A description of the NETS*T and 21st Century Skills framework being used as criteria for grading mini-projects submitted for INTC 3610 Technology for Educators
Computer programming is the heart of computing education. It is a fundamental skill that all computing students are required to learn. However, programming courses are generally considered among the most difficult course and often have the highest dropout rates. The main concern is what concerns of computing faculty is to improve students’ motivation in getting involved in meaningful programming activities. This requires special skills to teach programming. A teacher training workshop was arranged at Directorate of Staff Development for newly inducted Computer Science teachers. The workshop covers various approaches proposed in literature for teaching computer programming. Some useful guidelines have also been suggested. These are the slides of this workshop.
March 22- Orientation Session for Teachers on MCE Certification.pptxPankaj Rai
This is a presentation on "Orientation Session for Teachers on Microsoft Certified Educator (MCE) Certification"-
MCE is the only official certification from Microsoft that provides teachers with a globally recognized certification focused on the practical integration of ICT into teaching and learning”
This allows teachers to teach and engage 21ST-century learners with ease.
Basic Instructional Design Principles - A PrimerMike Kunkle
This is a very basic primer I once created to teach a staff of technical writers about instructional design. It was not designed for non-verbal delivery, but it will give you an idea of basic ISD concepts.
Computer programming is the heart of computing education. It is a fundamental skill that all computing students are required to learn. However, programming courses are generally considered among the most difficult course and often have the highest dropout rates. The main concern is what concerns of computing faculty is to improve students’ motivation in getting involved in meaningful programming activities. This requires special skills to teach programming. A teacher training workshop was arranged at Directorate of Staff Development for newly inducted Computer Science teachers. The workshop covers various approaches proposed in literature for teaching computer programming. Some useful guidelines have also been suggested. These are the slides of this workshop.
March 22- Orientation Session for Teachers on MCE Certification.pptxPankaj Rai
This is a presentation on "Orientation Session for Teachers on Microsoft Certified Educator (MCE) Certification"-
MCE is the only official certification from Microsoft that provides teachers with a globally recognized certification focused on the practical integration of ICT into teaching and learning”
This allows teachers to teach and engage 21ST-century learners with ease.
Basic Instructional Design Principles - A PrimerMike Kunkle
This is a very basic primer I once created to teach a staff of technical writers about instructional design. It was not designed for non-verbal delivery, but it will give you an idea of basic ISD concepts.
Project management for instructional designersKimberly Klotz
A presentation on project management principles and use in instructional design and how the project management phases and activities sync with the ADDIE Model. Presentation given by Kim Mckee and Kimberly Klotz at the Teaching with Technology Conference at UAMS.
This presentation defines competencies and competency-based curricula (CBC), describes the benefits of CBC, and details seven steps to developing CBC. Meant for educators and managers, it covers: identifying and defining competencies, establishing rubrics for performance, outlining and practicing learning methods, assessing performance, and evaluating, refining, and repeating the process.
Technology Class presentation to class at Fordham Uniersity, It is meant for classroom teachers to broaden understanfing of integrating technology into teaching and learning.
This was a presentation used in a session at ULearn11. For more information on the framework/consultation process, please go to: http://www.vln.school.nz/pg/groups/19837/elearning-planning-framework/
E-portfolios: It’s more than filing stuff in a shoebox - 040214Vanguard Visions
An e-portfolio is a learner-driven collection of digital objects demonstrating experiences, achievements and evidence of learning. So is this just a fancy way of saying it is about collecting documentation and evidence….in a shoe-box? In this webinar session, Allison shares her considerable experience with e-portfolios, explaining the basics of what they are, how to capture evidence, media/technology options and the best way to structure them. Find out how to get started on either an e-portfolio for yourself...or perhaps how to set them up for your own students
Project management for instructional designersKimberly Klotz
A presentation on project management principles and use in instructional design and how the project management phases and activities sync with the ADDIE Model. Presentation given by Kim Mckee and Kimberly Klotz at the Teaching with Technology Conference at UAMS.
This presentation defines competencies and competency-based curricula (CBC), describes the benefits of CBC, and details seven steps to developing CBC. Meant for educators and managers, it covers: identifying and defining competencies, establishing rubrics for performance, outlining and practicing learning methods, assessing performance, and evaluating, refining, and repeating the process.
Technology Class presentation to class at Fordham Uniersity, It is meant for classroom teachers to broaden understanfing of integrating technology into teaching and learning.
This was a presentation used in a session at ULearn11. For more information on the framework/consultation process, please go to: http://www.vln.school.nz/pg/groups/19837/elearning-planning-framework/
E-portfolios: It’s more than filing stuff in a shoebox - 040214Vanguard Visions
An e-portfolio is a learner-driven collection of digital objects demonstrating experiences, achievements and evidence of learning. So is this just a fancy way of saying it is about collecting documentation and evidence….in a shoe-box? In this webinar session, Allison shares her considerable experience with e-portfolios, explaining the basics of what they are, how to capture evidence, media/technology options and the best way to structure them. Find out how to get started on either an e-portfolio for yourself...or perhaps how to set them up for your own students
The use of technology is a means for empowering students with ex.docxpelise1
The use of technology is a means for empowering students with exceptionalities. It provides an opportunity for students to access grade-level curriculum and activities and engage in meaningful learning opportunities, as well as accomplish tasks that would often involve barriers as a result of physical and/or learning disabilities. For this Assignment, you will demonstrate your understanding of the technology proficiencies and their impact on educational integration to support the learning needs of students with exceptionalities.
To prepare:
Review the Walden Technology Proficiencies. Reflect on your experiences with technology as you read through the proficiencies
Consult and reflect on the course resources as well as outside resources (e.g., peer-reviewed journal articles) that you found and integrated into your work to illustrate and support your Discussion posts and your Assignments—you will use these as resources to complete your work for this Assignment.
Reflect on the training needs of staff working within educational settings regarding technology and advancing from enhancement to transformation.
Ask yourself the following question: How have the resources and the concepts presented throughout the course affected my learning in order for me to implement technology throughout my educational practices and prepared me for ongoing learning on current technology tools?
Section 1: Design of Learning Experiences and Environment (1–2 pages)
Identify two evidence-based teaching strategies to enhance learning through the use of technology. One evidence-based strategy should focus specifically on writing or fine-motor difficulties.
Describe the age level, disability category, and content/skill development, and explain how it will increase the learning and engagement of your students.
Section 2: Facilitation of Learning and Assessment (2–3 pages)
Summarize how your evidence-based strategies that enhance learning through the use of technology can increase student engagement in exploring real-world issues and authentic problems. Provide at least one specific example focusing on writing or fine-motor skills.
Explain how the strategies you identified meet the needs of diverse learners and how you ensure that students have equitable access to digital tools and resources.
Identify at least one evidence-based practice that you will use to support students from diverse cultural and linguistic backgrounds when implementing technology tools.
Explain how you will use appropriate technology to assess and monitor the progress of evidence-based strategies you selected.
Section 3: Communication and Collaboration (8–12 slides)
Using evidence-based practices and course resources, create a PowerPoint presentation to address strategies to improve communication and collaboration through the use of digital media tools. Create 2–3 slides for each topic:
Students
Families (one strategy needs to address collaborating and communicating with families .
Presentations, Day 1, by Tanya Joosten and Amy Mangrich on Blended Learning for the 1st Annual eLearning Conference in Riyadh, Saudi Arabia. Topics include backwards design, developing a learning module, managing your workload, managing student's expectations, evaluation, small groups, and more. Course demonstrations included as well.
The workshop is an introduction to the Intel® Teach Essentials course on how to integrate ICT into existing classroom curricula to promote learning. The workshop is a blend of various hands-on-activities combined with a PowerPoint presentation to introduce various aspects of the course
What to go by step by step and what’s included in the paperAssuran.docxmecklenburgstrelitzh
What to go by step by step and what’s included in the paperAssurance of Learning Rubric #1 - MSHRM Program
Strategic Application Rubric #1 – MSHRM Program
Students in HRM6623 (Training and Development) will analyze a case and prepare a research paper that includes the strategic application of training and development concepts.
Dimension
Does Not Meet Expectations (1)
Meets Expectations (2)
Exceeds Expectations (3)
Assessment: Distinguishes current HRD gaps from systemic (non-HRD) gaps, anticipates HRD needs based on organizational strategy, and anticipates HRD needs due to changes in technology
Displays little evidence of assessment or shows weak appreciation of organizational strategy in the attempt
Displays moderate evidence of assessment or shows moderate appreciation of organizational strategy in the attempt
Displays significant evidence of assessment or shows strong appreciation of organizational strategy in the attempt
Design: Defines strategy, objectives, method (fitted to the training target—skill, knowledge, interpersonal competency, or experiential growth), materials, and media (classroom or technological)
Defines few key areas of design or shows weak conception of the needed differences of method in the attempt
Defines some key areas of design or shows moderate conception of the needed differences of method in the attempt
Defines most key areas of design or shows strong conception of the needed differences of method in the attempt
Development: Organizes content assets (developed in the design phase) to plan timely and logical delivery of all learning components with proper integration.
Presents no clear delivery plan based on design components.
Presents clear delivery plan based on design components, but logical linkages to implementation components are unclear.
Presents clear delivery plan based on design components, with logical linkages to implementation components.
Implementation: Determines contractor versus in-house facilitator, type of facility, use of technology, equipment, materials, scheduling/sequencing, constraints, and pilot test if feasible.
Correctly specifies few implementation components or only demonstrates weak linkage to development in the attempt.
Correctly specifies some implementation components or demonstrates moderate linkage to development in the attempt.
Correctly specifies most components of implementation or demonstrates strong linkage to development in the attempt.
Case Analysis Rubric #2- Written Communications Rubric MSHRM Program
Dimension
Exceeds Expectations
Meets Expectations
Does Not Meet Expectations
Submission demonstrates content knowledge, understanding, and application gained from readings, videos, and other coursework or outside research
Submission demonstrates an excellent understanding of subject knowledge and.
Science, Technology & Society (STS) is an interdisciplinary field of study that seeks to explore and understand the many ways that modern science and technology shape modern culture, values, and institutions, and how modern values shape science and technology.
6. N/A1234Scoring keyNot applicable to this activityAttempts to but does not incorporate the goalIncorporates one aspect of the goalIncorporates some aspects of the goalIncorporates most or all aspects of the goalCritical Thinking and Problem SolvingTo what degree does your lesson involve students learning and demonstrating the skills to:Reason Effectively and Use Systems ThinkingUse various types of reasoning (inductive, deductive, etc.) as appropriate to the situationAnalyze how parts of a whole interact with each other to produce overall outcomes in complex systemsMake Judgments and DecisionsEffectively analyze and evaluate evidence, arguments, claims and beliefsAnalyze and evaluate major alternative points of viewSynthesize and make connections between information and argumentsInterpret information and draw conclusions based on the best analysisReflect critically on learning experiences and processesSolve ProblemsSolve different kinds of non-familiar problems in both conventional and innovative waysIdentify and ask significant questions that clarify various points of view and lead to better solutionsExample - briefly describe where in your lesson you addressed this goal
7. N/A1234Scoring keyNot applicable to this activityAttempts to but does not incorporate the goalIncorporates one aspect of the goalIncorporates some aspects of the goalIncorporates most or all aspects of the goalCommunication and CollaborationTo what degree does your lesson involve students learning and demonstrating the skills to:Communicate ClearlyArticulate thoughts and ideas effectively using oral, written and nonverbal communication skills in a variety of forms and contextsListen effectively to decipher meaning, including knowledge, values, attitudes and intentionsUse communication for a range of purposes (e.g. to inform, instruct, motivate and persuade)Utilize multiple media and technologies, and know how to judge their effectiveness a priori as well as assess their impactCommunicate effectively in diverse environments (including multi-lingual)Collaborate with OthersDemonstrate ability to work effectively and respectfully with diverse teamsExercise flexibility and willingness to be helpful in making necessary compromises to accomplish a common goalAssume shared responsibility for collaborative work, and value the individual contributions made by each team memberExample - briefly describe where in your lesson you addressed this goal
8. N/A1234Scoring keyNot applicable to this activityAttempts to but does not incorporate the goalIncorporates one aspect of the goalIncorporates some aspects of the goalIncorporates most or all aspects of the goalInformation LiteracyTo what degree does your lesson involve students learning and demonstrating the skills to:Access and Evaluate InformationAccess information efficiently (time) and effectively (sources)Evaluate information critically and competentlyUse and Manage InformationUse information accurately and creatively for the issue or problem at handManage the flow of information from a wide variety of sourcesApply a fundamental understanding of the ethical/legal issues surrounding the access and use of informationExample - briefly describe where in your lesson you addressed this goal
9. N/A1234Scoring keyNot applicable to this activityAttempts to but does not incorporate the goalIncorporates one aspect of the goalIncorporates some aspects of the goalIncorporates most or all aspects of the goalMedia LiteracyTo what degree does your lesson involve students learning and demonstrating the skills to:Analyze MediaUnderstand both how and why media messages are constructed, and for what purposesExamine how individuals interpret messages differently, how values and points of view are included or excluded, and how media can influence beliefs and behaviorsApply a fundamental understanding of the ethical/legal issues surrounding the access and use of mediaCreate Media ProductsUnderstand and utilize the most appropriate media creation tools, characteristics and conventionsUnderstand and effectively utilize the most appropriate expressions and interpretations in diverse, multi-cultural environmentsExample - briefly describe where in your lesson you addressed this goal
10. N/A1234Scoring keyNot applicable to this activityAttempts to but does not incorporate the goalIncorporates one aspect of the goalIncorporates some aspects of the goalIncorporates most or all aspects of the goalICT LiteracyTo what degree does your lesson involve students learning and demonstrating the skills to:Apply Technology EffectivelyUse technology as a tool to research, organize, evaluate and communicate informationUse digital technologies (computers, PDAs, media players, GPS, etc.), communication/networking tools and social networks appropriately to access, manage, integrate, evaluate and create information to successfully function in a knowledge economyApply a fundamental understanding of the ethical/legal issues surrounding the access and use of information technologiesExample - briefly describe where in your lesson you addressed this goalTECHNOLOGY AND 21ST CENTURY SKILLS RUBRIC<br />(adapted from the Alabama Best Practices Center ~ http://abpc.wikispaces.com/ )<br />These skills are based on the new 2008 NETS*T standards. The standards will provide a framework for you to use in determining your level of use of technology and 21st century skills personally and with your future students.<br />1. Facilitate and Inspire Student Learning and Creativity<br />Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. As a teacher, I . . . <br />_____ promote, support, and model creative and innovative thinking and inventiveness.Example: <br />_____ engage students in exploring real-world issues and solving authentic problems using digital tools, learning networks and resources.<br />Example:<br />_____ promote student reflection using collaborative tools to reveal and clarify students' conceptual understanding and thinking, planning, and creative processes. <br />Example:<br />_____ model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments.<br />Example: <br />2. Design and Develop Digital-Age Learning Experiences and Assessments<br />Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes for students which involve creativity, communication and critical thinking. http://nets-implementation.iste.wikispaces.net/<br />As a teacher, I . . .<br /> <br />_____ design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.<br />Example: <br />_____ develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress. I am intentionally helping my students develop a digital footprint.<br />Example: <br />_____ customize and personalize learning activities to address students' diverse learning styles, working strategies, and abilities using digital tools and resources.<br />Example: <br />_____ provide students with multiple and varied formative and summative assessments aligned with content and technology standards http://www.iste.org/Content/NavigationMenu/NETS/ForStudents/NETS_for_Students.htm and use resulting data to inform learning and teaching.<br />Example: <br />3. Model Digital-Age Work and Learning<br />Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. As a teacher, I . . . <br /> <br />_____ demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations. I use 21st Century tools in my own learning.<br />Example: <br />_____ collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation. I also have a personal learning network that includes peers from around the globe.<br />Example: <br />_____ communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats.<br />Example: <br />_____ model and facilitate effective use of current and emerging digital tools to collaborate and locate, analyze, evaluate, and use information resources to support research and learning.<br />Example: <br />4. Promote and Model Digital Citizenship and Responsibility<br />Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices. As a teacher, I . . . <br /> <br />_____ advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources. I understand Creative Commons licensure and know how to license my own work as well as help my students license theirs. <br />Example: <br />_____ address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources.<br />Example: <br />_____ promote and model digital etiquette and responsible social interactions related to the use of technology and information.<br />Example: <br />_____ develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools.<br />Example: <br />5. Engage in Professional Growth and Leadership<br /> <br />Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources. As a teacher, I . . .<br /> <br />_____ participate in local and global learning communities to explore creative applications of technology to improve student learning. I understand how to build a personal learning network.<br />Example: <br />_____ exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community building, and developing the leadership and technology skills of others.<br />Example: <br />_____ evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning.<br />Example: <br />_____ contribute to the effectiveness, vitality, and self-renewal of the teaching profession and of my school and community in both physical spaces and online. I have a digital footprint.<br />Example: <br /> <br />