This document discusses the use of PowerPoint in teaching and presentations. It provides an overview of PowerPoint, including its advantages as a teaching aid, how to effectively use it in the classroom, and best practices for creating PowerPoint slides and presentations. Research suggests lower density slides with 3 bullet points and 20 words or less per slide are more effective for teaching. Instructors with "Expert" and "Facilitator" teaching styles tended to use more visual elements like pictures and graphics in their slides. The number of slides alone did not impact effectiveness, but lower textual density correlated with better student feedback.
The document discusses the importance of technology in classrooms based on various studies. It argues that technology improves cognitive thinking skills, prepares students for the workplace, and increases student motivation and test scores, when it is high-quality and integrated into lesson plans. Studies cited found that students using technology scored 64% higher on tests and developed more positive attitudes towards classes when technology was used. The conclusion is that technology can improve cognitive development, grades, motivation, workforce skills, and help produce well-rounded students, when implemented effectively in classrooms.
The document discusses how technology relates to student achievement in five ways: 1) It increases positive attitudes in teachers and students, 2) increases higher-order thinking skills, 3) increases student test scores, 4) helps teachers in their teaching styles, and 5) provides more opportunities for student-centered instruction. Research shows that technology improves motivation, discipline, and self-concept when used in classrooms. It also enhances critical thinking when used for projects and presentations. Test scores rise when teachers integrate computers into their lessons. Technology tools assist both students and teachers in the learning process.
final presentation for my MA enquiry on:
Evaluating the Impact of an ELearning resource upon the attainment of Year 8 pupils during their Design and technology home learning project.
This document provides information about assessment and the use of information and communication technology (ICT) in assessment. It discusses how ICT has changed the teaching and learning process and led to more learner-centric online examinations. It describes different types of ICT-based assessment including computer-assisted assessment using tools like optical mark reading and adaptive testing. Both the advantages and disadvantages of these ICT-based assessment methods are summarized.
Applying technology successfully in the classroomKingjames121
The document discusses challenges with integrating technology into the classroom. It notes that while teachers lack technology skills and training, professional development often focuses only on how to use technology rather than how to create lessons incorporating it. Research shows technology allows for more active learning when used as a tool to support authentic tasks. Successful technology use depends on improvements in teacher training, curriculum, assessment, and a school's capacity for change. Teacher attitude also significantly impacts technology usage - positive attitudes excite student interest and creativity. When teachers receive proper training, technology can greatly aid student learning. Schools must change attitudes to educate students to their fullest potential in today's world.
This document discusses the use of PowerPoint in teaching and presentations. It provides an overview of PowerPoint, including its advantages as a teaching aid, how to effectively use it in the classroom, and best practices for creating PowerPoint slides and presentations. Research suggests lower density slides with 3 bullet points and 20 words or less per slide are more effective for teaching. Instructors with "Expert" and "Facilitator" teaching styles tended to use more visual elements like pictures and graphics in their slides. The number of slides alone did not impact effectiveness, but lower textual density correlated with better student feedback.
The document discusses the importance of technology in classrooms based on various studies. It argues that technology improves cognitive thinking skills, prepares students for the workplace, and increases student motivation and test scores, when it is high-quality and integrated into lesson plans. Studies cited found that students using technology scored 64% higher on tests and developed more positive attitudes towards classes when technology was used. The conclusion is that technology can improve cognitive development, grades, motivation, workforce skills, and help produce well-rounded students, when implemented effectively in classrooms.
The document discusses how technology relates to student achievement in five ways: 1) It increases positive attitudes in teachers and students, 2) increases higher-order thinking skills, 3) increases student test scores, 4) helps teachers in their teaching styles, and 5) provides more opportunities for student-centered instruction. Research shows that technology improves motivation, discipline, and self-concept when used in classrooms. It also enhances critical thinking when used for projects and presentations. Test scores rise when teachers integrate computers into their lessons. Technology tools assist both students and teachers in the learning process.
final presentation for my MA enquiry on:
Evaluating the Impact of an ELearning resource upon the attainment of Year 8 pupils during their Design and technology home learning project.
This document provides information about assessment and the use of information and communication technology (ICT) in assessment. It discusses how ICT has changed the teaching and learning process and led to more learner-centric online examinations. It describes different types of ICT-based assessment including computer-assisted assessment using tools like optical mark reading and adaptive testing. Both the advantages and disadvantages of these ICT-based assessment methods are summarized.
Applying technology successfully in the classroomKingjames121
The document discusses challenges with integrating technology into the classroom. It notes that while teachers lack technology skills and training, professional development often focuses only on how to use technology rather than how to create lessons incorporating it. Research shows technology allows for more active learning when used as a tool to support authentic tasks. Successful technology use depends on improvements in teacher training, curriculum, assessment, and a school's capacity for change. Teacher attitude also significantly impacts technology usage - positive attitudes excite student interest and creativity. When teachers receive proper training, technology can greatly aid student learning. Schools must change attitudes to educate students to their fullest potential in today's world.
The document outlines the roles and responsibilities of various stakeholders in a school district's technology plan and professional development efforts. It discusses the superintendent's role in increasing technology use, a technology planning committee that identifies goals, and principals ensuring technology supports teaching and learning. Teachers are responsible for completing a technology assessment and acquiring professional development. The district evaluates progress through benchmarks and technology integration is informally assessed through teacher collaboration.
The document discusses the effective use of technology in the classroom. It argues that technology increases student attention and interest, improves standardized test scores, fosters higher-order thinking skills, and increases the future success of students. It cites several studies that show students learn more when using computer-based instruction, develop more positive attitudes, and demonstrate stronger critical thinking. Technology integration can help engage today's students and better prepare them for future challenges.
Despite the assumption that the integration of ICT influences the entire school system, research focusing on ICT in schools is generally limited to the study of variables at classroom level. In contrast to these studies, the present research explores ICT integration from a school improvement approach. More particularly, it examines the local school policy with respect to ICT integration from both the principal’s perspective and perceptions of teachers. Furthermore, it studies the relationship between school policies and the actual use of ICT in the classroom. To answer the research questions, a representative sample of 53 primary school principals was interviewed. In addition, the interview data were supplemented with survey data of 574 teachers from the same 53 schools. What emerged from the analyses was that school-related policies, such as an ICT plan, ICT support and ICT training have a significant effect on class use of ICT. In addition, the findings from the interviews indicate that school policies are often underdeveloped and underutilised. The discussion section focuses on challenges to improve the potential of an ICT school policy.
The document discusses using ICT to support children's learning in a primary school. It describes the school's technology resources including smart boards, laptops, iPads, and information screens. It outlines how the technology is used to develop students' ICT skills and facilitate teaching. It then discusses a lesson where students used iPads and laptops to input data into a database and create a timeline about Romans. The lesson aimed to build numeracy, literacy, and ICT skills. Evidence of student work is included along with an evaluation of how ICT engaged students and supported learning.
I’m Useless at Maths! How Can We Overcome this Mindset with Student Primary T...Kenji Lamb
Ted wins £3.68 short of one million pounds in the lottery. The document discusses using e-assessment tools to help raise math competence and confidence in student primary teachers. It provides details on an online math assessment tool used by the university and research showing it helped increase students' math skills and reduced anxiety compared to exams.
22 January 2018 HEFCE open event “Using data to increase learning gains and t...Bart Rienties
With the Teaching Excellence Framework being implemented across England, a lot of higher education institutions have started to ask questions about what it means to be “excellent” in teaching. In particular, with the rich and complex data that all educational institutions gather that could potentially capture learning gains, what do we actually know about our students’ learning journeys? What kinds of data could be used to infer whether our students are actually making affective (e.g., motivation), behavioural (e.g., engagement), and/or cognitive learning gains? Please join us on 22 January 2018 in lovely Milton Keynes at a free OU- and HEFCE-supported event on Using data to increase learning gains and teaching excellence.
14.00-15.00 Measuring learning gains with (psychometric) questionnaires
Dr Sonia Ilie, Prof Jan Vermunt, Prof Anna Vignoles (University of Cambridge, UK): Learning gain: from concept to measurement
Dr Fabio Arico (University of East Anglia): Learning Gain and Confidence Gain Through Peer-instruction: the role of pedagogical design
Dr Paul Mcdermott & Dr Robert Jenkins (University of East Anglia): A Methodology that Makes Self-Assessment an Implicit Part of the Answering Process
15.00-15.45 Measuring employability learning gains
Dr Heike Behle (University of Warwick): Measuring employability gain in Higher Education. A case study using R2 Strengths
Fiona Cobb, Dr Bob Gilworth, David Winter (University of London): Careers Registration Learning Gain project
Computer Literacy and Awareness in Schoolsvalarpink
This document discusses programmed instruction and teaching machines. It notes that programmed instruction is an instructional strategy aimed at modifying learner behavior, not a test or replacement for teachers. It requires creativity to break content into small, logical steps and provide feedback to students as they learn at their own pace. Different types of programming include linear and branched structures. Teaching machines were constructed to deliver programmed instruction without a teacher and allow students to learn through doing and self-assessment. Cybernetics, the science of communication and control in animals and machines, informed the development of these systems.
This document discusses the role of information and communication technology (ICT) in educational assessment. It states that ICT has led to changes in assessment by allowing for new formats like computer-based testing and higher-order learning outcomes. ICT can be used to support both formative and summative assessment. Examples of ICT tools for assessment include online testing platforms, survey tools, and software for creating and scoring tests. ICT also facilitates project-based assessment and helps support students with disabilities.
e-Assessment and the Independent LearnerKenji Lamb
This document discusses e-assessment and its use at the Open University. It focuses on how e-assessment can support independent learning when done well. The Open University aims to use e-assessment to provide feedback, allow multiple attempts, support various interactions, and enable anytime, anywhere access. Guiding principles for their OpenMark e-assessment system include emphasizing feedback, allowing multiple attempts, supporting different interaction types, and designing for flexible access. When done right, e-assessment can provide personalized, instant feedback to drive future learning.
This mock action research proposal examines the effects of computer technology use in the classroom on student grades, motivation, attitude, and attendance. The study aims to determine if technology enables engaged learning and how much daily technology time is suitable. Data will be collected through observation and surveys while ensuring privacy, competence, and accuracy. Previous research found that technology improved student enthusiasm and desire to learn when teachers integrated it well into lessons.
Behaviorist theory of learning and integration of technologymunsif123
This document discusses behaviorist learning theory and its integration with technology. It defines behaviorist learning theory as focusing on observable changes in behavior through stimulus-response relationships and reinforcement. Key aspects of behaviorism discussed include Skinner's operant conditioning mechanisms of positive reinforcement, negative reinforcement, extinction, and punishment. The document also examines how behaviorism contributed to classroom management, behavior modification, programmed instruction, and drill/practice with reinforcement. It explores how educational technology and techniques like teaching machines, programmed instruction, and computer-assisted learning were influenced by behaviorism. Finally, it discusses how technology can be used to change teacher and learner behaviors by enhancing planning, teaching, communication, and assessing students' skills.
This document outlines a study investigating the relationship between student academic achievement in social science and the use of information and communication technology (ICT) in the classroom. The study will collect test score and ICT usage data from a sample primary school class and compute the correlation coefficient to determine the strength of the relationship. If a positive correlation greater than 0.5 is found, it may indicate that increasing ICT use could improve student performance in social science. However, the study does not account for other factors that influence academic achievement.
Blackboard’s data science team conducts large-scale analysis of the relationship between the use of our academic technologies and student impact, in order to inform product design, disseminate effective practices, and advance the base of empirical research in educational technologies.
In this presentation, John Whitmer, Director of Analytics & Research, will discuss findings from 2016. Some findings challenge our conventional knowledge, while others confirm what we believed to be true.
Archived presentation made to JISC Learning Analytics workgroup on Feb 22, 2017
Concept Of Ematurity Model For Implementationadvisorymatters
The document introduces a model for implementing e-maturity in schools using ICT. It discusses key research findings on how ICT can improve school effectiveness and student outcomes. It then presents a model of implementation with stages of maturity and describes characteristics of e-confident learners, teachers, and leaders. The UK developed a self-review framework to support schools in improving standards through ICT use.
The document discusses how technology can be used in a school district to increase engagement, prepare students for the digital workforce, develop critical thinking skills, and improve achievement. It notes that technology can boost motivation when used for virtual classrooms, application sharing, whiteboards, and presentations. Multimedia projects were found to enhance research skills, real-world learning, organization, and problem solving. However, the document stresses the need for quality professional development for teachers to successfully incorporate technology into lessons and meet district goals.
Respect, Relationships, Reconciliation: Resources for pre-service teachers.MATSITI
This document discusses resources for teaching Aboriginal and Torres Strait Islander education to pre-service teachers. It provides an overview of the Respect, Relationships, Reconciliation (3Rs) modules, which aim to provide knowledge and skills aligned with the Australian Professional Standards for Teachers. The 3Rs modules have been trialled and found easy to incorporate into different contexts. Feedback indicates the resources facilitate deep discussion, reflection and learning about Indigenous identities, cultures and anti-racism strategies. Next steps are recommended to further support the use of the 3Rs modules across initial teacher education programs.
Evaluation of teacher education initiative of CEMCA for three year plan2012 1...Gurumurthy Kasinathan
A Brainstorming meeting/workshop on ICT Integrated Teacher Education for SCERTs of South India Organised by
Commonwealth Educational Media Centre for Asia (CEMCA), New Delhi. Venue: Regional Institute of Education (NCERT), Mysore
Date: 22nd April 2016
The MATSITI-ACDE Engagement and Success ProjectMATSITI
This document outlines the goals and progress of the More Aboriginal and Torres Strait Islander Teachers Initiative project. The project aims to improve engagement and success of Indigenous students in teacher education programs. Phase one involved research and development of institutional action plans. Analysis found high attrition rates and themes around support structures, coursework and study mode. Phase two involves 20 participating universities reviewing action plans and progress against targets to identify best practices for supporting Indigenous students.
Revisions of the Basic Education Curriculum Genesis Felipe
The document outlines the history and development of the Philippine education curriculum from the 1970s to present, including the introduction of the K-12 program which extended basic education from 10 to 12 years to better prepare students for higher education, vocational skills, employment, and entrepreneurship. Major changes included adding 2 years to high school, strengthening the teaching of Filipino and English, and restructuring subject offerings at different grade levels.
The government has not revised the curriculum for public elementary and high schools in over 13 and 20 years respectively, much longer than the recommended revision period of 10 years. Education officials argue a revised basic education curriculum (RBEC) is needed to better prepare students for an ever-changing world. The RBEC emphasizes competency-based learning and mastery of core subjects like Filipino, English, science, and math. It also integrates values and life skills training across subjects and adds a new "laboratory of life" area focusing on practical skills, cultural values, and civic engagement. After 7 years of implementation, the RBEC continues with modifications like a focus on student performance-based grading.
The document outlines the roles and responsibilities of various stakeholders in a school district's technology plan and professional development efforts. It discusses the superintendent's role in increasing technology use, a technology planning committee that identifies goals, and principals ensuring technology supports teaching and learning. Teachers are responsible for completing a technology assessment and acquiring professional development. The district evaluates progress through benchmarks and technology integration is informally assessed through teacher collaboration.
The document discusses the effective use of technology in the classroom. It argues that technology increases student attention and interest, improves standardized test scores, fosters higher-order thinking skills, and increases the future success of students. It cites several studies that show students learn more when using computer-based instruction, develop more positive attitudes, and demonstrate stronger critical thinking. Technology integration can help engage today's students and better prepare them for future challenges.
Despite the assumption that the integration of ICT influences the entire school system, research focusing on ICT in schools is generally limited to the study of variables at classroom level. In contrast to these studies, the present research explores ICT integration from a school improvement approach. More particularly, it examines the local school policy with respect to ICT integration from both the principal’s perspective and perceptions of teachers. Furthermore, it studies the relationship between school policies and the actual use of ICT in the classroom. To answer the research questions, a representative sample of 53 primary school principals was interviewed. In addition, the interview data were supplemented with survey data of 574 teachers from the same 53 schools. What emerged from the analyses was that school-related policies, such as an ICT plan, ICT support and ICT training have a significant effect on class use of ICT. In addition, the findings from the interviews indicate that school policies are often underdeveloped and underutilised. The discussion section focuses on challenges to improve the potential of an ICT school policy.
The document discusses using ICT to support children's learning in a primary school. It describes the school's technology resources including smart boards, laptops, iPads, and information screens. It outlines how the technology is used to develop students' ICT skills and facilitate teaching. It then discusses a lesson where students used iPads and laptops to input data into a database and create a timeline about Romans. The lesson aimed to build numeracy, literacy, and ICT skills. Evidence of student work is included along with an evaluation of how ICT engaged students and supported learning.
I’m Useless at Maths! How Can We Overcome this Mindset with Student Primary T...Kenji Lamb
Ted wins £3.68 short of one million pounds in the lottery. The document discusses using e-assessment tools to help raise math competence and confidence in student primary teachers. It provides details on an online math assessment tool used by the university and research showing it helped increase students' math skills and reduced anxiety compared to exams.
22 January 2018 HEFCE open event “Using data to increase learning gains and t...Bart Rienties
With the Teaching Excellence Framework being implemented across England, a lot of higher education institutions have started to ask questions about what it means to be “excellent” in teaching. In particular, with the rich and complex data that all educational institutions gather that could potentially capture learning gains, what do we actually know about our students’ learning journeys? What kinds of data could be used to infer whether our students are actually making affective (e.g., motivation), behavioural (e.g., engagement), and/or cognitive learning gains? Please join us on 22 January 2018 in lovely Milton Keynes at a free OU- and HEFCE-supported event on Using data to increase learning gains and teaching excellence.
14.00-15.00 Measuring learning gains with (psychometric) questionnaires
Dr Sonia Ilie, Prof Jan Vermunt, Prof Anna Vignoles (University of Cambridge, UK): Learning gain: from concept to measurement
Dr Fabio Arico (University of East Anglia): Learning Gain and Confidence Gain Through Peer-instruction: the role of pedagogical design
Dr Paul Mcdermott & Dr Robert Jenkins (University of East Anglia): A Methodology that Makes Self-Assessment an Implicit Part of the Answering Process
15.00-15.45 Measuring employability learning gains
Dr Heike Behle (University of Warwick): Measuring employability gain in Higher Education. A case study using R2 Strengths
Fiona Cobb, Dr Bob Gilworth, David Winter (University of London): Careers Registration Learning Gain project
Computer Literacy and Awareness in Schoolsvalarpink
This document discusses programmed instruction and teaching machines. It notes that programmed instruction is an instructional strategy aimed at modifying learner behavior, not a test or replacement for teachers. It requires creativity to break content into small, logical steps and provide feedback to students as they learn at their own pace. Different types of programming include linear and branched structures. Teaching machines were constructed to deliver programmed instruction without a teacher and allow students to learn through doing and self-assessment. Cybernetics, the science of communication and control in animals and machines, informed the development of these systems.
This document discusses the role of information and communication technology (ICT) in educational assessment. It states that ICT has led to changes in assessment by allowing for new formats like computer-based testing and higher-order learning outcomes. ICT can be used to support both formative and summative assessment. Examples of ICT tools for assessment include online testing platforms, survey tools, and software for creating and scoring tests. ICT also facilitates project-based assessment and helps support students with disabilities.
e-Assessment and the Independent LearnerKenji Lamb
This document discusses e-assessment and its use at the Open University. It focuses on how e-assessment can support independent learning when done well. The Open University aims to use e-assessment to provide feedback, allow multiple attempts, support various interactions, and enable anytime, anywhere access. Guiding principles for their OpenMark e-assessment system include emphasizing feedback, allowing multiple attempts, supporting different interaction types, and designing for flexible access. When done right, e-assessment can provide personalized, instant feedback to drive future learning.
This mock action research proposal examines the effects of computer technology use in the classroom on student grades, motivation, attitude, and attendance. The study aims to determine if technology enables engaged learning and how much daily technology time is suitable. Data will be collected through observation and surveys while ensuring privacy, competence, and accuracy. Previous research found that technology improved student enthusiasm and desire to learn when teachers integrated it well into lessons.
Behaviorist theory of learning and integration of technologymunsif123
This document discusses behaviorist learning theory and its integration with technology. It defines behaviorist learning theory as focusing on observable changes in behavior through stimulus-response relationships and reinforcement. Key aspects of behaviorism discussed include Skinner's operant conditioning mechanisms of positive reinforcement, negative reinforcement, extinction, and punishment. The document also examines how behaviorism contributed to classroom management, behavior modification, programmed instruction, and drill/practice with reinforcement. It explores how educational technology and techniques like teaching machines, programmed instruction, and computer-assisted learning were influenced by behaviorism. Finally, it discusses how technology can be used to change teacher and learner behaviors by enhancing planning, teaching, communication, and assessing students' skills.
This document outlines a study investigating the relationship between student academic achievement in social science and the use of information and communication technology (ICT) in the classroom. The study will collect test score and ICT usage data from a sample primary school class and compute the correlation coefficient to determine the strength of the relationship. If a positive correlation greater than 0.5 is found, it may indicate that increasing ICT use could improve student performance in social science. However, the study does not account for other factors that influence academic achievement.
Blackboard’s data science team conducts large-scale analysis of the relationship between the use of our academic technologies and student impact, in order to inform product design, disseminate effective practices, and advance the base of empirical research in educational technologies.
In this presentation, John Whitmer, Director of Analytics & Research, will discuss findings from 2016. Some findings challenge our conventional knowledge, while others confirm what we believed to be true.
Archived presentation made to JISC Learning Analytics workgroup on Feb 22, 2017
Concept Of Ematurity Model For Implementationadvisorymatters
The document introduces a model for implementing e-maturity in schools using ICT. It discusses key research findings on how ICT can improve school effectiveness and student outcomes. It then presents a model of implementation with stages of maturity and describes characteristics of e-confident learners, teachers, and leaders. The UK developed a self-review framework to support schools in improving standards through ICT use.
The document discusses how technology can be used in a school district to increase engagement, prepare students for the digital workforce, develop critical thinking skills, and improve achievement. It notes that technology can boost motivation when used for virtual classrooms, application sharing, whiteboards, and presentations. Multimedia projects were found to enhance research skills, real-world learning, organization, and problem solving. However, the document stresses the need for quality professional development for teachers to successfully incorporate technology into lessons and meet district goals.
Respect, Relationships, Reconciliation: Resources for pre-service teachers.MATSITI
This document discusses resources for teaching Aboriginal and Torres Strait Islander education to pre-service teachers. It provides an overview of the Respect, Relationships, Reconciliation (3Rs) modules, which aim to provide knowledge and skills aligned with the Australian Professional Standards for Teachers. The 3Rs modules have been trialled and found easy to incorporate into different contexts. Feedback indicates the resources facilitate deep discussion, reflection and learning about Indigenous identities, cultures and anti-racism strategies. Next steps are recommended to further support the use of the 3Rs modules across initial teacher education programs.
Evaluation of teacher education initiative of CEMCA for three year plan2012 1...Gurumurthy Kasinathan
A Brainstorming meeting/workshop on ICT Integrated Teacher Education for SCERTs of South India Organised by
Commonwealth Educational Media Centre for Asia (CEMCA), New Delhi. Venue: Regional Institute of Education (NCERT), Mysore
Date: 22nd April 2016
The MATSITI-ACDE Engagement and Success ProjectMATSITI
This document outlines the goals and progress of the More Aboriginal and Torres Strait Islander Teachers Initiative project. The project aims to improve engagement and success of Indigenous students in teacher education programs. Phase one involved research and development of institutional action plans. Analysis found high attrition rates and themes around support structures, coursework and study mode. Phase two involves 20 participating universities reviewing action plans and progress against targets to identify best practices for supporting Indigenous students.
Revisions of the Basic Education Curriculum Genesis Felipe
The document outlines the history and development of the Philippine education curriculum from the 1970s to present, including the introduction of the K-12 program which extended basic education from 10 to 12 years to better prepare students for higher education, vocational skills, employment, and entrepreneurship. Major changes included adding 2 years to high school, strengthening the teaching of Filipino and English, and restructuring subject offerings at different grade levels.
The government has not revised the curriculum for public elementary and high schools in over 13 and 20 years respectively, much longer than the recommended revision period of 10 years. Education officials argue a revised basic education curriculum (RBEC) is needed to better prepare students for an ever-changing world. The RBEC emphasizes competency-based learning and mastery of core subjects like Filipino, English, science, and math. It also integrates values and life skills training across subjects and adds a new "laboratory of life" area focusing on practical skills, cultural values, and civic engagement. After 7 years of implementation, the RBEC continues with modifications like a focus on student performance-based grading.
Managing technology integration in schoolsCarlo Magno
This session answers the following questions: (1) How do we integrate technology in teaching and learning? (2) Is technology integration effective? (3) How do we support technology integration in our schools? (4) How do we know we are in the right track on technology integration?
Mentoring and Assistive Technology: A model for Implementation in Schools Spectronics
The document describes a mentoring project that aimed to support the identification, assessment, and use of assistive technology (AT) to help students access the curriculum. The project provided coaching to teachers on AT assessment tools, the SETT framework, and action research. It conducted an action research study at a high school to evaluate how increasing access to the Texthelp Read & Write software impacted student learning outcomes. The study found that providing all teachers and students access to the software increased its use, led to more independent work by students, and improved assignment quality and student behavior, suggesting that greater AT access can positively influence student learning. The document discusses implications for supporting teacher professional development and facilitating changes to instruction to promote successful inclusion through differentiation.
- The report evaluates the progress of North Carolina's 1:1 Learning Technology Initiative in its second year across eight pilot schools with approximately 2,300 students and 200 teachers.
- Significant progress has been made implementing the 1:1 environment including improving school infrastructure and support, developing policies and procedures, engaging in professional development, and changing instructional practices to incorporate more technology use.
- Key lessons learned include the need for ongoing professional development, balancing student safety and access to resources, developing classroom management strategies, providing skilled technology support, and engaging stakeholders to support sustainability.
Susan Hecht Maggio has over 15 years of experience in information systems education and administration. She currently serves as the Interim Computer Science Department Chair at the Community College of Baltimore County, where she oversees 8 full-time faculty members, 15 adjunct faculty, and support staff across two campuses. Previously, she held roles including CSIT Coordinator and adjunct faculty at the same institution. She also served as Computer Science Department Chair at The Cardinal Gibbons School for 5 years. Maggio holds a Master of Science in Information Systems from Johns Hopkins University and a Bachelor of Science in Information Systems Business Management also from Johns Hopkins.
Enabling and enhancing student learning and support through technologyJisc
A presentation from Connect More 2020 by Peter Francis, deputy vice-chancellor, Northumbria University.
In recent months universities have rapidly implemented significant and often unplanned changes to the ways in which education is delivered. In large part, the nature of such changes will be temporary, although the significance of such changes may be longer lasting.
But this has also allowed universities to explore opportunities that otherwise may not have been considered. One can foresee that many universities will need to focus more time and energy on their approach to technology for student learning, and as a result their digital leadership. Yet technology on its own is not the solution; it is an enabler.
In this session Peter will reflect briefly on his own institution's journey towards technology-enhanced learning and support, one that encompasses a broad array of technological developments, and involved many colleagues and students, the aim of which is the delivery of a high-quality and inclusive student experience for all.
This document provides information about the North Carolina State Improvement Project's (NCSIP) math instruction foundation training course. The course aims to help teachers improve math instruction for students with disabilities through understanding research-based teaching strategies. It covers topics like number sense, assessment, and connections. Requirements include participating in workshops, readings, and assessments. Research-based math programs discussed include Transitional Mathematics, which has shown growth in student math proficiency at Statesville Middle School. Factors in sustained implementation of programs include assessment data, support systems, and leadership commitment.
Five Year Study Preparing KentuckyTeachers for Mobile Anytime Anywhere LearningJulie Evans
This document summarizes a presentation about a 5-year study conducted in Kentucky to prepare teachers for mobile learning. The study involved collaboration between a university, school districts, and non-profit to train pre-service teachers and support in-service teachers in effectively using mobile devices. Results showed that teachers developed strong skills and positive mindsets about technology integration, and observed benefits for student engagement, critical thinking, and personalized learning. Next steps involve expanding the model to more schools and refining teacher training to develop competency in mobile learning.
The document outlines monitoring processes and plans for a school district. It discusses implementing plans to help subgroups not making adequate yearly progress. It describes monitoring implementation of school improvement plans and targeted professional growth plans for teachers. It provides checklists for differentiated accountability requirements. It lists action steps and responsibilities for school-based reading, math, and science coaches to monitor data, provide professional development and support, and ensure alignment with district and state initiatives.
This document discusses a study that was conducted to promote basic computer knowledge among D.T.Ed (Diploma in Teacher Education) students through electronic presentations. The study used a single group experimental method with 60 D.T.Ed students. Students received training over 10 days on basic computer topics through electronic presentations. Pre and post-tests were used to assess students' computer knowledge before and after the training. The results showed a significant improvement in post-test scores, indicating that the electronic presentation training was effective in promoting basic computer knowledge among the D.T.Ed students.
This document summarizes a presentation about evaluating blended learning implementations. It discusses:
1) Key research from Project Tomorrow on the state of blended learning in K-12 schools, finding it is implemented in many schools and seen to have benefits like increased personalization and engagement.
2) Challenges principals face in implementing blended learning like ensuring student access to technology and developing models of student responsibility.
3) How school administrators currently measure impact, most commonly through teacher and student feedback and achievement results.
4) Details of two efficacy studies Project Tomorrow conducted on blended learning, including factors that affect outcomes and limitations in isolating blended learning impact. Key findings showed maturity in the blended learning model and consistency in
This document provides a mid-year evaluation report on the progress of North Carolina's 1:1 Learning Technology Initiative during the second year of implementation. It finds that the eight pilot schools have made significant progress, including improving wireless internet access and technical support. However, it also notes ongoing challenges around content filtering and the need for continued professional development for teachers. Key findings include that teachers are using laptops more frequently but want more models for effectively integrating technology. Infrastructure issues like limited network bandwidth and lack of loaner laptops when devices break need addressing. Overall the initiative is enhancing learning opportunities, but also complicates classroom management initially.
The document outlines the roles and responsibilities of various positions in the Fort Bend ISD related to instructional leadership and technology integration. The Board of Trustees and Superintendent oversee district goals and policies to ensure student growth. Technology directors implement upgrades and policies to improve technology use. Principals manage school operations and community interactions. Curriculum committees evaluate technology laws and regulations and plan professional development. Other roles work to implement curriculum updates and train teachers on recommended strategies to incorporate technology into lessons to engage students and improve achievement.
The document outlines the roles and responsibilities of various positions in the Fort Bend ISD related to instructional leadership and technology integration. The Board of Trustees and Superintendent oversee district goals and policies to ensure student growth. Technology directors implement upgrades and policies to improve technology use. Principals manage school operations and community interactions. Curriculum committees evaluate technology laws and communicate with regulators. Training is provided to help teachers implement recommended strategies using tools like Smart Boards, PowerPoint, and Outlook to engage students and connect lessons to real-world situations. Evaluations are used to recognize staff and improve practices.
This document summarizes a discussion about building teacher capacity for mobile learning in rural communities. It introduces an innovative mobile learning project in Kentucky led by the University of Kentucky and several school districts. The project trains pre-service teachers to effectively integrate mobile devices and apps into instruction. It also helps practicing teachers mentor pre-service teachers. Evaluations found the project improved student engagement and personalized learning. Next steps include expanding the program and always-connected devices to more schools.
This document discusses using the School Effectiveness Framework (SEF) to assist with school improvement planning. It introduces the SEF and its components, which include curriculum, teaching and learning practices, assessment, and interventions. School administrators will use the SEF and data on student achievement, attitudes, and needs to identify focus areas and evidence-based strategies to implement in classrooms. Progress will be monitored to ensure the strategies are having their intended impact on student outcomes.
2017 MassCUE Presentation: Evaluating Your 1:1 Learning Program: One District...Dave Quinn
This document outlines the goals and process of an evaluation conducted by the Mendon-Upton Regional School District (MURSD) of their 1-to-1 iPad program. The goals were to provide a structure for evaluating 1-to-1 learning programs, identify core values, and design evaluation questions. MURSD worked with external evaluators who used surveys, observations, and focus groups to assess how iPads were being used for communication, collaboration, and innovation. The evaluation found benefits but also recommended enriching pedagogy and focusing professional development on curriculum. It emphasized being transparent about program goals and using evaluation to improve instruction.
This document summarizes a SWOT analysis for a school's technology planning needs assessment. It finds that while technology is frequently used, it is not always utilized in the most effective constructivist ways to promote higher-order thinking. Teachers have received equipment without proper training on best practices. A district technology vision exists but is not widely known. For the vision to be successfully implemented, teachers will need awareness of it and commitment to ongoing professional development on student-centered technology integration strategies.
Building Data Literacy Among Middle School Administrators and Teachers
Data literacy is an essential trait for middle school administrators and teachers to possess. In this session, the Research and Accountability Team from Durham Public Schools will discuss how it has expanded its focus on Data-to-Action to building data literacy amongst its middle school administrators and teachers during 2013-14.
J. Brent Cooper, Terri Mozingo & Karin Beckett Durham Public Schools - Durham, NC
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
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
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!
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
Impactof Mlti April2007
1. The Impact of the Maine Learning Technology Initiative on Teachers, Students, and Learning Maine’s Middle School 1-to-1 Laptop Program Dr. David L. Silvernail Director Center for Education Policy, Applied Research & Evaluation University of Southern Maine April 2007
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6. How are the laptops being used by teachers and students?
7. How are the laptops being used by teachers and students? Creating & Providing Instruction Assessment & Monitoring Communication
8. Students use the laptops to: * Frequency: Range = at least once a week to several times daily.
9. Students use the laptops to: Gathering Information Analyzing Information * Frequency: Range = at least once a week to several times daily.
10. What are the impacts of the laptops on instruction and learning?
11. What are the impacts of the laptops on instruction & learning?
12. What are the impacts of the laptops on instruction & learning?
13. Teachers: Improvements in students’ engagement and learning in the following areas: What are the impacts of the laptops on instruction & learning?