1) The document discusses different types of instructional software that can be used in a 5th grade classroom, including drill and practice, tutorials, simulations, educational games, and applications.
2) It provides examples of websites for each software type that provide learning experiences students would not have in a traditional classroom.
3) Determining the relative advantage of educational software over traditional methods is important for effective classroom instruction.
5 Formative Assessment Tools for the Millennial EducatorLiveTiles
As we move into the digital world, teachers are more concerned with how children are learning rather than their test scores. Here are five assessment tools that the digital world has to offer.
Pre-School Children Learn to Use the iPad to Learn, Document, Assess and Crea...CITE
TAVERNIER, Monika (Woodland Harbourside preschool)
http://citers2013.cite.hku.hk/en/paper_617.htm
---------------------------
Author(s) bear(s) the responsibility in case of any infringement of the Intellectual Property Rights of third parties.
---------------------------
CITE was notified by the author(s) that if the presentation slides contain any personal particulars, records and personal data (as defined in the Personal Data (Privacy) Ordinance) such as names, email addresses, photos of students, etc, the author(s) have/has obtained the corresponding person's consent.
Special Education Technology Strand: Strategies for Enhancing Academic Performance: Technology Toolkits CEC Convention 2009. Constructing an Assistive Technology Toolkit for Young Children by Sharon Judge
Integrating 5 Cloud Based Tools Into Your Teaching PracticeKim Pepler
A brief look at why it is important to integrate technologies into modern educational practices and a quick run through five potential candidates for use in the classroom.
5 Formative Assessment Tools for the Millennial EducatorLiveTiles
As we move into the digital world, teachers are more concerned with how children are learning rather than their test scores. Here are five assessment tools that the digital world has to offer.
Pre-School Children Learn to Use the iPad to Learn, Document, Assess and Crea...CITE
TAVERNIER, Monika (Woodland Harbourside preschool)
http://citers2013.cite.hku.hk/en/paper_617.htm
---------------------------
Author(s) bear(s) the responsibility in case of any infringement of the Intellectual Property Rights of third parties.
---------------------------
CITE was notified by the author(s) that if the presentation slides contain any personal particulars, records and personal data (as defined in the Personal Data (Privacy) Ordinance) such as names, email addresses, photos of students, etc, the author(s) have/has obtained the corresponding person's consent.
Special Education Technology Strand: Strategies for Enhancing Academic Performance: Technology Toolkits CEC Convention 2009. Constructing an Assistive Technology Toolkit for Young Children by Sharon Judge
Integrating 5 Cloud Based Tools Into Your Teaching PracticeKim Pepler
A brief look at why it is important to integrate technologies into modern educational practices and a quick run through five potential candidates for use in the classroom.
Traditional Training MethodsThe communication of learne.docxjuliennehar
Traditional Training Methods
“The communication of learned capabilities is primarily one way, from the trainer to the audience (Noe, 2017).”
Technology-based Training Methods
“…content is provided stand-alone, using software or DVDs with no connection to the Internet (Noe, 2017).”
References
Noe, R. (2017). Employee Training & Development, 7th
Edition. Retrieved from https://devry.vitalsource.com/#/
books/1260428028 /cfi/6/38!/4/2/16/8/8/2/
4/[email protected]:54.3
Chapter Eight
Technology-Based Training Methods
Objectives
After reading this chapter, you should be able to:
1. Explain how new technologies are influencing training.
2. Evaluate a web-based training site.
3. Explain how learning and transfer of training are enhanced by new training technologies.
4. Explain the strengths and limitations of e-learning, mobile learning training methods (such as iPads), and simulations.
5. Explain the different types of social media and the conditions conducive to their use for training.
6. Describe to a manager the different types of distance learning.
7. Recommend what should be included in an electronic performance support system.
8. Compare and contrast the strengths and weaknesses of traditional training methods versus those of technology-based training methods.
9. Identify and explain the benefits of learning management systems.
Time and Location Don’t Stall Learning at Nissan
Nissan has more than 150,000 people working around the world, including automobile production locations in twenty countries and product markets in more than 160 countries. To ensure that the company could meet its global plans for growth and expansion, Nissan identified sixty high-potential employees who needed to develop the skills and competencies that would prepare them to be successful in their careers. The high-potential employees worked in different functional areas, levels, and locations, including Latin America, Europe, Africa, the Middle East, Asia, and Australia. For these employees, face-to-face interaction in a classroom would be invaluable because it would help them develop and expand their professional network and work together on group projects. Also, classroom instruction would ensure that the employees would receive a consistent message and approach to developing leadership skills and competencies based on Nissan’s core business principles and331their questions could be immediately answered by the instructor or facilitator. But face-to-face classroom instruction was unrealistic because these employees could not be away from their work for an extended period of time and traveling to one location for training from sites around the world was too expensive.
To gain the benefits of face-to-face instruction and overcome time and travel challenges, Nissan created an e-learning program, which included a virtual classroom. This allowed Nissan to combine the strengths of a classroom experience, including relationship building ...
Why Develop A Toolkit? (1/2 hour)
• Future building our classrooms - Planning for technology
trends and supporting evidence based practice
• Assistive Technology is too powerful not to have a plan
What is in my Toolkit? (3 hours)
1. Key components:
• Quality Indicators in Assistive Technology (QIAT)
• S.E.T.T. Framework
• Technology rubrics, decision-making frameworks and
AT search tools
• Action Research and data
2. What does your toolkit look like?
• Case studies and examples
• Developing your own toolkit – future actions
Why Develop A Toolkit? (1/2 hour)
• Future building our classrooms - Planning for technology
trends and supporting evidence based practice
• Assistive Technology is too powerful not to have a plan
What is in my Toolkit? (3 hours)
1. Key components:
• Quality Indicators in Assistive Technology (QIAT)
• S.E.T.T. Framework
• Technology rubrics, decision-making frameworks and
AT search tools
• Action Research and data
2. What does your toolkit look like?
• Case studies and examples
• Developing your own toolkit – future actions
Chapter EightTechnology-Based Training MethodsObjectivesAfte.docxmccormicknadine86
Chapter Eight
Technology-Based Training Methods
Objectives
After reading this chapter, you should be able to:
1. Explain how new technologies are influencing training.
2. Evaluate a web-based training site.
3. Explain how learning and transfer of training are enhanced by new training technologies.
4. Explain the strengths and limitations of e-learning, mobile learning training methods (such as iPads), and simulations.
5. Explain the different types of social media and the conditions conducive to their use for training.
6. Describe to a manager the different types of distance learning.
7. Recommend what should be included in an electronic performance support system.
8. Compare and contrast the strengths and weaknesses of traditional training methods versus those of technology-based training methods.
9. Identify and explain the benefits of learning management systems.
Time and Location Don’t Stall Learning at Nissan
Nissan has more than 150,000 people working around the world, including automobile production locations in twenty countries and product markets in more than 160 countries. To ensure that the company could meet its global plans for growth and expansion, Nissan identified sixty high-potential employees who needed to develop the skills and competencies that would prepare them to be successful in their careers. The high-potential employees worked in different functional areas, levels, and locations, including Latin America, Europe, Africa, the Middle East, Asia, and Australia. For these employees, face-to-face interaction in a classroom would be invaluable because it would help them develop and expand their professional network and work together on group projects. Also, classroom instruction would ensure that the employees would receive a consistent message and approach to developing leadership skills and competencies based on Nissan’s core business principles and331their questions could be immediately answered by the instructor or facilitator. But face-to-face classroom instruction was unrealistic because these employees could not be away from their work for an extended period of time and traveling to one location for training from sites around the world was too expensive.
To gain the benefits of face-to-face instruction and overcome time and travel challenges, Nissan created an e-learning program, which included a virtual classroom. This allowed Nissan to combine the strengths of a classroom experience, including relationship building, immediate feedback, and the ability to practice skills with those of an online learning environment (easily accessible resources at any time or place). The first step in the program was that program participants assessed their own competencies. Their boss and peers completed a similar assessment. Next, the participants attended a virtual feedback session where the assessment results were explained. Courses designed to improve their current skills or develop new skills were offered in a virtual classroom ...
Submission Ide af1fb4fa-0f26-4e87-9aca-72ea1575de9f53 SI.docxdeanmtaylor1545
Submission Ide: af1fb4fa-0f26-4e87-9aca-72ea1575de9f
53% SIMILARITY SCORE 13 CITATION ITEMS 39 GRAMMAR ISSUES 0 FEEDBACK COMMENT
Internet Source 27%
Institution 26%
Kayla Figueroa
Technology PP_GCU.pptx
Summary
1541 Words
TECHNOLOGY IN MATHS
Kayla Figueroa
Grand Canyon University
February 19, 2020
Technology in Teaching Maths
It is important for students & teachers to have frequent contact with technology that
enhance & advance:
Reasoning
Sense making
Problem solving
Communication (Baglama, Yikmis, & Demirok, 2017 )
Good tutors enhance the prospective of technology to establish learners’ knowledge ,
promote interest & improve skill in maths (Baglama, Yikmis, & Demirok, 2017 )
Teachers who employ technology purposefully provide wider access to mathematics for
all learners.
Technological tools include those that are both content specific and content neutral. In
mathematics education, content-specific technologies include computer algebra systems;
dynamic geometry environments; interactive applets; handheld computation, data
collection, and analysis devices; and computer-based applications. These technologies
support students in exploring and identifying mathematical concepts and relationships.
Content-neutral technologies include communication and collaboration tools and Web-
based digital media, and these technologies increase students' access to information,
ideas, and interactions that can support and enhance sense making, which is central to
the process of taking ownership of knowledge. Findings from a number of studies have
shown that the strategic use of technological tools can support both the learning of
mathematical procedures and skills as well as the development of advanced
mathematical proficiencies, such as problem solving, reasoning, and justifying (e.g.,
Gadanidis & Geiger, 2010; Kastberg & Leatham, 2005; Nelson, Christopher, & Mims, 2009;
Pierce & Stacey, 2010; Roschelle, et al., 2009, 2010; Suh & Moyer, 2007).
2
Technology & Engaging Students
Technology enhances the learning process by making math concepts interactive through
media.
Provides alternate methods to instructional strategies such as videos, movies, games,
research etc.
Customized Learning Experiences – Students can view topics and study at their own pace
and assistance is there if needed
Interact with others outside the classroom – video calls with math / industry experts (ex:
talking to a playground designer)
Benefits to Technology
Technology gamifies static lessons
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Student: Submitted to Grand Canyon Univers.
Submission Ide af1fb4fa-0f26-4e87-9aca-72ea1575de9f53 SI.docxdavid4611
Submission Ide: af1fb4fa-0f26-4e87-9aca-72ea1575de9f
53% SIMILARITY SCORE 13 CITATION ITEMS 39 GRAMMAR ISSUES 0 FEEDBACK COMMENT
Internet Source 27%
Institution 26%
Kayla Figueroa
Technology PP_GCU.pptx
Summary
1541 Words
TECHNOLOGY IN MATHS
Kayla Figueroa
Grand Canyon University
February 19, 2020
Technology in Teaching Maths
It is important for students & teachers to have frequent contact with technology that
enhance & advance:
Reasoning
Sense making
Problem solving
Communication (Baglama, Yikmis, & Demirok, 2017 )
Good tutors enhance the prospective of technology to establish learners’ knowledge ,
promote interest & improve skill in maths (Baglama, Yikmis, & Demirok, 2017 )
Teachers who employ technology purposefully provide wider access to mathematics for
all learners.
Technological tools include those that are both content specific and content neutral. In
mathematics education, content-specific technologies include computer algebra systems;
dynamic geometry environments; interactive applets; handheld computation, data
collection, and analysis devices; and computer-based applications. These technologies
support students in exploring and identifying mathematical concepts and relationships.
Content-neutral technologies include communication and collaboration tools and Web-
based digital media, and these technologies increase students' access to information,
ideas, and interactions that can support and enhance sense making, which is central to
the process of taking ownership of knowledge. Findings from a number of studies have
shown that the strategic use of technological tools can support both the learning of
mathematical procedures and skills as well as the development of advanced
mathematical proficiencies, such as problem solving, reasoning, and justifying (e.g.,
Gadanidis & Geiger, 2010; Kastberg & Leatham, 2005; Nelson, Christopher, & Mims, 2009;
Pierce & Stacey, 2010; Roschelle, et al., 2009, 2010; Suh & Moyer, 2007).
2
Technology & Engaging Students
Technology enhances the learning process by making math concepts interactive through
media.
Provides alternate methods to instructional strategies such as videos, movies, games,
research etc.
Customized Learning Experiences – Students can view topics and study at their own pace
and assistance is there if needed
Interact with others outside the classroom – video calls with math / industry experts (ex:
talking to a playground designer)
Benefits to Technology
Technology gamifies static lessons
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Spelling mistake: Yikmis Yikes
Spelling mistake: Demirok Demigod
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Student: Submitted to Grand Canyon Univers.
2. Relative Advantage
The term Relative Advantage was coined by Everett Rogers and refers to “the degree to
which the new method or resources has advantages over the old one” (Doering & Roblyer,
2010, p. 429). Effective instructional software has the potential to provide learners
experiences that they would never have in a traditional brick and mortar classroom.
Engaged learning does not happen by chance. “It requires architectural engineering by
the instructor” (Conrad & Donaldson, 2004, p. 13). Determining the relative advantage of
educational software is a large part of the “architectural engineering” needed by today’s
classroom teacher.
3. Today’s software can be used for:
Drill and Practice
Tutorials
Simulations
Education Games
Applications
4. Drill & Practice
Drill and practice software allows students to work out problems and gain immediate
feedback on correctness. Although sometimes called “drill & kill” this type of software
has advantages in today’s elementary classrooms. This software can take the place of
paper-pencil exercises and help learners prepare for tests. It is essential that the feedback
is quick and effective. Some of the areas that may benefit from drill and practice software
are:
Math facts
Typing skills
Vocabulary
Countries, states and capitals
(Doering & Roblyer, 2010, p. 77 - 81)
Drill & Practice Websites
Fact Monster -This site allows learners to use math flash cards and progress at their
own pace.
Kids Geo.com -This is a great site for learners to master states and capitals.
5. Tutorials
Tutorial software presents an entire instructional unit. This type of software would
include drill & practice components. The benefits include immediate feedback and it
offers instruction that can stand on its own. For it to be effective it should offer:
Extensive interactivity
Thorough user control
Appropriate pedagogy
Adequate answer judging and feedback
Appropriate graphics
Adequate record keeping
(Doering & Roblyer, 2010, p. 84 - 86)
Tutorial Web Site
Chem 4Kids! - This site offers a great instructional unit on chemistry.
6. Simulations
Simulations allow students to work through hypothetical problem situations and enables
them to see the impact of their actions. Simulations allow students to be involved in
complex processes while staying safe. For a simulation to be effective it should have
good documentation that explains system characteristics and uses as well as system
accuracy (Doering & Roblyer, 2010, p. 89).
Simulation Website
The Learning Company - This site offers links to both The Oregon Trail and Where in the
World is Carmen Sandiego? Both of these simulations offer young learners an imaginary
experience where they can see the impact of their decisions.
7. Educational Games
Educational Games can motivate learners to spend additional time on subjects. They offer
opportunities for content learning while having fun. These games challenge students to
compete and win. In order to be effective they must have:
Appealing formats and activities
Instructional value
Minimal Violence
Educational games should be used appropriately and involve all students. They can be
used effectively to teach students how to work in cooperative groups (Doering & Roblyer,
2010, p. 93).
Educational Game Websites
ABC Ya! - This website offers a wide variety of educational games that are geared for fifth
graders.
Just Kid Games - A site with educational games to help teach kids about math, science,
reading and the environment.
8. Applications
Software applications are designed to support tasks that are useful to a computer user
(Doering & Roblyer, 2010, p. 76). Applications used to be thought of as spreadsheets, word
processors and power point presentations. The world of technology has seen a boon in the
development of software applications. Many are useful in today’s classrooms.
Application Websites
Jing - This application allows students and teachers a unique way of collaborating.
Google Earth for Educators - This site has tutorials and tips on how to use google earth
applications in the classroom.
Google Apps - This link discusses google applications appropriate for use in K-12
classrooms.
Mac Apps - This link discusses Mac applications appropriate for use in K-12 classrooms.
9. Instructional Uses
Instructional uses of software don’t always fit neatly into just one category. There is often
overlap. Many offer opportunities for skill practice and exploration. Some offer
constructivist approaches to learning while others offer direct instruction.
It is important to determine the Relative Advantage of software to ensure that successful
learning is taking place in today’s twenty-first century classrooms.
The websites listed below can assist teachers in determining the relative advantage of
software.
Children’s Educational Softwares
Learning Point Associates
Super Kids
10. Resources
✤ References
Conrad, R. M., & Donaldson, J. A. (2010). Engaging the online learner, San Francisco: John Wiley & Sons, Inc.
Doering, A. H., & Roblyer, M. D. (2010). Integrating educational technology into teaching (5th ed.), United States of America:
Pearson Education Inc.
✤ Images
Flickr Creative Commons