Presented at: American Educational Research Association (AERA) Conference, April 2013, San Francisco, CA.
Authors: Gregory S. Russell and Joan E. Hughes, Ph.D.
Abstract: Tablet computers like the iPad seem to be well-suited for educational purposes, but little empirical research yet exists that examines its potential. This ethnography characterizes the ways in which two, veteran English Language Arts teachers and their students use ubiquitous iPads to facilitate teaching and learning in high-school. Results indicate that the iPad improves the efficiencies of learning activities but also introduces new classroom management issues. Many teaching and learning activities replicate or amplify previous approaches, and a few are transformed. This research can provide guidance for other schools that endeavor to create ubiquitous tablet computing environments. Future research should examine the longitudinal effects of similar interventions.
I am the authorized K-12 representative in South Carolina for eInstruction by Turning Technologies
Bill McIntosh
SchoolVision Inc..
Authorized South Carolina K-12 Consultant for eInstruction / Turning Technologies
Phone :843-442-8888
Email :WKMcIntosh@Comcast.net
Twitter : @OtisTMcIntosh
SchoolVision Website on Facebook: https://www.facebook.com/WKMIII
Website : www.einstruction.com
For technical assistance on all eInstruction® or Turning Technologies products please call 866-746-3015
Turning Technologies | 255 West Federal Street | Youngstown, OH Main: 330-746-3015 | Toll Free: 866-746-3015 | Fax: 330-884-6065
www.TurningTechnologies.com
Are we wasting our time? An exploration of the pedagogic benefits of e-learni...Amanda Poulton
Presentation for Lilac 2013 This session was an exploration of the interlinked dynamics of shifting from resource-intensive face-to-face teaching to an approach where technology-enhanced information literacy learning was integrated within a module with a consequent reduction in contact hours for teaching. It considered what are the IL and pedagogic losses and gains from taking this approach: Is this a more sustainable and resilient way of developing IL across the curriculum?
Multi-cultural programs for students with ASDstarautism
This presentation will describe a partnership between teachers, parents, administrators, university professors, curriculum publishers and special education consultants to train public school, special education teachers in Puerto Rico to use evidence-based curricula for students with Autism Spectrum Disorders. This pilot project is a multi-pronged approach which provides educators materials and resources that are practical, easy to use and have been shown to be effective for students with ASD.
1:1 in the Elementary Setting: One Year LaterStaci Trekles
Going 1:1 can be a rocky road in the elementary setting, with many possible obstacles along the way. In this session, participants will hear the perspectives of elementary teachers through the first to second year of iPad implementation. Successes and challenges will be shared to benefit other schools.
This presenation summerize two studies: a compartive and a non-compartive studies. The compartive study is about comparing online vocabulary games with face to face instruction. However, the non-comartive study evaluates the introduction of the interactive whiteboards (IWB) from pupils perspectives.
Connecting Technology with Instruction: Using iPads in Pre-Service Teacher Tr...ohedconnectforsuccess
Connecting Technology with Instruction: Using iPads in Pre-Service Teacher Training
June 27, 9 – 10am, Room: Champaign
In this presentation, participants will hear a case study of undergraduate pre-service teachers enrolled in a four-year private college in northeast, Ohio. Thirteen pre-service teachers were asked to implement iPads into their teaching during an after-school program at a public elementary school. Hear from the research participants on the perceived benefits and challenges of using iPads in the field.
Main Presenter: Carla Abreu-Ellis, Ashland University
Co-Presenter(s): Katherine Davis and Jason Brent Ellis, Ashland University
This presentation outlines Qooco's vision of being able to "Empower people in under-served segments through affordable mobile education services that are engaging, impactful, and life-changing."
I am the authorized K-12 representative in South Carolina for eInstruction by Turning Technologies
Bill McIntosh
SchoolVision Inc..
Authorized South Carolina K-12 Consultant for eInstruction / Turning Technologies
Phone :843-442-8888
Email :WKMcIntosh@Comcast.net
Twitter : @OtisTMcIntosh
SchoolVision Website on Facebook: https://www.facebook.com/WKMIII
Website : www.einstruction.com
For technical assistance on all eInstruction® or Turning Technologies products please call 866-746-3015
Turning Technologies | 255 West Federal Street | Youngstown, OH Main: 330-746-3015 | Toll Free: 866-746-3015 | Fax: 330-884-6065
www.TurningTechnologies.com
Are we wasting our time? An exploration of the pedagogic benefits of e-learni...Amanda Poulton
Presentation for Lilac 2013 This session was an exploration of the interlinked dynamics of shifting from resource-intensive face-to-face teaching to an approach where technology-enhanced information literacy learning was integrated within a module with a consequent reduction in contact hours for teaching. It considered what are the IL and pedagogic losses and gains from taking this approach: Is this a more sustainable and resilient way of developing IL across the curriculum?
Multi-cultural programs for students with ASDstarautism
This presentation will describe a partnership between teachers, parents, administrators, university professors, curriculum publishers and special education consultants to train public school, special education teachers in Puerto Rico to use evidence-based curricula for students with Autism Spectrum Disorders. This pilot project is a multi-pronged approach which provides educators materials and resources that are practical, easy to use and have been shown to be effective for students with ASD.
1:1 in the Elementary Setting: One Year LaterStaci Trekles
Going 1:1 can be a rocky road in the elementary setting, with many possible obstacles along the way. In this session, participants will hear the perspectives of elementary teachers through the first to second year of iPad implementation. Successes and challenges will be shared to benefit other schools.
This presenation summerize two studies: a compartive and a non-compartive studies. The compartive study is about comparing online vocabulary games with face to face instruction. However, the non-comartive study evaluates the introduction of the interactive whiteboards (IWB) from pupils perspectives.
Connecting Technology with Instruction: Using iPads in Pre-Service Teacher Tr...ohedconnectforsuccess
Connecting Technology with Instruction: Using iPads in Pre-Service Teacher Training
June 27, 9 – 10am, Room: Champaign
In this presentation, participants will hear a case study of undergraduate pre-service teachers enrolled in a four-year private college in northeast, Ohio. Thirteen pre-service teachers were asked to implement iPads into their teaching during an after-school program at a public elementary school. Hear from the research participants on the perceived benefits and challenges of using iPads in the field.
Main Presenter: Carla Abreu-Ellis, Ashland University
Co-Presenter(s): Katherine Davis and Jason Brent Ellis, Ashland University
This presentation outlines Qooco's vision of being able to "Empower people in under-served segments through affordable mobile education services that are engaging, impactful, and life-changing."
Transforming Our Teaching as Well as Our VLED2L Barry
2019 D2L Connection: Dublin Edition
4th annual European D2L Connection; a professional learning opportunity for educators, corporate training professionals, and D2L employees.
Wednesday-Thursday, October 9-10, 2019 at O’Reilly Hall, University College Dublin (UCD)
Track 2 (User Enablement): Transforming Our Teaching as Well as Our VLE, Dr. Sue Folley, Academic Development Advisor & Professor, University of Huddersfield, John Allport, Professor of Automotive Engineering, University of Huddersfield
Challenges of teaching English to adults: How educators can improve students'...JohannaVivoni
Educational practices have become more diverse after the COVID-19 pandemic. As universities were faced with the challenge of adapting their courses to the distance education modality, English professors needed to understand which strategies could be more effective to improve students’ listening, speaking, writing, and reading skills in the second language.
Role of Technology in influencing teaching and learning in K-12 spaceAmina Charania
Technology inclusion in schools often go as a welcome of resources. Are the teachers and administrators equipped to ask the right questions, choose and participate in what technology is used in their classrooms? This presentation highlights some of the frameworks as guidelines to educators, teachers and administrators in making technology integration decisions for their schools and classrooms.
Everywhere in Education we see curriculum change and renewal, change responding to external policy, responding to our desire to refresh our Education programmes and sometimes responding to internal institutional requirements but as academics working in Education departments we always seek to develop our curricula by being informed by what we know about effective learning.
This keynote will look at the implications for curriculum development and teacher development of a number of emerging trends in curriculum, which include:
• Authentic learning (e.g. Project Based Learning);
• Inter-disciplinary learning;
• Collaborative learning;
• Local curriculum making and curriculum partnerships;
• Divergent learning (as well as convergent learning);
• Holistic assessment.
As Director for the Research Centre for Learning and Teaching (CfLaT), David Leat has been researching the difficulties in sustaining whole institution curriculum change, which has led to an equal focus on professional learning and organisational/cultural change.
Keynote presentation by David Leech given at the HEA 'Curriculum Challenge: Being a curriculum thinker' event on 7 April 2014.
TIRF's panel presentation on mobile-assisted language learning at the 2014 TESOL Convention in Portland, Oregon. Panel presenters, Dr. Phil Hubbard, Stanford University, with Trustees Lorraine de Matos, Michael Carrier, Richard Boyum, and Marti Estell, the US State Department's Observer to the Board, discussed that a paradigm shift is well underway regarding the landscape of ELT and the impact of MALL.
It's time for change from traditional lecture to flipped learning modelAlfredo Prieto Martín
We discuss the reasons for urgent change of our model of university learning. We show results of five years of flipped model in spanish university courses
Integrating Technology to Increase Student Engagement and Accelerate Math Lea...DreamBox Learning
Blended learning environments are enabling schools and districts to personalize learning for their students on a scale never before possible by integrating technology into their classrooms to complement face-to-face instruction, particularly in mathematics.
Attend this web seminar to learn successful approaches for implementing this technique, including strategies, tips for modeling blended learning for elementary mathematics, and results other educators have seen firsthand, including comparisons of student growth with the amount of time digital tools are used in each classroom.
Similar to iTeach and iLearn with iPads in Secondary Language Arts (AERA 2013 Presentation) (20)
Pivot Points for Technology Integration (Tech & Learning Live Austin Keynote)Joan E. Hughes, Ph.D.
Dr. Hughes kicks off a day of professional development workshops and discussions with a presentation on developing a “distributed vision” for K-12 technology initiatives.
She believes the technology vision is not a piece of paper filed away but a new way of living and working – impacting day-to-day and long-range thinking, actions, decisions, and processes. She will share research-based examples of how schools successfully navigate this cultural shift to get all stakeholders on board and provide tips and tools you can use to replicate these success stories in your schools and districts.
Situational ingenuity of teachers: The key to transformative, content-focused...Joan E. Hughes, Ph.D.
This presentation was shared at a colloquium sponsored by the University of Houston, Victoria on April 28, 2014 (Please read the slide notes for generally what I said in the presentation). I share my vision for the use of digital technologies in education. I refer to it as transformative, content-focused classroom technology integration. I illustrate this concept through 3 stories of practice: from teachers, a school and its district, and a college of education. Tom is a mathematics teachers who designs a lesson with ropes, video, ipads, and graphing calculators to help students learn to write an equation for a trig function. Hilly High School began a iPad learning innovation in which all students got ipads - I share how they developed their vision which included both a technology-focus and a learning-focus. Finally, I share data on preservice teachers' use of social technologies and discuss how COEs could design a set of experiences that would develop preservice teachers to be connected educators. These will show the possibilities but also many of the challenges involved in this work. In these stories, I hope that you’ll discover ways that you, as a teacher, a school leader, a teacher educator, a parent, can assist in this transformation. I end by describing "situational ingenuity" and how I see teachers as most interested in this challenging work in their classrooms and how I see it as the key to designing content-focused, technology-supported innovations in classrooms.
SITE 2014 Presentation: Preservice Teachers' Social networking use, concerns,...Joan E. Hughes, Ph.D.
This paper was presented at the Society for Information Technology and Teacher Education on March 18, 2014 by Sa Liu (representing the authors). It is authored by Joan Hughes, Yujung Ko, Mihyun Lim, and Sa Liu. If you would like a copy of the paper, please contact Dr. Joan Hughes
An audio-recording of the presentation will be available soon at http://techedges.org
Panel Presentation from "Lightning Talk Series - At The Helm: Women's Impact in EdTech" sponsored by EdTech Women (http://edtechwomen.com).
In this presentation, I share four stories of graduate students I mentored from the Learning Technologies program at the University of Texas at Austin who are putting the "ed" into "edtech" in their current work. I call for all of us to mentor others, especially those underrepresented in the edtech field, and to ensure that the "ed" is in "edtech" and to seek help if you are unsure. Ultimately, collectively we will continue to shape and change education.
Audio for this presentation is located at http://techedges.org/sxswedu-2014-presentation-and-audiorecording/
Descriptive Indicators of Future Teachers’ Technology Integration in the PK-1...Joan E. Hughes, Ph.D.
This research examined preservice teacher graduates' positioning toward integrating technology in future teaching. Participants included 115 preservice teachers across three cohorts in 2008-2009 who graduated from a laptop-infused teacher education program. The study implemented a case study methodology that included a survey administered upon graduation.Indicators of positioning toward technology integration included: digital technology self-efficacy, attitude toward learning technologies, pedagogical perspective, personal/educational digital technology behaviors during the program, and TPACK knowledge used to rationalize their most valued technologies for future teaching. Results indicated graduates held moderate digital technology self-efficacy, positive attitude toward learning technologies,and moderate constructivist philosophy. During their preparation,productivity software activities were used most widely for educational purposes.Their most valued technologies for teaching subject matter were predominantly productivity software as well as general hardware, such as computers, projectors, and document cameras. They described teacher-centric uses three times more often than student-centered. Graduates showed low depth of TPACK. Teacher education programs need to consider the degree to which their candidates are exposed to a range of contemporary ICTs, especially content-specific ICTs, and the candidates' development of TPACK, which supports future technology-related instructional decision making. Such knowledge is developed across the teaching career, and technological induction programs may support continued TPACK development.Future research should employ longitudinal studies to understand TPACK development and use across novice and veteran teachers.
Teaching and learning with Internet-supported technologies - Course syllabusJoan E. Hughes, Ph.D.
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).
Course developed by Dr. Joan E. Hughes at The University of Texas at Austin
The purpose of this class is to introduce you to the theories, assumptions, and practices underlying the use of qualitative research in education. In the tradition of survey courses, this class examines the broad history, concepts, and themes that distinguish multiple methods of qualitative research, specifically as they relate to education research. Students will study, practice, and reflect on different qualitative research methodologies and consider the components and challenges faced when engaging in qualitative research methods. Each student will design and conduct his/her own qualitative study. Issues related to data collection, negotiating access to the field, ethics, and representation will be of particular importance. While it is not assumed that you will gain a comprehensive, rich understanding of any one particular qualitative research tradition over the trajectory of the course, it is expected that upon completion you will acquire the foundational knowledge and experience to begin evaluating, selecting, and defending appropriate qualitative methods for use in your own future research projects.
Goals:
1. Understand historical background and fundamental tenets of qualitative research.
2. Understand ethical issues within qualitative research.
3. Develop a researchable question.
4. Identify the limits and affordances of qualitative research designs.
5. Develop a beginning awareness of qualitative inquiry approaches, including ethnography, case studies, narrative, postmodern, critical, and basic interpretive.
6. Engage in qualitative research activities, including: field observations, interview, coding, analysis, and report writing.
Teaching English with technology: Exploring teacher learning and practice (Hu...Joan E. Hughes, Ph.D.
In 1998-2000, I developed the RAT (p. 30+) and TPCK / TPACK (see page 137+; p. 178 for figure) in this dissertation at Michigan State University as a doctoral student.
Abstract: The purpose of this study, conducted during the 1998-1999 school year, was to examine the nature of teachers’ technology-supported English practice and understand teachers’ learning to teach with technology. Four middle-school English teachers, who used technology in support of teaching English content, agreed to participate in this study. The data included a combination of classroom observations and life-history teacher interviews. Observations focused on the teachers’ use of technology in relation to instruction and student learning experiences. The series of interviews explored the teachers’ life histories, including history of educational preparation, career(s), teaching positions, technology experiences, technology learning, and technology use.
The dissertation study was written in the format of three journal articles. In the first article, a technology use taxonomy was developed to analyze teachers’ technology use in content areas: technology as replacement, technology as amplification, and technology as transformation. Across time, participants used technology across all three categories, not in a sequential order. This finding challenges the notion that sophistication of technology use is linked to technology experience. This finding may be explained by the expansion of practical uses for technology, the teachers’ reform-oriented beliefs, and the possibility that these teachers learned from others’ “expert knowledge.” Varieties of technology transformation that may have been obscured in the data analysis are discussed.
Analysis in the second article explored how teachers learned to use the technology they reported knowing. Using technology to support subject matter instruction occurred more often when a teacher’s initial learning experience involved either (a) learning technology in the context of learning more English language arts content or (b) learning technology with an awareness of a connection between the technology and the English language arts. From analysis of trends in four teachers’ technology-learning, I developed a general model that illustrated the technology-learning process and described how teachers take multiple pathways through this learning model.
In the third article I analyzed and compared why and how teachers learned and used technology. The teachers’ reasons for learning technology were closely associated with the reasons they used technology in their teaching practice. Further, the manner in which the teachers learned impacted the design of learning opportunities for their students. I conjecture about the kinds of knowledge (TPCK, TPACK) that teachers develop through the process of learning to teach with technology.
Common Writing Issues for Undergraduates, Masters, and Ph.D. StudentsJoan E. Hughes, Ph.D.
Handout from my undergraduate course at UTexas which focuses on assisting students to develop research and writing skills. I appended some other writing tips that I also provide for Masters/Ph.D.students, with their descriptions in the APA 6.0 Manual.
RAT Question Guide: Using the Replacement, Amplification, and Transformation ...Joan E. Hughes, Ph.D.
This downloadable question guide can help districts, schools, or individuals identify the important dimensions of the teaching and learning process and THEN use those dimensions to explore how the use of technology impacts these dimensions. I use this guide in my consulting with schools and districts (and in my graduate-level teaching) to support the change process related to educational technology integration and transformation.
Please note this is Copyrighted. Please contact me for use.
For more information see the RAT Slides: http://www.slideshare.net/joanhughes/rats-lides
or
The RAT article: http://www.slideshare.net/joanhughes/hughes-scharber-site2006
or
A presentation that puts RAT in context with school change and professional learning: http://www.slideshare.net/joanhughes/transformative-technology-integration-in-classrooms
Ready, Aim, Fire: A presentation about technology integration and iPad integr...Joan E. Hughes, Ph.D.
In this presentation, I speak about the challenges of technology integration with a group of U.S. K-12 district superintendents and principals. I use my recent research on a high school's endeavor to integrate iPads into teaching and learning to situate my remarks about technology integration. Topics covered include: school change, vision/goals for technology integration, my RAT (replacement, amplification, transformation) model for assessing lessons that integrate technology, and using subject-specific problems of practice to drive technology-related professional learning for teachers.
This handout was shared with a group of superintendents, principals, and directors of teaching/learning after they visited the University of Texas Visualization Laboratory in the College of Education. We then led them in an introductory visualization activity with Gapminder.com and encouraged them to share these resources with their high school teachers who might want to integrate data analysis and visualization into their content area activities.
Session conducted on Thursday, October 3, 2013
This activity was used in a session with school district leaders (superintendents, principals, directors of teaching/learning) to expose them to beginner data visualization tools.
UGS 302 Syllabus: The role of technology among youth in society and education...Joan E. Hughes, Ph.D.
Fall 2013. A semester-long, writing-intensive course that leads first-year students in considering inventions and innovations (technological and historical) that have changed society and education. We weave from exploring current trends to historical shifts to again current digital innovations with critique from a range of perspectives (educational, political, advertising/marketing, technical, psychological). This course includes university-level requirements including: visiting remarkable places at UT (Harry Ransom Center, TACC VisLab), attending university lectures, engaging in research, writing and oral presenting, and being taught by a Ph.D. tenured faculty member.
Technology Integration: The RAT – Replacement, Amplification, and Transformat...Joan E. Hughes, Ph.D.
The reference is: Hughes, J.E., Thomas, R., & Scharber, C. (2006, March). Assessing Technology Integration: The RAT – Replacement, Amplification, and Transformation – Framework. (SITE) Conference Proceedings (CD-ROM).
Abstract: This brief paper will introduce an assessment framework, called RAT – Replacement, Amplification, and Transformation, that can be used with preservice and inservice teachers to increase critical decision-making concerning integration of technology into the K-12 classroom. The framework is currently being refined through (a) expanding our literature review to refine conceptual and theoretical categories, (b) subsequently applying the framework to videotaped technology - supported classroom lessons, and (c) working with practicing teachers interested in learning self-assessment techniques to improve their technology integration decision-making.
A framework for action: Intervening to increase adoption of transformative we...Joan E. Hughes, Ph.D.
Abstract: Web 2.0 tools have emerged as conducive for innovative pedagogy and transformative learning opportunities for youth. Currently, Web 2.0 is often adopted into teachers’ practice to simply replace or amplify traditional instructional approaches rather than promote or facilitate transformative educational change. Current models of innovation adoption do not adequately address successful diffusion of transformative educational technology. A new interactional model, called a framework-for-action (FFA), repositions ‘success’ on qualitative criteria and necessitates timely intervention by change agents at ‘points of factor interaction’ in the change process. These interventions engage potential adopters (i.e., teachers) in meaningful learning opportunities that reposition individuals or groups to make decisions leading to adoption of technologies that support transformative learning and teaching with web 2.0 tools.
Final published article can be found at:
Hughes, J. E., Guion, J.*, Bruce, K.*, Horton, L.*, & Prescott, A.* (2011.) A framework for action: Intervening to increase adoption of transformative web 2.0 learning resources. Educational Technology, 51(2), 53-61.
This compilation paper was presented at the American Educational Research Association annual meeting in April 2011 at an invited session of the TACTL (Technology as an Agent of Change for Teaching and Learning) Special Interest Group.
Paper presented at the American Educational Research Association Conference, April 2011
Authors: Michelle Fulks Read, Sara Jolly Jones, Joan E. Hughes, & Gloria Gonzales-Dholakia
Degree of Digital Equity in Schools by Race and Socio-Economic CharacteristicsJoan E. Hughes, Ph.D.
This handout summarizes a research presentation from the American Educational Research Association Conference in April, 2011. This research examined and compares digital equity at two different middle schools. Focus is placed
upon minority student in- and out-of-school technology use to explore the relationship of school and digital equity. The first middle school, Saguaro, is a minority-majority school, with 93% Hispanic and
African-American students. The second middle school, Porter, is a historically white majority school participating in a district student-transfer program with a 50% white and 50% Hispanic/African
American population. Data from the two schools is compared to examine student in- and out-of-school technology use and perceived technology skill level. In exploring the relationship of student technology use both in and out of school to that of the school and minority status, digital inequities were present. Students at the historically white school were more likely to utilize various technologies for
communication, creation, web, and productivity activities both in- and out-of-school.
Please contact Dr. Hughes if you would like a full paper.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
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
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
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!
Thesis Statement for students diagnonsed withADHD.ppt
iTeach and iLearn with iPads in Secondary Language Arts (AERA 2013 Presentation)
1. iTeach and iLearn with iPads
in Secondary Language Arts
Gregory S. Russell
Joan E. Hughes, Ph.D.
2. Theoretical Perspective
Technology as:
• Replacement
• Amplification
• Transformation
Change is difficult
• Transformative uses of
technology in PK-12 are rare
• Many barriers to technology
integration
•
• Change takes time
3. The Study
Data
• interviews
• classroom observations
• field notes
• a priori & open-coding
• constant comparison method
Brett
• English 4
• 15-year veteran
• baseball & football coach
• primarily direct instruction
Julie
• 17-year veteran; English 4AP
• primarily direct instruction
• ‘alternative’ classes with
student-centered instruction
• affluent suburb
• 2,500 students
• 1:1 iPad to
student ratio for
juniors & seniors
Hilly High School
10. Implications for Practice & Theory
• iPads have tremendous
potential for educational use
• Early uses were for
replication and amplification
• Experimentation & research
may lead to more amplified
and transformative uses
• Learn from risk-takers
• Similar initiatives require
professional support
• Include data from students,
communities, other content
areas & contexts, & learning
outcomes
11. Connect & Read
Gregory Russell – grussell@utexas.edu
Joan E. Hughes – joanh@mail.utexas.edu
Russell, G. S., & Hughes, J. E. (in press).
iTeach and iLearn with iPads in
secondary language arts. In C. Miller,
& A. Doering (Eds.), The New
Landscape of Mobile Learning:
Redesigning Education in an App-
Based World. Routledge.
Editor's Notes
This study characterizes the ways in which two, veteran English Language Arts teachers and their students use ubiquitous iPads to facilitate teaching and learning in high-school. Specifically, we describe iPad-supported teacher practices and iPad-supported learning and media literacy development among students.
technology replicates, amplifies, and/or transforms subject area learning and teachingTransforming educational practices involves the reorganization of mental processes, students/teachers taking on new roles in educative processes, and/or access to or development of new disciplinary/content knowledgeevidence of widespread instructional, learning, curricular, or other transformative uses of technology within PK-12 settings is rare, because they require transformations in beliefs and organizational practices that are difficult to changewe do not expect “true meaningful change” to have occurred in the first yearHowever, we feel ethically bound and a time-sensitive imperative to share research-based insights
part of a larger ethnographic research studyHilly High School (HHS), a high-achieving school, suburban area that serves a socioeconomically-advantaged, predominantly white student population, serves 2500 students, implemented a 1:1 iPad iniativeBrett 15-year veteran teachercoaches football & baseball teamsfeels his busy schedule leaves him little opportunity to discover as many “cool” ways of using the iPad as he would like. aims to be innovative and engaging, while providing his students learning experiences that will help them be successful in the futureTeacher-led pedagogiesJulie17-year veteran teacher respected by her peers for her instructionAP English 4 and leads the student council after schoolIn four of her AP English classes, she utilizes more direct-instruction pedagogiesin two alternative AP English classes she utilizes more student-centered learning pedagogies.Data was generated between November 2011 and May 2012weekly class observations and written field-notesObservational field notes were completed immediately after observation, followed by elaboration and analytic memo-writing, allowing researchers to write about emergent ideas from the data during data collection and analysis. biannual semi-structured interviewsinformal chatsanalyzed using both a priori codes developed from the theoretical literature guiding this research and open-coding techniques reflecting emergent categories Constant comparison method of rereading and recoding the data occurred until saturation and no rival explanations existed.
Data analysis led to five overlapping themes that represent the major affordances and challenges of teaching and learning with ubiquitous iPads in high school ELA classrooms.Just like the iPad exists as part of a cluster of technologies that influence each other, so do these themes rely upon and inform each other.
HHS promotes the 4Cs (collaboration, creativity, critical thinking, and communication) helps young learners develop critical new media literacies (Jenkins, 2006). Our data reveals that the iPad and its apps provided numerous opportunities to learn these skills, such as when students created individual and collaborative multimedia expressions of learning. For instance, students wrote original screenplays and filmed, edited, and published public service announcements in order to demonstrate their understanding of literature-based themes. Additionally, the sharing and publishing process was authentic, as students were able to easily share their work their peers and via the Web (e.g. YouTube). However, publishing student-identifiable materials in public online environments may be problematic, and these new media activities can be time-consuming in the context of 50-minute class periods.
afford vast efficiencies for classroom practices that developed and increased over timeFor example, the organization and distribution of learning materials via cloud-based storage spaces minimized teacher prep time. Students spent minimal time in class searching for materials like pens, paper, or past assignments and were able to quickly access Any time gained via these efficiencies may increase total time spent on learning tasks. just-in-time information from the Internet via a apps on their iPads.
Both teachers experimented with a variety of apps in their classroomsome of which were integrated frequentlyothers were used only once. In general (due to the nature of ELA classes) - Students primarily used their iPads as e-readers, consuming e-texts and web content on a daily basis. Unlike traditional textbooksthe iPad allowed students to annotate these texts in a variety of ways, such as highlighting or comment-making. most commonly used apps were: Internet browsers, PDF annotators, cloud-based shared storage services, word processing apps, email, e-readers and subject-specific apps. Content-specific apps, such as the script-writing app Celtx, also scaffolded students’ skill development, and knowledge acquisitionThe use of these apps was less common than the aforementioned productivity apps that were used on a regular basis, partially because of the difficult in identifying appropriate apps for content-specific tasks, and partially because of the cost of many content-specific apps.
Today’s high school age students expect the integration of digital technologies for learning, which of course ubiquitous iPads can facilitateStudents listened to songs, read lyrics, created/adapted images, filmed videos, creating and consuming creative content. Even the replication of ‘off-line’ assignments using the iPad resulted in increases in the quantity and quality of students’ work. Additionally, the administration allowed students and teachers at HHS to individualize their iPads, thereby increasing students’ control of and engagement with their learning device. While many of these apps and rich content can engage students with learning, they also may draw students toward distraction.
Overall, our data suggests that despite concerns about distractability, iPads do not increase the overall quantity of off-task behavior. Instances of off-task behavior were most common during whole-class, direct instruction, which suggests that the pedagogy may impact off-task behavior more so than the iPad itself. Although off-task use of the iPad concerned Brett and Julie, they were more concerned with students’ academic integrity.Issues of academic dishonesty became prevalent at HHS after the introduction of the iPads. During formal assessments, there were some incidents in which students accessed the Internet, took photographs and screenshots of assessments, and communicated with other students online. Teachers experimented with multiple solutions, but were unable to solve this problem completely, relegating themselves to paper-based assessments. Given scheduling constraints and 2011 budget cuts that eliminated most of the district’s technology integrationist positions, there was limited iPad introduction and training for faculty and staff. Therefore, challenges abounded as teachers and district IT staff collaboratively discovered solutions on-the-fly.
As technology integration initiatives similar to Hilly High’s iPad initiative emerge across the country, it is critical that we learn from risk-taking pioneers who lead the way forward, identify unique affordances and challenges presented by using iPads for learning, and provide guidance to move forward. This case demonstrates that iPads indeed have tremendous potential for educational use in formal classrooms. As change theory suggests, the earliest changes to teaching practices were replications and amplifications of existing classroom practices, but there were also a few transformative uses of the iPad that facilitated previously unfeasible learning experiences. As teachers and students continue to experiment with novel, research-based strategies, more amplified and transformed practices may emerge.The complexity of such an initiative requires a great deal of professional support to be successful. It requires the support of administrators at all levels, improvements to the information technology infrastructure, and professional development opportunities for teachers that are longitudinal, content-specific, and that facilitate the development of professional learning communities. In order to better understand how ubiquitous iPads affect a school’s culture of teaching and learning, future research should include: student data that will help us better understand students’ perspectives; classroom data from other content areas; and data from community members. In addition, future research should focus on how the use of iPads affects specific student learning outcomes.future research for the project