combining technology with traditional instruction can increase student learning compared to traditional instruction alone.
This document provides an overview of key concepts in database systems and management. It introduces the need for databases, common database applications, and challenges with using file systems to manage data. It also summarizes different data models, database design approaches, the relational model, SQL, and core components of a database management system including storage management, query processing, and transaction management.
This document discusses the advantages and disadvantages of artificial intelligence (AI), as well as the benefits, importance, and impact of AI. It notes that while AI incurs high costs and could lead to unemployment, it also allows for rational decision making, accuracy, and applications in healthcare. The benefits of AI include automation, improved customer experience, smarter decision making, research and data analysis, and solving complex problems. AI is also important as it makes life easier by minimizing human effort and operating automatically with precision. However, AI is having a significant impact on society and the job market as it causes issues through job losses being transferred to machines.
The document discusses obstacles to effectively integrating information and communication technologies (ICT) into education. It identifies two major culprits: implementation failure and lack of teacher support. Implementation often fails when the technology vision is not shared with teachers or when objectives do not align with curriculum goals. It also fails without adequate planning, leadership, access to resources, and remedies like sufficient training and professional development. Lack of teacher support stems from inadequate teaching conditions, limited technological skills and accountability pressures. When implemented successfully with training and collaboration, ICT can transform teaching and learning from a transmission model to a constructivist approach with student-centered active learning.
The document discusses obstacles to using ICT effectively in education, including implementation failure and lack of teacher support. Implementation often fails due to a lack of a shared vision between policymakers and teachers, variances in objectives between technology initiatives and curriculum, and insufficient planning, leadership, resources and access. Teacher support is also lacking due to poor teaching conditions, a need for ongoing training and support to develop technological skills, and accountability measures that don't allow sufficient time for changes. When implemented successfully with adequate teacher support, ICT has the potential to transform teaching and learning from a transmission model to a more constructivist approach.
The document discusses obstacles to using ICT (information and communication technology) effectively in education. It identifies two major culprits that create obstacles: implementation failure and lack of teacher support. Implementation failure can occur due to a lack of a shared vision between policymakers and teachers, variances in objectives between technology initiatives and curriculum, insufficient planning and leadership, and lack of access to resources. Lack of teacher support also impedes effective integration of technology when there are inadequate teaching conditions, teachers lack technological skills and training, and there is no accountability for changes that require time. The document advocates for remedies such as developing shared goals, providing sufficient time and support for teachers, and fostering a positive climate that allows risk-taking.
The document discusses obstacles to using ICT (information and communication technology) effectively in education. It identifies two major culprits that create obstacles: implementation failure and lack of teacher support. Implementation failure can occur due to a lack of a shared vision between policymakers and teachers, variances in objectives between technology initiatives and curriculum, insufficient planning and leadership, and lack of access to resources. Lack of teacher support also impedes effective integration of technology when there are inadequate teaching conditions, teachers lack technological skills and training, and there is no accountability for changes that require time. The document advocates for remedies such as developing shared goals, providing sufficient time and support for teachers, and fostering a positive climate that allows risk-taking.
The document discusses barriers to integrating information and communication technology (ICT) into teaching and learning environments based on a review of literature. The major barriers identified are lack of teacher confidence, competence, and access to resources for using ICT. Providing teachers with ICT resources like hardware, software, training, time, and technical support can help overcome these barriers and improve integration of ICT into classrooms. Understanding the barriers that inhibit teachers from using ICT and how to address them, such as improving access to resources and teacher skills, is important for effective integration of technology into education.
The document discusses strategies for integrating technology into English education classrooms. It defines technology integration as using technology as an instructional tool to deliver curriculum content. It provides several models for technology integration and discusses barriers that teachers face in integrating technology. It also provides examples of technologies that can be used in the classroom and strategies to encourage higher levels of teacher technology integration, such as developing a clear vision, building professional learning networks, investing in professional development, and developing a reflective practice.
The document discusses strategies for integrating technology into English education classrooms. It addresses the need to move beyond simply acquiring technology and focus on developing teaching strategies that use technology as an instructional tool. Several models for technology integration are presented, emphasizing using technology to enhance student learning in ways that would not be possible without it. The goal of technology integration should be to encourage active, authentic, constructive, cooperative and reflective learning.
The document discusses strategies for integrating technology into English education classrooms. It addresses the need to move beyond simply acquiring technology and focus on developing teaching strategies that use technology as an instructional tool. Several models for technology integration are presented, emphasizing using technology to enhance student learning in ways that would not be possible without it. The goal of technology integration should be to encourage active, authentic, constructive, cooperative and reflective learning.
Student teachers observed a variety of factors that influenced the use of information and communication technologies (ICT) in schools during their placements. While welcoming ICT as a tool for modernizing teaching, students identified several hindering factors. These included a lack of resources and teacher skills/training, as well as difficulties integrating ICT into traditional curriculum settings. Students also felt ICT changed classroom relationships and the nature of learning and teaching. The article examines student teachers' perceptions of ICT in schools based on their reflections in an online forum.
The document discusses the ongoing challenges of integrating technology meaningfully in K-12 classrooms. It outlines that while technology has changed how classrooms operate, teachers often struggle to use technology in ways that enhance learning. One of the biggest inhibitors is lack of time for teachers to learn technology and how to apply it to their curriculum. The document proposes using curriculum mapping to help teachers better understand what students need to learn, which could then help teachers integrate technology as a tool to support student inquiry and engagement.
A study on the impact of web technologies in teacher education to train the f...Dr. C.V. Suresh Babu
International Conference on Teacher Education in the 21st Century: Vision and Action, organized by Regional Institute of Education, National Council of Educational Research and Training (NCERT), Bhopal, MP, India on March 8 -10, 2021
This document discusses educational technology and its integration into teaching and learning. It begins by defining educational technology as the process of analyzing, designing, developing, implementing and evaluating instructional materials to improve teaching and learning. It then discusses how technology has led to a boom in the education sector by providing digital content, online resources and tests. The document also covers basic concepts of integrating technology, including improving instruction, determining how technology fits into the teaching process, and addressing instructional issues. It discusses the role of information technology in making processes more efficient and improving communication. Finally, it discusses uses of technology in teaching like unlocking educational boundaries, simplifying access to resources, and motivating and preparing students.
This document discusses educational technology and its integration into teaching and learning. It begins by defining educational technology as the process of analyzing, designing, developing, implementing and evaluating instructional materials to improve teaching and learning. It then discusses how technology has led to a boom in the education sector by providing digital content, online resources and tests. The document also covers basic concepts of integrating technology, including improving instruction, determining how technology fits into the teaching process, and addressing instructional issues. It discusses the role of information technology in making processes more efficient and improving communication. Finally, it outlines various uses of technology in teaching like unlocking educational boundaries, simplifying access to resources, and motivating and preparing students.
This document discusses educational technology and its integration into teaching and learning. It begins by defining educational technology as the process of analyzing, designing, developing, implementing and evaluating instructional materials to improve teaching and learning. It then discusses how technology has led to a boom in the education sector by providing digital content, online resources, and more. The document also covers basic concepts of integrating technology, the role of IT in educational technology, uses of technology in the teaching process, 21st century student and teacher skills, ICT strategies in Singapore and the United States, and reflections on the importance of technology in education.
This document discusses the importance of effective professional development for teachers to successfully integrate technology into their classrooms. It notes that while teachers have access to technology, few use it appropriately. Effective professional development demonstrates why technology integration is important, teaches educators how to integrate it, and offers diverse training methods. It is important for professional development to assess teacher needs, set goals, and identify funding. When done poorly, professional development can negatively impact teacher attitudes towards technology integration.
Effective Professional Development for Successful Technology Integrationshughes
This document discusses the importance of effective professional development for teachers to successfully integrate technology into their classrooms. It notes that while teachers have access to technology, few use it appropriately. Effective professional development demonstrates why technology integration is important, teaches educators how to integrate it, and offers diverse training methods. It is important for professional development to assess teacher needs, set goals, and identify funding. When done poorly, professional development can negatively impact teacher attitudes towards technology integration. Overall, the document stresses that with proper training, teachers can maintain positive attitudes and effectively incorporate technology.
The teaching and learning styles that teachers and students apply in their teaching and learning have dramatically changed due to technological advances particularly in computer. Technological advancements are affecting the way we teach and learn. Technology has found a profound home in the world of teaching and learning. Teaching/learning technologies (TLT) have received considerable attention of many including academicians in recent years. The promises of TLT vary for the respective publics. Many insist that students today do not learn well with traditional teaching and learning methods. They argue that students require presentations that are visual and stimulating. Classroom teachers hold the key to the effective use of technology to improve learning. Whatever the varying perceptions of the promises of teaching, leaning, technology, presentation instruction in the classroom, using the Web for teaching the bulk of their course, and many other faculty are considering adopting such technologies. This paper will examine some of the advantages and disadvantages of only one type of TLT, presentational technology in the classroom, and some of the issues for faculty to consider before adopting it.
The document discusses the skills and training required for teachers to effectively integrate information and communication technologies (ICT) into their teaching. It outlines that teachers need pedagogical skills to take advantage of ICT's potential, the ability to develop technology-integrated curricula, and ongoing professional development and technical support. While ICT skills are important, the document emphasizes that technology alone does not transform teaching - teachers must use ICTs to support new learner-centric methods and strategic goals.
The document discusses the skills and training required for teachers to effectively integrate information and communication technologies (ICT) into their teaching. It outlines that teachers need pedagogical skills to take advantage of ICT's potential, the ability to develop technology-integrated curricula, and strategies to meaningfully integrate ICT as a learning tool across subjects. Ongoing professional development, technical support, access to ICT, and enabling factors like infrastructure are also important for teachers to confidently and effectively utilize educational technologies.
Educational technology is the study and practice of using technology to improve learning and performance. Assessments of student achievement when using educational technology should be appropriate to the learning outcomes promoted by the specific technologies used. There are seven key factors for successful technology implementation in schools: effective teacher training; aligning technology use to curriculum standards; individualized feedback; incorporating technology into daily lessons; encouraging student collaboration; using project-based and real-world simulations; and support from teachers, administrators, and parents. Research shows that combining technology with traditional instruction can increase student learning compared to traditional instruction alone.
This document provides an overview of key concepts in database systems and management. It introduces the need for databases, common database applications, and challenges with using file systems to manage data. It also summarizes different data models, database design approaches, the relational model, SQL, and core components of a database management system including storage management, query processing, and transaction management.
This document discusses the advantages and disadvantages of artificial intelligence (AI), as well as the benefits, importance, and impact of AI. It notes that while AI incurs high costs and could lead to unemployment, it also allows for rational decision making, accuracy, and applications in healthcare. The benefits of AI include automation, improved customer experience, smarter decision making, research and data analysis, and solving complex problems. AI is also important as it makes life easier by minimizing human effort and operating automatically with precision. However, AI is having a significant impact on society and the job market as it causes issues through job losses being transferred to machines.
This document discusses different types of software used in schools. It describes system software and operating systems, including standalone systems like Windows, Mac OS X, and embedded systems like Android and iOS. It outlines instructional, tutorial, drill and practice, simulation, and problem solving applications used for teaching. Productivity software discussed includes word processing, spreadsheets, and presentation software used for creating reports, grading, and communicating. Graphics and multimedia software allows designing work in specialized fields.
CHAPTER 1 - PROFESSIONAL ISSUES (Lecture 1.3).pptxRogerPrimo2
This document outlines a code of conduct for information systems professionals divided into five sections. It establishes standards for professional competence, integrity, and duties to the public interest, relevant authorities, and the profession. Members are expected to act with care, avoid conflicts of interest, keep information confidential, and not misrepresent their skills. Professional bodies can take disciplinary action, like expulsion, against members who violate the code.
CHAPTER 1 - PROFESSIONAL ISSUES (Lecture 1.2).pptRogerPrimo2
The document discusses several ethical and social issues related to information systems, including privacy, intellectual property, accountability and liability, system quality, and health risks. It notes that privacy is protected by the US Constitution but challenged by technologies like cookies, web bugs, and spyware. Intellectual property is defended by copyright, patents, and trade secrets but digital media pose new challenges. System quality and data quality issues can lead to failures, while computerization affects work-life balance and dependence on technology.
CHAPTER 1 - PROFESSIONAL ISSUES (Lecture 1).pptRogerPrimo2
This document discusses ethical and social issues related to information systems. It introduces concepts of ethics and how information systems can enable social change and new types of crimes. It presents a model where information technology is like a rock dropped in a pond, creating ripples of new situations. This leads to five moral dimensions of the information age: information rights and obligations, property rights and obligations, accountability and control, system quality, and quality of life. It also outlines four technology trends that raise ethical issues and how basic ethical concepts apply to information systems.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
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,
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
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.
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Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
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Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
2. 2
Obstacles to Using ICT Effectively
The use of ICT as an effective tool for student learning inspired a
growing debate among educators and policy makers.
Teachers, students, parents and many others with an interest in
technology integration frequently are overwhelmed by providing
and assessing quality technological instruction.
Although this outcry created many obstacles to the effective
integration of technology into educational programs, there are
two major culprits:
1. Implementation failure
2. Lack of teacher support
3. 3
Implementation Failure:
Absence of a Shared Vision
Often, the impetus for a
technology initiative stems
from the educational policy
makers.
If this vision is not adequately
communicated to the
teacher, the success of this
technological initiative will
be in jeopardy.
Implementation of technology
into educational programs
fail when the initiatives do
not originate or are not
shared with the teachers.
4. 4
Implementation Barriers:
Variances in Objectives
“… technology is integrated
when it is used in a
seamless manner to
support and extend
curriculum objectives and to
engage students in
meaningful learning. It is
not something one does
separately; it is part of the
daily activities taking place
in the classroom.”
Dias, L. (2001). Technology Integration. Learning and Leading with
Technology, 27 (3).
5. 5
Implementation Failure:
Variances in Objectives
The initiative to incorporate technology effectively into
classroom instruction must begin with the curriculum
objectives. This ensures a consistent goal. A mismatch
between values of the teacher and the technology initiative
will cause an incorporation failure.
Infusing technology initiatives into
curricular standards allows teachers
to readily create meaningful learning
experiences for students and
increase technological literacy.
6. 6
Implementation Failure:
Planning and Leadership
School divisions require tech planning and leadership in order
to ensure the success of integrating technological
initiatives. This involves the provision of clear goals and
a collaborative effort between the policy makers and all
educational stakeholders
Failure to provide sufficient inservicing or modeling of effective
technology usage will lead to unsuccessful implementation.
Integrating technology into the curriculum requires:
1. numerous professional development opportunities,
2. a shared vision, and
3. time for professional interaction and planning.
7. 7
Implementation Failure:
Lack of Access and Resources
Successful tech programs and initiatives hinge on:
1. a clear vision and
2. the availability of the required technology.
Immense frustration and eventual abandonment of initiatives
occur if teacher are unable to access adequate technology.
This resource-intensive endeavor is
a continual process as technology
continues to evolve. Technology
must be continually upgraded,
support is readily available, and
there is a low student/computer
ratio.
8. 8
Implementation Failure:
Remedies
1. As teachers, administrators, and policy makers develop a
unifying set of goals that links technology initiatives to
curricular goals, teachers are provided the sufficient time,
resources and opportunities to implement the use of
technology in the classroom.
2. During teachers’ investigation of their values and
instructional practices in regards to technology integration,
support is readily available. This includes professional
development opportunities and provision for professional
discourse.
3. Fostering a positive climate allows teachers to engage in
risk-taking and modify their beliefs of how students learn in
a technology advanced environment.
9. 9
Lack of Teacher Support
Computer access and to other
forms of technology have
dramatically increased.
However, the level of classroom
utilization does not correlate
with this significant rise.
Despite improved access, several
factors prevent the effective integration
of technology into instruction.
These barriers stem from a lack of
teacher support.
10. 10
Lack of Teacher Support:
Teaching Conditions
Technology initiatives can only be successful if they are compatible
with the conditions of teaching.
If inadequate computer access or if there is a high pupil/computer
ratio, teachers will be reluctant to employ technology as an
instructional tool.
The technology that is available must be reliable. Computers that
are outdated or frequently requiring repair will cause frustration
rather than a strong commitment to change.
The training of a teacher as a technical specialist is instrumental to
successful integration. As the specialist provides suggestions for
integration technology into the curriculum and instructional
activities, teachers understand how technology can be used as an
instructional tool across all disciplines.
11. 11
Lack of Teacher Support:
Technological Skill of Teachers
Teachers require continuous support and training to
effectively integrate technology initiatives.
Successful technology integration involves the
allocation of time for teachers to experiment with
new technologies, collaborate with peers, and the
provision of professional development opportunities.
As teachers collaborate and plan lessons that
integrate technology, they reframe their perceptions
towards innovative technology implementation and,
ultimately, student achievement.
12. 12
Lack of Teacher Support:
Accountability
If teachers are held immediately
responsible for changes that take time to
show results, the process will undoubtedly
fail.
• Significant changes to perspective and
pedagogy require time and support.
Exemplary technology use requires more
than access and training; it also involves
the support and mentorship to make the
vision clear and attainable.
13. Changes in Teaching and
Learning as a Result of ICT
It appears that major changes in the ways in which teachers
and learners view and practice teaching and learning may result
from the shift to using ICT.
Comments from a principal of a school in New Zealand that is “part of the government's
ICT contract which provides professional development over three years to a cluster of
schools in our city.”
“What has pleasantly surprised us is that the focus of this contract has been
on learning and teaching. … We have focused on thinking and how ICT can help us to
think…. Now that information and data is so easily attainable, children are
being taught to use it to solve a problem, complete a task or apply to
existing knowledge in a new way…. They can co-operatively work on a project with
children in another country who sleep while they are awake!”
(Ballantyne, H. message posted to Change Agency electronic mailing list, May 23, 2003)
14. 14
From ICT in the schools - Government of the UK
ICT is used as a tool for whole-school improvement;
A hugely powerful medium for transforming teaching and learning
About the Mayo Demonstration School of Science and Technology, USA
“What is critical about the success of Mayo is not the use of technology
but the expectations of children and educators to work collaboratively.”
About the Apple Classrooms of Tomorrow project
• … broader implications for schooling became apparent. Meaningful use of technology in
schools, we realized, goes far beyond just dropping technology into classrooms. By the time
our sites were reporting new kinds of outcomes for students, we had witnessed what
amounted to a transformation of their learning cultures. For example, teachers' instructional
beliefs and practices underwent an evolution and we believed the improvement in students'
competencies to be a result of teachers' personal appropriation of the technology.
(Dwyer, 1994)
Changes in Teaching and Learning as a Result of ICT
(con’t)
15. 15
It would seem that the shift is not just about technology. It’s about learning to work
collaboratively to construct meaning.
It’s a shift from a philosophy which supports a transmission
model of instruction
one which embraces constructivism, in which learners construct
their own knowledge out of their experiences.
Henry J. Becker (2000), used the 1998 national survey of teachers, Teaching Learning and
Computing, to examine Larry Cuban’s earlier assertion that computers are incompatible with the
requirements of teaching. He wondering if developments in technology might have made it
possible to use computers more effectively in the classroom. His findings stated:
that academic subject matter teachers who use computers most productively with
adequate resources tend to embrace a constructivist philosophy
that those who used computer regularly over a three-year period were twice as likely to
have made constructivist-oriented changes in their teaching practices and to be
more skilled at conducting parallel activities in the classroom.
He concluded that teachers are “creating classrooms where both they and their students are
engaged in authentic efforts at increased academic understanding.”
16. 16
Dias and Atkinson (2001) describe the progress teachers
experience as they move through the stages of learning to use
technology finishing with reexamining beliefs about education,
their subject matter and themselves. They refer to the Apple
Classrooms of Tomorrow experiment in which teachers at the
final stage of integration of technology into curriculum moved
into “interdisciplinary project-based instruction, team teaching
and individually paced instruction (p. 4).
17. 17
The Relationship of ICT and
Education
Many futurists view technology and education as a
symbiotic relationship.
Scott Reid (2002), Graham White (2003), Kathie Felix
(2003), Leila Henderson (2002), James Grylls (2001)
are just a few authors who envision an evolution in the
parasitic partnership between technology and
education today, to promise of a synergistic bond
between ICT and curriculum in the future.
18. 18
What Do Teachers Believe to be
Their Role in the Future?
“Some teachers made the point that they
thought that “the main role of the teacher
[was] in helping students [to] learn” and
that was not going to change, but how that
objective is accomplished would change”
(Reid, 2001, para. 15).
19. 19
What Do Teachers Believe
to be Their Role in the Future?
Teachers see their role evolving around character building
and teaching morals and ethics to students who are
spending time in front of a computer. One particular
teacher warned educators that schools were going to be
the only institution where youths would learn manners,
values and ethics (Reid, 2001, para. 17).
The ‘tech-generation’, who is graduating now, will acquire
powerful, decision-making positions in approximately 7
years. Their knowledge and abilities about using
technology will influence educational direction and result
in major innovations.
20. 20
What Do Teachers Believe
to be Their Role in the Future?
The creation of a “virtual school where students would
not come to a brick-and-mortar facility but rather log on
to connect with teachers and other students” (Reid,
2001, para. 20). Teachers who are experts in certain
fields can also offer specific disciplines over the Internet
to numerous students in various countries.
21. 21
What Do Teachers Believe
to be Their Role in the Future?
Some teachers believe that software programs, like
PowerPoint and other presentation programs, will have a
profound effect on student assignments and homework
projects.
One particular teacher wants students to take on more
responsibility concerning learning. Educators would become
less like a teacher and more like a facilitator.
The traditional physical structure of the classroom would be
reorganized. The desks and chalkboard at the front of the
class be removed; the new classroom would resembles a
library where students have the freedom to openly and
independently search for knowledge through access to
technology.