This document provides guidance for teachers on integrating technology into their classrooms. It discusses strategies for using technology when there are limited devices, such as scheduling computer lab time or connecting a laptop to a projector. It also offers suggestions for incorporating devices like iPads, tablets, and laptops through educational apps and electronic texts. The document concludes by stating its goal is to ease fears about transitioning to more technology use and provides a handout for additional resources.
Distance Training: Low Tech Solutions for High Tech SuccessRethinkFirst
We often purchase state of the art distance technology yet experience numerous frustrations in delivering services to students who most need it. This presentation focuses on lessons learned by staff of the Special Education Service Agency (SESA). SESA provides instructional support and training in low incidence disabilities, to school district special education personnel, across Alaska’s 54 school districts.
Patrick Pillai, PhD is executive director of the Special Education Service Agency in Anchorage, Alaska. A native of South Africa, Patrick studied Deaf education at Gallaudet University in Washington DC. When he is not working he spends time hiking with his wife and two daughters on Alaska's many beautiful trails.
Distance Training: Low Tech Solutions for High Tech SuccessRethinkFirst
We often purchase state of the art distance technology yet experience numerous frustrations in delivering services to students who most need it. This presentation focuses on lessons learned by staff of the Special Education Service Agency (SESA). SESA provides instructional support and training in low incidence disabilities, to school district special education personnel, across Alaska’s 54 school districts.
Patrick Pillai, PhD is executive director of the Special Education Service Agency in Anchorage, Alaska. A native of South Africa, Patrick studied Deaf education at Gallaudet University in Washington DC. When he is not working he spends time hiking with his wife and two daughters on Alaska's many beautiful trails.
Presentation file for Alexandre Enkerli's workshop on exploring online tools for teaching. Held through Concordia University's Centre for Teaching and Learning Services (CTLS) on Monday, November 12, 2007.
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Presentation given at the CCLI Spring 2010 Workshop as part of the Panel Discussion: Information Literacy Outreach: Connecting with Campus Partners. HNU has a new campus-wide faculty development/instructional technology initiative, which helps faculty develop technology skills.
This presentation targets iPad and iPhone apps for students with special needs. The apps address executive functioning skills, organization, great study habits, and much more!
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Today, there are many technologies available to help us do all sorts of things both within and beyond the classroom walls. In fact, there are so many, it can be overwhelming to explore them all, and in the meantime, your time for your students can suffer. This presentation will help you maximize your classroom time by featuring technologies that can help you: "flip" your classroom to engage students in more meaningful face-to-face activities beyond your lecture, extend learning into the online realm for blended and online instruction, and
help keep you organized all along the way!
When you select the right tools for the job, there's no end to the benefit you and your students can get from technologies like LiveBinder, Camtasia, Jing, EdModo, Google Drive, and more. This presentation will introduce you to
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Presentation file for Alexandre Enkerli's workshop on exploring online tools for teaching. Held through Concordia University's Centre for Teaching and Learning Services (CTLS) on Monday, November 12, 2007.
Technology Competencies for Online Learning at UBJennifer Austin
This presentation describes the technology skills that you need to be successful in your online program at the University at Buffalo's Graduate School of Education.
Presentation given at the CCLI Spring 2010 Workshop as part of the Panel Discussion: Information Literacy Outreach: Connecting with Campus Partners. HNU has a new campus-wide faculty development/instructional technology initiative, which helps faculty develop technology skills.
This presentation targets iPad and iPhone apps for students with special needs. The apps address executive functioning skills, organization, great study habits, and much more!
Maximizing Your Time with Students - Maximizing Teachable MomentsStaci Trekles
Today, there are many technologies available to help us do all sorts of things both within and beyond the classroom walls. In fact, there are so many, it can be overwhelming to explore them all, and in the meantime, your time for your students can suffer. This presentation will help you maximize your classroom time by featuring technologies that can help you: "flip" your classroom to engage students in more meaningful face-to-face activities beyond your lecture, extend learning into the online realm for blended and online instruction, and
help keep you organized all along the way!
When you select the right tools for the job, there's no end to the benefit you and your students can get from technologies like LiveBinder, Camtasia, Jing, EdModo, Google Drive, and more. This presentation will introduce you to
an accessible toolkit of tools and practices that will help you enhance learning both in and out of school for your students.
Top technological tools for English language teaching and learningSaima Abedi
This webinar aims to emphasize the impact of top technology tools that strengthen learners’ engagement and facilitate entry-level-tech teachers. It will highlight the learning strategies that developed a suitable context for instruction through the incorporation of technological tools.
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Biological screening of herbal drugs: Introduction and Need for
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Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
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Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
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Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
3. THINK-PAIR-SHARE
• Quote: "You need to learn to put your "whole self in" and "turn yourself around" by
both providing pedagogically-sound lessons that embed technology
meaningfully […]"
• 1-2 minutes to think about what this quote means to you
• Pair with a colleague
• Share with the class
4. WHAT IF I ONLY HAVE 1
COMPUTER?
• Schedule time to use the computer lab
• Set up specific times throughout the week for each student/group
• Connect to a projector
• Maintain grades, communication with parents, and preparing instructional materials
5. WHAT IF I HAVE A FEW COMPUTERS,
BUT NOT 1:1?
• Check out technology cart
• Try to arrange students in groups (1 group per computer)
• Use a projector
6. HANDHELD DEVICES
• - incorporate social media
• - Use instant messaging, blogging, or text messaging
• - You and students can use calendars and to-do lists
7. IPADS, TABLETS, AND LAPTOPS
• - Download educational applications and software
• - Provide electronic texts
• - Take pictures / make videos
11. CONCLUSION
I hope this presentation has eased
some of your fears. I have provided
some easy ways to begin your
transition to integrating technology.
I have a handout for you to take to
keep close. Good luck on your road
to success. Again, thank you for your
time.
12. REFERENCES
Capella University. (n.d.). 5 Reasons to Incorporate Technology Your the
Classroom. Retrieved from http://www.capella.edu/blogs/cublog/benefits-of-
technology-in-the-classroom/
Schrock, K. (n.d.). The Edtech Hokey Pokey. Retrieved from
http://www.schrockguide.net/hokey-pokey.html
Editor's Notes
Good afternoon,colleagues. Thank you for your time. We're using a Lunch and Learn setting to help make integrating technology easier. So let's just think for a minute. Think back to your school days.What was your classroom like?What did you do for fun? Now, let's think about this generation (your teenage or elementary-aged children, grandchildren, nieces, and/or nephews). Do you think their work is the same?What do they do for fun?
There is a difference in how students learn now compared to how we learned.This doesn’t mean we learned wrong, we just have to make some adjustments. According to Capella University (n.d.) "Since students are already interested and engaged in technology, teachers can harness that attention for educational purposes. Incorporating the internet, laptops, tablets and even smartphones into the curriculum has many benefits for teachers and students alike" (para. 1). In this presentation,I hope to answer some of the looming questions and put your mind at ease.
Read this quote. Think about what it means to you.Now we're going to pair up. HOwever, we're going to pair up a little differently.SInce you're eating let's Instant Message your partner. When you are ready to share (about 2-3 minutes), one person send an Instant Message to me.
Guess what...we just integrated technology. We could have used text messaging or a message board. Yes, it can be that easy.
It may seem gloomy when trying to integrate technology if the classroom only has one computer. However, it is possible.Here are some suggestions:schedule times in the computer labs, or et up a classroom schedule for time for students to use the computer throughout the week.You can connect to a projectoror interactive whiteboard, maintain grades, communication with parents,and preparing instructional materials.
Now you have some computers,but not enough for each student to use at the same time. You can schedule a time to check out the technology cart, arrange students in groups so that each group can use a computer, or again connect to the interactive whiteboard or projector.
