Integrating technology in your classroom
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This document discusses integrating technology into a Kindergarten classroom. It describes using online simulations to allow students to problem solve and collaborate in real-world situations. Distance learning can connect students through tools like email and video. The document also discusses using concept mapping, Google Earth, and WebQuests in science and literacy lessons to engage students and assess understanding. Benefits include interactive learning, role-playing, and virtual field trips.
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This document discusses the importance of using Web 2.0 tools in elementary school classrooms. It provides examples of specific Web 2.0 tools that can be used to support English/Language Arts, Science/Social Studies, and Math. The document recommends that educators continuously check blogs, wikis, and Twitter to find new Web 2.0 tools. It also lists blogs, wikis, and Twitter accounts for educators to follow to learn about trending educational technologies.
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This document discusses constructivism and social constructivism as learning perspectives. Constructivism assumes that knowledge is constructed individually through gathering information to create new concepts. Social constructivism assumes knowledge is constructed socially through exchanging and sharing ideas. The computer can serve as a teacher tool by providing vast amounts of information, fostering communication and collaboration, and allowing students to construct and share knowledge through interactive tools.
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The document discusses the benefits and uses of interactive whiteboards in classrooms, including their ability to enhance student engagement through interactivity, collaboration, and access to online resources. Some example uses are digital storytelling, displaying student presentations, virtual field trips, and recording lessons for absent students. The document also lists several digital whiteboarding platforms and software that can be used to facilitate interactive lessons.
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In the course participants will examine a myriad of ways the Internet may function within teaching and learning contexts through internet-supported technologies (e.g., web, apps etc.). The course will focus on these technologies’ capabilities for instructional use, learning, professional development, and research. The course will provide a set of foundational readings to situate your thinking in this educative space. Then you will lead your own experiences with a diverse array of Internet-based instructional and learning tools; it will also encourage you to consider these tools with a critical eye, always determining the advantages and disadvantages of using particular web-supported or web-based tools.
This course focuses on the role of Internet-based technologies within face-to-face or hybrid learning situations and mostly within PK-12 realms. For all uses we consider, we will use the following questions (as well as any you offer) to structure our analysis of Internet uses:
• What assumptions about the nature of knowledge and learning does this innovation make (either explicitly or implicitly)?
• What unique role does the technology play in facilitating learning?
• How is this innovation seen to fit with existing school curriculum (e.g., Is the innovation intended to supplement or supplant existing curriculum? Is it intended to enhance the learning of something already central to the curriculum or some new set of understandings or competencies?)
• What demands does the innovation place on the knowledge of teachers or other “users”? What knowledge supports does the innovation provide?
• How does the technology fit or interact with the social context of learning? (e.g., Are computers used by individuals or groups? Does the technology support collaboration or individual work? What sorts of interaction does the technology facilitate or hinder? Does it change or reify social systems?)
Course goals include:
• Understanding the historical context of uses of the Internet and Web for teaching and learning
• Experiencing what it is like to be an actor in the ‘participatory’ or ‘semantic’ or ‘connected’ culture of the Web
• Developing a critical framework for evaluating web uses in educational contexts
• Interpreting (i.e., reading, understanding, interpreting, adapting) educational research that focuses on teaching/learning with the Internet-supported technologies
This course is not about fully online or distance education topics. If you are interested in that topic, consider taking LT’s “Online Learning” course(s).
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The document summarizes a school library visit to Savoy Elementary School in Washington D.C. It describes that Savoy was the first school in Ward 8 to be remodeled in 2010 and has received recognition including visits from Michelle Obama and Kerry Washington. During the visit, the class had a lesson on identifying plant parts using a guided inquiry process. Students watched a video, took notes on sticky notes, asked questions, and then drew pictures of the plant parts and their functions. The document discusses that while sticky notes can limit expression, they were an appropriate note-taking tool for this classroom given limited resources and helped students categorize information for the activity.
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There are two types of interactive whiteboards: virtual and physical display panels. They are used in classrooms and lecture halls to allow instructors to write or draw and save images to share with students. Interactive whiteboards can enhance presentations, create customized learning materials, and help students absorb information easily. However, they are expensive and the surfaces can become damaged over time. Interactive whiteboards have four main components: a computer, projector, display panel, and appropriate software. The three main types of display panels are resistive membrane, electro-magnetic, and laser scanners.
Etc carol carruthers may 27 2010
- Seneca College received an $84,000 grant from HP to purchase 21 tablet PCs to enhance teaching and learning, allowing them to test the technology's impact.
- Surveys found that the tablets increased student engagement and attendance, improved note-taking skills, and enhanced participation and application of concepts.
- Challenges included potential distractions from websites and slow internet connections, which the college is working to address.
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The document discusses issues around initiating and maintaining student participation in online learning platforms and social software. It notes that requiring participation through external controls like grading can increase activity but may not foster deeper learning or collaboration. Simply providing tools and expecting voluntary participation often results in low levels of engagement. Instead, participation is more successful when it serves student interests and needs, allows a sense of ownership, and supports different types of learning like expanding opportunities rather than just completing tasks. Overall, the question is raised whether true participation, autonomy and collaboration can be achieved through compulsory controls or if new pedagogical models are needed.
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This document discusses how computers can support constructivist and social constructivist learning theories as a teacher's tool. It describes constructivism as knowledge being constructed by individuals through discovery, while social constructivism views knowledge as constructed within social contexts through sharing ideas. The computer can serve as an information tool, communication tool, constructive tool, co-constructive tool, and situating tool to support these theories. Examples of how it can fulfill these roles include providing vast information, allowing knowledge construction through programs like Word, and creating virtual environments for situated learning.
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In the course participants will examine a myriad of ways the Internet may function within teaching and learning contexts through internet-supported technologies (e.g., web, apps etc.). The course will focus on these technologies’ capabilities for instructional use, learning, professional development, and research. The course will provide a set of foundational readings to situate your thinking in this educative space. Then you will lead your own experiences with a diverse array of Internet-based instructional and learning tools; it will also encourage you to consider these tools with a critical eye, always determining the advantages and disadvantages of using particular web-supported or web-based tools.
This course focuses on the role of Internet-based technologies within face-to-face or hybrid learning situations and mostly within PK-12 realms. For all uses we consider, we will use the following questions (as well as any you offer) to structure our analysis of Internet uses:
• What assumptions about the nature of knowledge and learning does this innovation make (either explicitly or implicitly)?
• What unique role does the technology play in facilitating learning?
• How is this innovation seen to fit with existing school curriculum (e.g., Is the innovation intended to supplement or supplant existing curriculum? Is it intended to enhance the learning of something already central to the curriculum or some new set of understandings or competencies?)
• What demands does the innovation place on the knowledge of teachers or other “users”? What knowledge supports does the innovation provide?
• How does the technology fit or interact with the social context of learning? (e.g., Are computers used by individuals or groups? Does the technology support collaboration or individual work? What sorts of interaction does the technology facilitate or hinder? Does it change or reify social systems?)
Course goals include:
• Understanding the historical context of uses of the Internet and Web for teaching and learning
• Experiencing what it is like to be an actor in the ‘participatory’ or ‘semantic’ or ‘connected’ culture of the Web
• Developing a critical framework for evaluating web uses in educational contexts
• Interpreting (i.e., reading, understanding, interpreting, adapting) educational research that focuses on teaching/learning with the Internet-supported technologies
This course is not about fully online or distance education topics. If you are interested in that topic, consider taking LT’s “Online Learning” course(s).
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The interactive whiteboard takes the traditional classroom whiteboard and integrates information and communication technologies. It has the potential to both enhance and replace some of the teacher's role in exciting students about learning. The document discusses the progression from blackboards to interactive whiteboards and whether this represents a positive step for education. It also provides examples of how interactive whiteboards can be used to support learning across different subject areas through viewing videos, presentations, group work and internet research. Legal and ethical considerations around issues like plagiarism, privacy and appropriate student use are also addressed.
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There are two types of interactive whiteboards: virtual and physical display panels. They are used in classrooms and lecture halls to allow instructors to write or draw and save images to share with students. Interactive whiteboards can enhance presentations, create customized learning materials, and help students absorb information easily. However, they are expensive and the surfaces can become damaged over time. Interactive whiteboards have four main components: a computer, projector, display panel, and appropriate software. The three main types of display panels are resistive membrane, electro-magnetic, and laser scanners.
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- Seneca College received an $84,000 grant from HP to purchase 21 tablet PCs to enhance teaching and learning, allowing them to test the technology's impact.
- Surveys found that the tablets increased student engagement and attendance, improved note-taking skills, and enhanced participation and application of concepts.
- Challenges included potential distractions from websites and slow internet connections, which the college is working to address.
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The document discusses issues around initiating and maintaining student participation in online learning platforms and social software. It notes that requiring participation through external controls like grading can increase activity but may not foster deeper learning or collaboration. Simply providing tools and expecting voluntary participation often results in low levels of engagement. Instead, participation is more successful when it serves student interests and needs, allows a sense of ownership, and supports different types of learning like expanding opportunities rather than just completing tasks. Overall, the question is raised whether true participation, autonomy and collaboration can be achieved through compulsory controls or if new pedagogical models are needed.
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This document discusses how computers can support constructivist and social constructivist learning theories as a teacher's tool. It describes constructivism as knowledge being constructed by individuals through discovery, while social constructivism views knowledge as constructed within social contexts through sharing ideas. The computer can serve as an information tool, communication tool, constructive tool, co-constructive tool, and situating tool to support these theories. Examples of how it can fulfill these roles include providing vast information, allowing knowledge construction through programs like Word, and creating virtual environments for situated learning.
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Virtual Field Trips
Virtual field trips offer several benefits for K-12 classrooms. They allow students to explore places around the world and beyond the classroom in an interactive way. Teachers are increasingly drawn to virtual field trips due to budget cuts and limited instructional time. Virtual field trips can be personalized for different classes and standards. They engage students by sparking their interest and offering learning opportunities that are inexpensive and accessible anywhere internet is available.
Designing And Leading Collaborative Projects
This document describes several educational projects that utilize Google tools to facilitate networked and collaborative learning across different locations and disciplines. It provides overviews and examples of projects focused on topics like environmental science, immigration, and local communities. These projects are designed to develop students' disciplined, synthesizing, creative, respectful and ethical minds through collaborative research, data collection and analysis, problem solving, and digital sharing of information and results. Teachers are encouraged to connect students globally on research initiatives and to scale projects for different age groups while maintaining core learning goals.
Educational uses of virtual realities
An explanation of graduate and K12 uses of virtual realities through the work of Dr. Eileen O'Connor. Although these applications are by no means exhaustive, they provide an overview of several readily accessible applications.
Edtech541 blog2
The document discusses several reasons for integrating technology into education. It argues that technology allows students to connect to experts around the world, inspiring creativity by exposing students to new perspectives. The document also notes that using handheld devices for interactive learning can improve test scores by giving teachers insights into student understanding. Finally, it suggests technology allows teachers to reach more learners, including those with special needs, and provides more flexible options for instruction.
Virtual Learning Environments
The document discusses virtual learning environments (VLEs), which are computer-based systems that facilitate online learning. VLEs allow educational interactions and foster student engagement outside the traditional classroom. Examples of popular VLEs mentioned include Moodle, Second Life, and Sloodle. Theories that support VLEs include engagement theory and involvement theory. While VLEs increase access and interaction, challenges include costs, training, technology support, and security issues.
Technology in the Classroom
Technology has become increasingly prevalent in education, as students are now immersed in technology from a young age. When used effectively, technology can engage students and enhance learning. Some examples of how technology is used include gaming to improve problem-solving skills, using classroom computers and projectors for collaboration and presentations, interactive tables as student response systems, digital cameras for project creation, and visual stimulation to help explain complex concepts. Social networking can also facilitate collaboration between students, teachers, and parents. While budgets are tight, administrators should empower teachers to utilize new technologies to continue opening doors to new learning possibilities for students.
Technology in the Classroom
Technology has become increasingly prevalent in education, as students are now immersed in technology from a young age. When used effectively, technology can engage students and enhance learning. Some examples of how technology is used include gaming to improve problem-solving skills, using classroom computers and projectors for collaboration and presentations, interactive tables as student response systems, digital cameras for project creation, and visual stimulation to help explain complex concepts. Social networking can also facilitate collaboration between students, teachers, and parents. While budgets are tight, administrators should empower teachers to utilize new technologies to continue improving education.
Technology in the Classroom
Technology has become deeply integrated into the lives of 21st century students and holds potential benefits for education. Students are immersed in technology from a young age and see it very differently than previous generations. When used effectively in the classroom, technology can engage students through visual stimulation, games, social networking, and interactive tools. It allows for new forms of collaboration and accessibility of resources. While budgets are tight, administrators and teachers should continue embracing technology and finding new ways to incorporate it into learning.
Technology in the Classroom
Technology has become deeply integrated into the lives of 21st century students and holds potential benefits for education. Students are immersed in technology from a young age and see it very differently than previous generations. When used effectively in the classroom, technology can engage students through visual stimulation, allow collaboration through tools like interactive whiteboards and social networking, and provide access to online resources. While budgets are tight, administrators should empower teachers to leverage new technologies in order to continue improving learning opportunities for students.
Virtual Learning Environments
The document discusses virtual learning environments (VLEs), which are computer-based systems that facilitate online learning. VLEs allow for educational interactions and help turn online spaces into places for learning. They have emerged alongside increased student use of social media and can provide interactive learning similar to in-person classes. Examples of popular VLEs mentioned include Moodle, Second Life, and Sloodle. Research suggests that VLEs increase engagement and involvement through collaboration, which can help improve student learning outcomes. However, VLEs also present challenges such as costs, training needs, and technical support requirements.
C:\Fakepath\Designing And Managing Collaborative Projects
This document discusses using Google tools to design collaborative learning projects that integrate different subjects. It provides examples of using Google Earth, Docs, and Sites to have students collaboratively research environmental issues, collect and analyze water quality data from multiple locations, and communicate their findings. Students can work on the same projects across different classes and schools. Templates and rubrics are provided to guide project-based learning.
Virtual classroom tour
The project aimed to provide better education to rural students in Maharashtra, India through the development of an interactive classroom device called "Klassmate". The device was implemented in several small, rural schools and helped improve student academic results, engagement, and 21st century skills like collaboration. Through community fundraising and support, the project demonstrated how technology can enhance learning opportunities for students in under-resourced areas.
Authentic Technology Integration Stem Classrooms
The document discusses how technology can enhance student learning in three main ways:
1) Technology increases student engagement by incorporating research-based learning strategies.
2) Technology allows teachers to frequently check student progress through customized reports to improve instruction.
3) Various technologies like digital microscopes, GPS, and virtual field trips can provide interactive learning experiences and connect students to resources around the world.
Design for Learning and Assessment in Virtual Worlds
Dr. Brian Nelson, Arizona State University, presentation on “Design for Learning and Assessment in Virtual Worlds” as part of our Cognitive Systems Institute Speaker Series.
Cook Phases Of Mobile Learning
Phases of mobile learning. Invited lecture at Joint European Summer School on Technology Enhanced Learning, Slovakia, June 2009
Group B Presentation - Time and Earth for Grade 5 Student
This document outlines a proposed virtual learning environment (VLE) design for a 4-week primary school unit on time and earth. The VLE would be built on the Active Worlds platform and include four key learning zones for students to explore concepts about day/night, seasons, and how these affect places on Earth. A final group project would involve researching how daily/seasonal processes impact life in a selected country. Various online tools like Google Docs, Lino, and Educreations would support collaborative work and knowledge-building. The design aims to make effective use of technological affordances like accessibility, immediacy, and communication/collaboration to engage students and facilitate mastery of challenging scientific concepts.
The Use of Computer Simulations and Gaming to Enhance Authentic Learning
The document discusses the use of computer simulations and games to enhance authentic learning. It recognizes connections between simulations/games and learning theory. Key elements that make simulations effective for learning include content driven by goals, interactivity, feedback, and opportunities for reflection. Well-designed simulations can improve cognitive skills and allow students to experience concepts in dynamic, interactive environments. Reflection is important for students to make meaning and connect experiences to coursework.
Pedagogy at scale
This document discusses pedagogy at scale, both past and present. It notes that in the past, England shunned the concept of pedagogy and approached education in an amateurish and pragmatic way. However, this does not work for distance learning at massive scale. The document discusses how new educational technologies need innovative and effective pedagogy informed by learning processes and outcomes. It provides examples of how different pedagogies like conversation, simulation, and inquiry have been implemented at massive scales online. It also discusses using pedagogies like social learning, coached team learning, case-based learning, experiential learning and competency-based learning for professional development at scale.
Games - Problem Based Learning and Minecraft
Digital games in education. Our students' experiences of society and culture are
increasingly digital and their futures will involve digital
workplaces. Their everyday lives are characterised by digital
play and online interaction and their futures will involve digital
workplaces, regardless of the career paths they follow.
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Integrating technology in your classroom
- 1. Integrating Technology in Your Classroom Grade K Lydia Whitlock July 22, 2013 Applications of Technology in Education
- 2. Objectives & Goals: Integrate technology in your Kindergarten classroom Engage students Make learning fun Interactive lessons and students
- 4. Online Simulations Web-based simulations allow students to experience events. They learn how to problem solve as they gather data, collaborate on a problem, and develop a product (Witt,2009).
- 5. Benefits of Online Simulations Students experience role-playing while collaborating and working with others. Students become part of the environments and are not just observers. Students are involved in real-world situations. (Witt,2009)
- 6. Running a Simulation 1. Be sure there are enough roles for each student. 2. After the simulation, discuss what was taken place. 3. Answer questions during simulations 4. Use open ended questions to encourage discussion. 5. Have students tell you about their character 6. Have additional help to assist students (Witt,2009)
- 7. Distance Learning Distance learning uses a computer or Internet based programs that allow educators and learners to interact but not necessarily in face-to-face interactions. It allow schools to connect with each other, create virtual field trips, and share interactive seminars.
- 8. Distance Learning: Connect Students E-mail Televised lectures Web-based courses Audio & Video Electronic field trips
- 10. Technology in Science: Tools Lab equipment Video materials Interactive multimedia programs Open access data sets Communication tools
- 11. Technology in Science: Concept Mapping Create a concept map by using Inspiration. Inspiration is an online tool where students can create a map to help them brainstorm information and clearly communicate their ideas more clearly.
- 12. Concept Map
- 13. Benefits to Concept Mapping Easy to use Students are engaged Students are responsible for finding their information Assesses students understanding Provides students the opportunity to discuss among other students (Besnoy & Clarke)
- 14. Technology in Science: Google Earth Google Earth provides satellite images and 3D terrains to make the geographical virtual field trip feasible and realistic (Besnoy & Clarke).
- 16. Benefits to Google Earth Free field trip Learn about other countries Explore volcanoes and glaciers Distinguish between celestial bodies in the sky (ESS.10.K1) Identify natural and man-made land formations Identify various characteristics of Earth’s surface (ESS.8.K.1) Illustrate planets in the solar system (ESS.10.1.1)
- 17. Technology in Literacy: Tools Projectors SMART Boards Video Cameras PowerPoint Online Games
- 18. Technology in Literacy: WebQuests Webquests are online teacher-created inquiry assignment designed to guide students through various Internet resources to help them answer questions about a specific topic (Besnoy and Clarke). Teachers can create their own or use already made WebQuests using an online resource Go to any search engine type in WebQuests with a specific topic in mind Example: Kindergarten WebQuests on bugs
- 19. Technology in Literacy: WebQuests Online resources for literacy teachers for creating WebQuests www.teacherweb.com/twquest www.teach- nology.com/web_tools/web_quest www.webquest.com Besnoy and Clarke
- 20. Parts of a Webquest Strickland, J. (2005). Using webquests to teach content: Comparing instructional strategies. Contemporary Issues in Technology and Teacher Education, 5(2), 138-148.
- 21. Benefits to WebQuests Whole group or individual learning Encourage critical thinking Students learn how to navigate through the internet Teachers can quickly assess students knowledge
- 22. Resources Besnoy, K.D., & Clarke, L.W. (2010). High-tech teaching success. Waco, TX: Prufrock Press. Strickland, J. (2005). Using webquests to teach content: Comparing instructional strategies. Contemporary Issues in Technology and Teacher Education, 5(2), 138-148. Witt, D. (2009). Strategies for the tech-savvy classroom. Waco,TX: Prufrock Press.