Just because technology is available, does not mean that everyone has the ability to access it. Students should have equitable digital access to assist them in their learning.
Application of Mobile Computing In Tertiary Institutions: Case Study of Midla...theijes
The International Journal of Engineering & Science is aimed at providing a platform for researchers, engineers, scientists, or educators to publish their original research results, to exchange new ideas, to disseminate information in innovative designs, engineering experiences and technological skills. It is also the Journal's objective to promote engineering and technology education. All papers submitted to the Journal will be blind peer-reviewed. Only original articles will be published.
Mobile learning: Hype or evidenced impact for higher education applications? alanwylie
Keynote presentation by Dr Mohamed Ally, Director and Professor, Centre for Distance Education, Athabasca University, Canada, for the DEHub/ODLAA Education 2011 to 2021- Global challenges and perspectives of blended and distance learning the (14 to 18 February 2011).
Often, we only get 3 minutes with administrators to share our ideas about the important relationship between technology and student learning. Discuss and discover current research and surveys demonstrating the need for technology integration in K-12 schools.
Application of Mobile Computing In Tertiary Institutions: Case Study of Midla...theijes
The International Journal of Engineering & Science is aimed at providing a platform for researchers, engineers, scientists, or educators to publish their original research results, to exchange new ideas, to disseminate information in innovative designs, engineering experiences and technological skills. It is also the Journal's objective to promote engineering and technology education. All papers submitted to the Journal will be blind peer-reviewed. Only original articles will be published.
Mobile learning: Hype or evidenced impact for higher education applications? alanwylie
Keynote presentation by Dr Mohamed Ally, Director and Professor, Centre for Distance Education, Athabasca University, Canada, for the DEHub/ODLAA Education 2011 to 2021- Global challenges and perspectives of blended and distance learning the (14 to 18 February 2011).
Often, we only get 3 minutes with administrators to share our ideas about the important relationship between technology and student learning. Discuss and discover current research and surveys demonstrating the need for technology integration in K-12 schools.
Mobile Moodle and mLearning project for mLearncon in San DiegoInge de Waard
This presentation exists of two parts, one focusing on the mobile learning project and one part on the Mobile Moodle project.This presentation will be given by Carlos Kiyan and Ignatia Inge de Waard during mLearncon conference in San Diego, California, June 2010
The world is in a constant state of change. The changes are profoundly affecting every
part of the fabric of our society.
Education is particularly is affected by change, with a
direct impact on the cultures of our schools and universities, and also by projection –
with implications for all our futures.
It is likely that the students we now teach will leave school to enter a world of work
that is radically different to the world with which we are currently familiar.
The evolution of digital media has brought us to an unprecedented point in history
where we are able to connect, create and collaborate in new ways on a global basis.
Knowledge production is burgeoning, to the extent that any fact or statistic is now
openly searchable and available on the Web. Such cultural shifts necessitate new
modes of thinking, new ways of communication and new rules of engagement with
people, content and organisations.
Mobile technologies, handheld devices and social media have combined to create
fertile, anytime-anyplace learning opportunities that are unprecedented. Teachers and
learners are adapting to these new untethered and ubiquitous modes of education,
and in so doing, are discovering an entirely new array of skills which we shall call the
‘digital literacies’. These include the ability to learn across and between multiple and
diverse platforms, the ability to self broadcast to large audiences and the discernment
to select and filter out good and bad content, all achievable within ever changing mediated environments.
What will be the new skills and literacies that teachers and students will need, to
survive and thrive in the digital age? How will assessment of learning change? What
will be the expectations of young learners, and will these differ from what the
institutions can offer? Ultimately, how will teachers prepare students for a world of
work we can no longer clearly describe?
I
n this presentation he will explore these concepts and discuss the future of learning
and teaching in the digital age.
The truth about social media (Hint: it’s not media)Paul Boomer
The definition of "social" and "media" are incongruent to each other. Facebook, Twitter, YouTube, and all the other widely known social media outlets are simply tools. What social media is best at is deepening relationships.
Mobile Moodle and mLearning project for mLearncon in San DiegoInge de Waard
This presentation exists of two parts, one focusing on the mobile learning project and one part on the Mobile Moodle project.This presentation will be given by Carlos Kiyan and Ignatia Inge de Waard during mLearncon conference in San Diego, California, June 2010
The world is in a constant state of change. The changes are profoundly affecting every
part of the fabric of our society.
Education is particularly is affected by change, with a
direct impact on the cultures of our schools and universities, and also by projection –
with implications for all our futures.
It is likely that the students we now teach will leave school to enter a world of work
that is radically different to the world with which we are currently familiar.
The evolution of digital media has brought us to an unprecedented point in history
where we are able to connect, create and collaborate in new ways on a global basis.
Knowledge production is burgeoning, to the extent that any fact or statistic is now
openly searchable and available on the Web. Such cultural shifts necessitate new
modes of thinking, new ways of communication and new rules of engagement with
people, content and organisations.
Mobile technologies, handheld devices and social media have combined to create
fertile, anytime-anyplace learning opportunities that are unprecedented. Teachers and
learners are adapting to these new untethered and ubiquitous modes of education,
and in so doing, are discovering an entirely new array of skills which we shall call the
‘digital literacies’. These include the ability to learn across and between multiple and
diverse platforms, the ability to self broadcast to large audiences and the discernment
to select and filter out good and bad content, all achievable within ever changing mediated environments.
What will be the new skills and literacies that teachers and students will need, to
survive and thrive in the digital age? How will assessment of learning change? What
will be the expectations of young learners, and will these differ from what the
institutions can offer? Ultimately, how will teachers prepare students for a world of
work we can no longer clearly describe?
I
n this presentation he will explore these concepts and discuss the future of learning
and teaching in the digital age.
The truth about social media (Hint: it’s not media)Paul Boomer
The definition of "social" and "media" are incongruent to each other. Facebook, Twitter, YouTube, and all the other widely known social media outlets are simply tools. What social media is best at is deepening relationships.
BN-Vi - How to promote the Body by Vi 90 Day Challenge at business networking...James Winsoar
How to promote the Body by Vi 90 Day Challenge in BNI chapters. This document is intended for promoters of the Challenge in the United Kingdom who wish to expand their network of contacts by going to business networking events, such as Chamber of Commerce, BNI (Business Network International), Le Tip, 4Networking, and other groups.
The document is specifically written to describe how to maximise results from the BNI meetings, but other groups will have similar agendas, so the same skills learned here can be transferable to other others.
You will learn how to maximise your time from the meetings, what to say and what not to say, how to get around not having any business cards with you, how to best follow up with people after the meetings, how to get people referring their friends and business contacts to you.
Also included are sample 60 second presentations, as well as shorter versions so that you can give an elevator pitch with confidence in the meeting to the other business owners who are present.
This is a draft copy - so I would really appreciate your feedback. All the best promoting the Challenge at business networking events!
Dinámica económica, desarrollo productivo exportador de lambayequeAREX Lambayeque
Ponencia realizada en elmarco del DÍA DEL EXPORTADOR, el pasao 9 de noviembre del 2016; a cargo del Mg. Eduardo Elera Hurtado, especialista de Comercio Exterior de la GERCETUR.
West Immunotherapy, Vaccines for Lung Cancer Mage-A3, Stimuvax, and LucanixH. Jack West
Update of results and current clinical trials of vaccines for lung cancer, including MAGE-A3, Stimuvax, and Lucanix for stage I-III non-small cell lung cancer. @JackWestMD, @CancerGRACE cancerGRACE.org
Presentation slides of Moodleposium 2010. I talked about how I integrated Social medial tools like blogs, wiki, Twitter to develop digital citizenship skills among students.
This presentation provides a brief glimpse into my interpretations of my research on the "Digital Divide." I looked at the factors that make up the digital divide, as well as all of the influential sub-factors. I considered what our future holds as a result of this "Digital Divide."
Retech: Digital Innovation and Integration in the ClassroomKathryn Schravemade
Presentation for @eduwebinar with @helenstower1
A key goal of future proof education is to ensure students are engaging with information, people and technologies as ‘connected learners’ and that this engagement is effective, safe and ethical.
In our particular school setting, it was identified that traditional ICT subjects focused on the development of software usage skills, which no longer supported the evolving needs of our students. Instead we needed students to develop skills in digital citizenship so that they could participate effectively in an online and networked world. Retech (Research and Technology) is a Middle Years learning experience that has developed in response to this need.
This presentation will explore some of the skills taught in Retech:
Cybersafety & building a positive digital footprint;
Information literacies such as smart searching, curation, effective note taking, licensing and attribution;
Using blogs and social media for building a PLN (Personal Learning Network);
Collaboration through shared bookmarks, notes & Google Groups;
Inquiry and problem solving; and
Creating and presenting with digital tools such as video productions, podcasts and infographics.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
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
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
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.
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.
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
13. References Slide 1 Photo: Property of Sujin Jetkasettakorn, accessed 18 Mar 2011 from http:// www . freedigitalphotos .net/Images/Education_g314-Green_Grass_Blue_Sky_And_The_School_Bus__p32574. htm Slide 2 Ribble, M., Bailey, G. & Ross, T. (2007). The Nine Elements of Digital Citizenship in Digital Citizenship in Schools, pp13 - 37, International Society for Technology in Education, University of Kansas, USA Photo: Property of suphakit73, accessed 18 Mar 2011 from http:// www . freedigitalphotos .net/Images/People_g349-Girl_Playing_With_Her_Laptop_p31069. html Slide 3 NSW Department of Education and Training (2009). Digital Education Revolution - NSW Policy. Accessed 20 Mar 2011 from https :// www . det .nsw. edu .au/policies/technology/computers/141/PD20090395. shtml NSW Department of Educaiton and Training (2009a). One-to-one computing - literature review. Accessed 19 Apr 2011 from https :// www . det .nsw. edu .au/media/.../about...program/.../lit_review.pdf Garrett, P. (2010). $16 million for a digital revolution in the classroom. Media Release. Accessed 20 Mar 2010 from http:// www . deewr . gov .au/Ministers/ Garrett /Media/Releases/Pages/Article_101101_110738. aspx Stansbury, M. (2010). One-to-one computing programs only as effective as their teachers. eSchool News, 16 Feb 2010. Accessed 19 Apr 2011 from www . eschoolnews .com/2010/02/16/11-programs-only-as-good-as-their-teaches/ Photo: Property ofNuchylee, accessed 17 Mar 2011 from http:// www . freedigitalphotos .net/images/ Telecommuncations _g177-Satellite_Dish_With_Blue_Sky_p26269. html Photo: Property of ABC News, accessed 17 Mar 2011 from http:// www . abc .net.au/news/stories/2010/11/25/3076326. htm Slide 4 Photo: Property of Xedos4, accessed 18 Mar 2011 from http:// www . freedigitalphotos .net/images/Internet_g170-Earth_p22862. html Slide 5 Educational CyberPlayground (2011). Digital Equity and Gender Equity. Accessed 19 Apr 2011 from http:// www . edu - cyberpg .com/Teachers/ Digitaldividequity . html HM Treasury (2000) Britain and the Knowledge Economy Speech by the Chancellor of the Exchequer to the Smith Institute in London. 16 February 2000. Accessed 19 Apr 2011 from www . hmtreasury . gov . uk /newsroom_and_speeches/press/2000/press_19_00. cfm Photo: Property of Nuttakit, accessed 18 Mar 2011 from http:// www . freedigitalphotos .net/images/Computers_g62-Blue_Access_Button_p28423. html
14.
Editor's Notes
Introduction What is Digital Access? The definition of digital access, as suggested by Ribble, Bailey & Ross (2007), is “Full electronic participation in society”. Technology in today’s society provides greater opportunity to interact and communicate very quickly. But, just because the technology is available, does not mean that everyone has the ability to access it. Some reasons for this could include socioeconomic status such as families who do not have the financial ability to purchase the technology, a range of physical or educational disabilities and in the case of rural schools, the physical location, lack of technology available in the school and the lack of available access to high-speed internet connections. At Frell Public School, we believe that students should have equitable digital access to assist them in their learning. But what do we need and how do we go about it?
What are the Technology Issues we need to consider regarding Digital Access in Rural Schools and are they in place at our rural school? Wireless Communication and High Speed Access (National Broadband Network) The National Broadband Network is expected to deliver high speed broadband connections to individual schools. The Hon Peter Garrett AM, MP in a media release on 29 Oct 2010 stated that the NBN will benefit country principals and teachers as it will “ensure they have equitable access to quality online professional learning resources”. One-to-one computing program (Laptops for Learning program) The laptops for learning program provides laptops for students in year 9 and teachers without charge. It provides professional learning, curriculum support, technical support and wireless networks. (NSW DET, 2009). The goals of this program include: Improving student learning and academic achievement Facilitating a learning environment that demands higher-order thinking skills Fosters collaborative inquiry-based learning Provides more equitable access to a broader range of digital educational resources Prepares students to be able to compete in technology-rich workplaces (NSW DET, 2009a) These programs provide the students and teachers mobility and accessibility at school and home letting the students take control of their own learning. While this program is not available to students in primary schools, the same principle could be applied during in-class learning. The availability of technology in the classroom at any time would benefit the students to be able to advance in the 21 st century. Researchers have suggested though that one-to-one computing programs are “only as effective as the teachers who apply them” (Stansbury, 2010).
What is Equitable Digital Access? Knowing that digital access is the ability to have full electronic participation in society, then equitable digital access is the ability for all regardless of differences of any kind to have that same participation in society.
Who has the right to Equitable Digital Access? Do all students have the right to Equitable Digital Access? The Educational Cyber Playground (2011) promotes that Digital equity is achieved when all students regardless of race, sex, economic difference, physical and mental disabilities have quick, easy, and appropriately functional access to technological equipment and the Internet both in and out of school, as well as the expert guidance required to ensure effective use across a range of functions. Universal access to ICT and the Internet is seen as a necessary to avoid social divisions and to open up opportunities for all by ensuring that future ‘knowledge economies’ includes everyone (HM Treasury, 2000).
What tools are required to gain Equitable Digital Access for all students? Among the basic tools such as computers, internet access and software, there are some students within rural schools that have certain special needs that require special tools so as to give them equitable digital access. These tools such as laptops, ebooks, websites and webquests, gifted and talented programs, touch screens, specially constructed furniture and the ability to enlarge texts as well of the use of a computer microphone that is used in conjunction with a program such as “DragonSpeak” to write (convert sound to text) without the use of a keyboard can be a critical piece of a student’s development so they can improve and succeed in the future. Here at Frell Public School, we have five students who fit into this category. One student needs enlarged texts, one student needs specially constructed furniture so as their wheelchair can fit at the computer table as well as a convert sound to text software. There are also three students that are suitable for a gifted and talented program.
Effectiveness of Digital Access in Rural Schools Online learning and the use of a wide range of emerging technologies can greatly enhance a student’s learning experiences in rural schools. The Western NSW Region Virtual Selective High School Provision, ( xsel ), connects students from across the region into a selective strand covering English, Mathematics and Science using sophisticated technology and personal contact to deliver the curriculum. Bill Adams (NSW Dept of Education and Training, n.d.), xsel manager and principal has said “live in the bush and get the best that we can possibly offer and get a challenging curriculum”. Minister for Education and Training, Verity Firth (NSW Dept of Services, Technology and Administration, 2010) said: “[The xsel program is] a great example of technology changing education for the better and creating new opportunities for students in regional and rural areas.”
Technical Issues: Technology has always had its difficulties, especially when trialing new concepts. According to the ABC News (25 November 2010), “concerns about the reliability of the National Broadband Network have been raised by the first school to be connected”. This school, situated in Tasmania, reported that they are struggling with connection speeds because they are only a third of what was proposed. The proposed speed of 100mb per second was only available on the day of the launch. Congestion on the lines has been noted as the contributing factor, but with no real success of fixing the problem. Efforts are still being extended to resolve any current and future difficulties. This is also a problem for xsel. Videoconferencing relies on fast broadband and some schools have had problems with video dragging and slowing of the conferences. Skills of the Teachers: The Digital Education Revolution has prompted teacher re-training in NSW state schools to help them integrate with the incorporation of IT and digital media in their educational field. The director of the NSW Department of Education and Training’s Curriculum and Learning Innovation Centre has stated that “at the beginning, many teachers were unsure what to do with the equipment..now the teachers are not a passive consumer but a co-creator…the teaching style has changed and the teachers are now making the students active contributors” (Banks, 2011) .
Does the effectiveness of digital access regarding the technical issues and the skills of the teacher help or hinder the students in becoming good digital citizens? (Audience thoughts on this?) By having digital access, students are connecting, creating and collaborating. This brings opportunities and challenges to this generation as cyberbullying and damaging digital footprints are becoming commonplace in this technical world. Students need guidance from teachers and parents so as to make safe, responsible and respectful choices. Teri Caouette (2010) has stated, “Teaching digital citizenship (and having digital access) is critical to youth development, improved student achievement and ensuring continued access to the advantages that their digital environment provides”. The technology must be in place and in good working order so as the students can have a safe harbour and the ability to learn to be good digital citizens.
The NSW Department of Education has implemented a program that will allow schools to take virtual excursions anywhere in the world, beam experts into classrooms for real-time lectures, communicate with peers in other parts of the state, and significantly expand subject choice by providing classes online through videoconferencing . It is called the Connected Classrooms Program and will provide the department's staff and students with new opportunities to connect with each other across enhanced technology facilities for sharing resources and data collaboration. It is expected to be completed mid 2011 and consists of three projects: Learning Tools Project to provide tools that support the ability to create, store, edit, reuse, manage, view and deliver digital learning content to staff and students across NSW. It will provide a secure individual online working space for all students and teachers, a collaborative environment for the discovery and sharing of digital learning content, upgrade emails and give online access to student reports. Interactive Classrooms Project equipping every NSW public school with an interactive classroom, enabling direct video links to allow online field trips, allowing experts into classrooms, supporting increased use of ICT within quality teaching, enhancing opportunities for collaboration and providing necessary infrastructure. Network Enhancement Project The two key objectives is to enhance bandwidth capacity and reliability and enable interactive environments. This information can be found at https://www.det.nsw.edu.au/about-us/how-we-operate/connected-classroom
Conclusion: Where do we go from here? With technology being an important aspect of society and to the future of all students, is it therefore critical that all students are given equal and appropriate opportunities for equitable digital access to online learning in our rural school? All of the aforementioned government initiatives are available to all schools and a range that are specific for the rural school. Some may be still in their infancy or are only in the trial stage, but with an enthusiastic school community and the desire to have a school digital citizen policy that includes an equitable digital access section that will benefit all students, and assist them in their learning we will be able to lead students successfully into an ever growing 21st century technological society.
Garthwait, A. & Weller, H. (2005). A Year in the Life: Two Seventh Grade Teachers Implement One-to-One Computing. Journal of Research on Technology in Education, 37(4). Accessed 19 Apr 2011 from http:// eric .ed. gov / ERICWebPortal / recordDetail ? accnu =EJ690978 Hill, R., Owens, I., Beynon-Davies, P. & Williams, M. (2004). Beyond Access: Bridging the Digital Divide. [pdf]. Accessed 21 Apr 2011 from csrc . Ise . ac . uk /asp/ aspecis /20040064.pdf Looker, D. & Thiessen, V. (2003). The digital divide in Canadian schools: factors affecting student access to a use of information technology. [pdf]. Accessed 21 Apr 211 from citeseerx.ist.pu.edu/viewdoc/download?doi=10.1.1.1122301&rep=repl&type=pdf