This document discusses a school district's journey with BYOD (Bring Your Own Device). Some key points:
- The district first proposed BYOD in 2009 and provided some devices to seed classrooms. After the first year, benefits included being platform agnostic and countering "keep away" behaviors.
- BYOD expanded to more schools over subsequent years, with training becoming less formalized. By year 3, 19 of 25 schools participated with no provided devices or training.
- Teachers reported benefits like constant student access to devices and more open student ideas. Challenges included supporting different devices and setting guidelines around appropriate use.
- The district is taking steps like strengthening online resources, ongoing staff training,
Project Copernicus describes an initiative which allows and encourages students to bring their own technology to class, while teachers create lessons which encourages
Project Copernicus is a pilot project that will allow students to bring their own computing devices like laptops, netbooks, or cell phones to school to encourage student-centered technology integration. It seeks to understand the implications for learning and instruction. The project is named after Copernicus to represent challenging conventional wisdom. Students will need permission forms and can access the school's wireless network and tools like email and Google Docs. However, the school is not responsible if devices are lost or stolen, and teachers will provide alternatives for students without devices.
This document discusses various technologies that can be used in classrooms to enhance student learning, including computers, laptops, document cameras, still/video cameras, SmartBoards, handheld devices, wikis, and websites. These technologies allow students to explore topics independently, work in groups, view documents and videos, interact hands-on, and continue learning outside of the classroom. While some debate the effectiveness of educational technology, integrating the tools students are already comfortable with may increase their engagement and retention of lessons.
This document reflects on the author's experience with educational technology integration in different school districts. It describes the technology available, such as interactive whiteboards, student response systems, and document cameras. However, many teachers did not know how to use the technology due to lack of training and support. Moving forward, teachers should be provided meaningful professional development to allow seamless technology integration in instruction on a daily basis.
The document discusses the evolution of education technology over time. It notes that in the 1990s, when the author was in high school, teachers mainly used chalkboards and there was only one computer available for student use. By the late 1990s and 2000s, computers became more common in schools through computer labs and the use of floppy disks and CD-ROMs. Interactive whiteboards were introduced and the internet started being used more frequently for research, though early search engines were difficult to navigate. Now, education technology has advanced significantly with students using tablets, laptops and smartphones to access online course materials, complete assignments, and participate in virtual classrooms and discussion forums.
Technology integration in schools can promote success in the new digital era. While technology has both benefits and drawbacks, its positive outcomes outweigh the negatives. The document argues that technology provides easier access to information, motivates students, and helps those with disabilities. It states the negatives like laziness can be addressed through monitoring and controls, while technology prepares students for the future by engaging them and supporting diverse learners. The conclusion is that technology is not going away and educators must embrace it to engage students and stay relevant in the new digital age.
This document discusses how technology has changed learning over the past 40 years. It outlines several technological developments that have impacted education, including computers, the internet, e-books, virtual classrooms, and audio books. These technologies have made information more accessible and interactive, allowing students to learn faster and score higher. However, some negative impacts are a decline in patience, physical interactivity and writing skills from excessive computer use. Overall, the conclusion is that technology has mainly benefited learning by enhancing the ways students gain knowledge.
The document discusses how technology has changed education over time. It notes that teachers have progressed from using chalkboards to whiteboards to now using smart boards, and how technology allows for more interactive presentations. While technology can enhance learning through easier access to materials, increased student motivation, and differentiated instruction, it also risks taking away learning time if overused and encouraging a game mentality rather than focus on education.
Project Copernicus describes an initiative which allows and encourages students to bring their own technology to class, while teachers create lessons which encourages
Project Copernicus is a pilot project that will allow students to bring their own computing devices like laptops, netbooks, or cell phones to school to encourage student-centered technology integration. It seeks to understand the implications for learning and instruction. The project is named after Copernicus to represent challenging conventional wisdom. Students will need permission forms and can access the school's wireless network and tools like email and Google Docs. However, the school is not responsible if devices are lost or stolen, and teachers will provide alternatives for students without devices.
This document discusses various technologies that can be used in classrooms to enhance student learning, including computers, laptops, document cameras, still/video cameras, SmartBoards, handheld devices, wikis, and websites. These technologies allow students to explore topics independently, work in groups, view documents and videos, interact hands-on, and continue learning outside of the classroom. While some debate the effectiveness of educational technology, integrating the tools students are already comfortable with may increase their engagement and retention of lessons.
This document reflects on the author's experience with educational technology integration in different school districts. It describes the technology available, such as interactive whiteboards, student response systems, and document cameras. However, many teachers did not know how to use the technology due to lack of training and support. Moving forward, teachers should be provided meaningful professional development to allow seamless technology integration in instruction on a daily basis.
The document discusses the evolution of education technology over time. It notes that in the 1990s, when the author was in high school, teachers mainly used chalkboards and there was only one computer available for student use. By the late 1990s and 2000s, computers became more common in schools through computer labs and the use of floppy disks and CD-ROMs. Interactive whiteboards were introduced and the internet started being used more frequently for research, though early search engines were difficult to navigate. Now, education technology has advanced significantly with students using tablets, laptops and smartphones to access online course materials, complete assignments, and participate in virtual classrooms and discussion forums.
Technology integration in schools can promote success in the new digital era. While technology has both benefits and drawbacks, its positive outcomes outweigh the negatives. The document argues that technology provides easier access to information, motivates students, and helps those with disabilities. It states the negatives like laziness can be addressed through monitoring and controls, while technology prepares students for the future by engaging them and supporting diverse learners. The conclusion is that technology is not going away and educators must embrace it to engage students and stay relevant in the new digital age.
This document discusses how technology has changed learning over the past 40 years. It outlines several technological developments that have impacted education, including computers, the internet, e-books, virtual classrooms, and audio books. These technologies have made information more accessible and interactive, allowing students to learn faster and score higher. However, some negative impacts are a decline in patience, physical interactivity and writing skills from excessive computer use. Overall, the conclusion is that technology has mainly benefited learning by enhancing the ways students gain knowledge.
The document discusses how technology has changed education over time. It notes that teachers have progressed from using chalkboards to whiteboards to now using smart boards, and how technology allows for more interactive presentations. While technology can enhance learning through easier access to materials, increased student motivation, and differentiated instruction, it also risks taking away learning time if overused and encouraging a game mentality rather than focus on education.
The document is a presentation about developing ICT skills for teachers. It discusses how 65% of today's jobs have not been invented yet and teachers must embrace digital tools to make schools relevant. It outlines various ICT skills like searching, organizing, archiving, creating, publishing and using apps. The presentation demonstrates these skills hands-on and discusses strategies for ICT integration and continuous professional development. It concludes with examples of emerging technologies and headlines about innovative uses of ICT.
This document discusses the use of information and communication technologies (ICT) and social media in education. It provides an overview of various digital tools that can be used for learning, including Kahoot, Google Forms, Twitter, blogs, QR codes, Padlet, and note-taking apps. Creative Commons licensing is also covered. The document emphasizes how these technologies can support collaboration, content sharing, and new approaches to teaching and assessment.
How Technology Will Shape The Classroom
In The Next 5 - 10 Years
Vitaliy Goncharuk
“AI For Education” Think-Tank
http://aiforeducation.com
Contents:
1. What Features Will Future Classroom Have?
2. Robot Teachers
3. Programming Work Spaces for Coding
4. AR/VR Glasses
5. Educational Holograms
6. Analyzers of Emotional Behavior
7. Real-Life Models With 3D Printing
8. Biometrics: Eye Tracking
9. Technology Timeline
10. The Future Of Technology In Education
Technology In Education,The Key Factors For Success by Inna Stevensguest9fb7a92
Facilitating learning and improving performance by creating, using and managing appropriate technological processes and resources.
Educational Technology includes, but is not limited to, software, hardware, as well as Internet applications and activities.
Impact of technology on teaching and learningSteven Poast
The document discusses the impact of technology on teaching and learning. It reviews how technology benefits student performance and engagement in both traditional and online classrooms. It explores how software programs and online learning help meet the needs of different learning styles. The document also examines how technology allows for more accessible education and helps develop 21st century skills. It concludes by looking at future innovations and the importance of integrating technology into education standards.
This document discusses using various technologies like Wordle, Twitter, and web flashcards in the classroom. It provides examples of how Wordle can be used to analyze text and summarize key ideas. Twitter is described as a way for teachers to communicate and stay updated. Finally, web flashcards are presented as a modern alternative to physical flashcards that allow students to study digitally on devices like phones and tablets. Benefits highlighted include accessibility, analytics of student study, and interactive lessons using a whiteboard.
This document discusses integrating technology into the classroom. It provides examples of how tools like blogs, wikis, podcasting, video sharing, and social networking can be used. However, technology integration can be a "faux pas" if the wrong tool is used, personal sites are utilized, outdated tech is used, or there is no support. It emphasizes selecting tools appropriately for lessons, getting permissions, and remembering digital content is permanent and some students lack access. Overall, the document offers guidance on effectively integrating various technologies into classroom instruction.
The document discusses using students' mobile devices in schools for learning. It argues that banning devices is ineffective since students already use them outside of school. Instead, schools should create policies allowing responsible device use under teacher supervision. Examples are given of how students at Notre Dame High School use devices for activities like science experiments, language presentations, fieldwork, and research. The policy focuses on banning irresponsible use rather than the devices themselves.
Technology has positively impacted education by providing greater access to information, supporting learning, and enhancing students' self-esteem. Research shows that technology improves students' recognition and use of elements like main ideas and supporting details in their writing. While textbooks alone do not improve learning, multimedia presentations using video, images, and sound create stronger memory links than text alone. Digital technologies also allow for easy access and playback of instructional materials. However, overdependence on technology risks losing the charm and value of achievements that come through hard work rather than just clicking a mouse.
While Northside ISD has made progress in integrating technology into classrooms, surveys found students want more access to digital resources, online collaboration, and mobile devices for educational purposes. The district has deployed wireless networks and equipment to schools, but could further support 21st century learning by expanding online class offerings, allowing approved mobile devices and social networks, installing videoconferencing, and providing equitable student access to technology.
Technologies That Will Define the Classroom of the Future Rita Lee
Such education opportunities change our representation of schooling upside down, but the world is developing and we should not follow behind it. It is difficult to say how educated pupils will be in future and whether all these changes are for better, but the fact is still the fact – technology influences both teaching and learning and our task is to get the most of it in the classroom too.
This document discusses a BYOD (Bring Your Own Device) framework for transforming education. It describes how BYOD allows students to use their own mobile devices in class, enhancing learning experiences. BYOD changes education by enabling digital citizenship, mobility, Web 2.0 tools, and student-owned active learning. The framework recommends robust wireless, cloud-based tools, and mobile apps to support BYOD. It also discusses implementing BYOD gradually and focusing on teaching/learning. Benefits include incorporating student learning styles and preparing them for future education/careers, while risks include cyberbullying and distraction.
5 Reasons to Incorporate Technology Into Your Classroom - Leonard BaetaLeonard Baeta
Leonard Baeta discusses 5 reasons to incorporate technology into your classroom in this in-depth presentational blog. For more information, please visit LeonardBaeta.com!
This document provides examples of how mobile devices and apps are being used to enhance teaching and learning in colleges across Scotland. It describes projects at South Lanarkshire College, Perth College, Clydebank College, and Reid Kerr College that utilize tablets, QR codes, games, and augmented reality to provide interactive learning activities and assessments. The examples illustrate how mobile technologies can increase student engagement, promote self-directed learning, and provide new ways of formative assessment beyond traditional computer labs.
This document discusses the benefits of incorporating technology into education. It argues that technology allows for expanded learning beyond the classroom, as students can access materials anywhere and anytime through the internet. Technology also enables deeper understanding through interactive simulations and tools. It promotes self-directed learning as students can access materials based on their own interests and pace. The document concludes that technology prepares students for the future and that while putting technology in classrooms is important, professional development for teachers is also needed to facilitate student learning with technology.
How MOOCs, tablets and apps are changing how we teachMark S. Steed
Presentation on the impact of new technologies on teaching and learning. A presentation given by Mark S. Steed, Principal of Berkhamsted School, at the Society of Heads Annual Conference, at Whittlebury Hall, Northamptonshire, on Tuesday 3rd March 2015
The document discusses e-learning and how it can be incorporated into Mandarin lessons for children. It defines e-learning as using the internet in three ways: for non-academic/corporate use, through virtual learning environments (VLEs) for academic use, and via educational websites for academic use. Some suggestions for how to challenge students using e-learning include utilizing Edmodo, smart boards, having students search for information online, and creating videos or PowerPoint presentations.
This document discusses how technology tools can help students in their education. It outlines several ways that technology tools can facilitate and simplify a student's life by allowing them to actively participate in acquiring knowledge rather than being passive listeners. Some key benefits of using technology as a student mentioned include getting better grades, sharing ideas with classmates, easier and faster access to information, and developing technological abilities. The document also lists several specific technology tools that can be used, such as Google Docs, Khan Academy, Dropbox, and various platforms for creating multimedia content.
The document is a FAQ about the Dublin Unified School District's BYOD (Bring Your Own Device) program. It outlines that students are allowed to bring their own portable devices to enhance technology integration. While the district provides wireless access, it does not take responsibility for supporting, repairing, or replacing any personal devices. Students use devices at teacher discretion for educational purposes only.
The document discusses several disadvantages of increased computer and technology use in education:
1) It can encourage cheating by making answers easily accessible and broadcast. It can also promote poor studying habits by relying on technology instead of learning material.
2) Technology can make students inefficient by replacing handwriting with typing and easy access to information online. This can negatively impact thinking and communication skills.
3) Over reliance on technology for education can disconnect students from real world communication and problem solving skills.
New responsibilities of university and teachers for sustainable developmentNatalia
The document discusses several key changes in education due to the rise of information technology and open/distance learning models:
1. Students now have excellent basic IT skills and can find information on their own, so teachers serve more as guides rather than sole sources of knowledge.
2. Educational environments are becoming more flexible, responsive, and engaging by using technology to deliver knowledge in new ways and accommodate diverse learners' needs and prerequisites.
3. New approaches and skills are required to manage the challenges of an information-driven society where knowledge becomes a primary commodity and source of competitive advantage.
Handheld in primary University Plymouth Andy Black
This document discusses the use of handheld technologies in primary education. It notes that state of flux is the new normal and that some people are passionate about mobile learning. Research shows that learner engagement does not diminish over time and that learners consume and create content as well as share what they make. Teachers may damage equipment more than learners. QR codes and geocaching are presented as ideas for the classroom. Links are provided to resources on mobile learning projects, trends reports, and ideas for the present.
The document is a presentation about developing ICT skills for teachers. It discusses how 65% of today's jobs have not been invented yet and teachers must embrace digital tools to make schools relevant. It outlines various ICT skills like searching, organizing, archiving, creating, publishing and using apps. The presentation demonstrates these skills hands-on and discusses strategies for ICT integration and continuous professional development. It concludes with examples of emerging technologies and headlines about innovative uses of ICT.
This document discusses the use of information and communication technologies (ICT) and social media in education. It provides an overview of various digital tools that can be used for learning, including Kahoot, Google Forms, Twitter, blogs, QR codes, Padlet, and note-taking apps. Creative Commons licensing is also covered. The document emphasizes how these technologies can support collaboration, content sharing, and new approaches to teaching and assessment.
How Technology Will Shape The Classroom
In The Next 5 - 10 Years
Vitaliy Goncharuk
“AI For Education” Think-Tank
http://aiforeducation.com
Contents:
1. What Features Will Future Classroom Have?
2. Robot Teachers
3. Programming Work Spaces for Coding
4. AR/VR Glasses
5. Educational Holograms
6. Analyzers of Emotional Behavior
7. Real-Life Models With 3D Printing
8. Biometrics: Eye Tracking
9. Technology Timeline
10. The Future Of Technology In Education
Technology In Education,The Key Factors For Success by Inna Stevensguest9fb7a92
Facilitating learning and improving performance by creating, using and managing appropriate technological processes and resources.
Educational Technology includes, but is not limited to, software, hardware, as well as Internet applications and activities.
Impact of technology on teaching and learningSteven Poast
The document discusses the impact of technology on teaching and learning. It reviews how technology benefits student performance and engagement in both traditional and online classrooms. It explores how software programs and online learning help meet the needs of different learning styles. The document also examines how technology allows for more accessible education and helps develop 21st century skills. It concludes by looking at future innovations and the importance of integrating technology into education standards.
This document discusses using various technologies like Wordle, Twitter, and web flashcards in the classroom. It provides examples of how Wordle can be used to analyze text and summarize key ideas. Twitter is described as a way for teachers to communicate and stay updated. Finally, web flashcards are presented as a modern alternative to physical flashcards that allow students to study digitally on devices like phones and tablets. Benefits highlighted include accessibility, analytics of student study, and interactive lessons using a whiteboard.
This document discusses integrating technology into the classroom. It provides examples of how tools like blogs, wikis, podcasting, video sharing, and social networking can be used. However, technology integration can be a "faux pas" if the wrong tool is used, personal sites are utilized, outdated tech is used, or there is no support. It emphasizes selecting tools appropriately for lessons, getting permissions, and remembering digital content is permanent and some students lack access. Overall, the document offers guidance on effectively integrating various technologies into classroom instruction.
The document discusses using students' mobile devices in schools for learning. It argues that banning devices is ineffective since students already use them outside of school. Instead, schools should create policies allowing responsible device use under teacher supervision. Examples are given of how students at Notre Dame High School use devices for activities like science experiments, language presentations, fieldwork, and research. The policy focuses on banning irresponsible use rather than the devices themselves.
Technology has positively impacted education by providing greater access to information, supporting learning, and enhancing students' self-esteem. Research shows that technology improves students' recognition and use of elements like main ideas and supporting details in their writing. While textbooks alone do not improve learning, multimedia presentations using video, images, and sound create stronger memory links than text alone. Digital technologies also allow for easy access and playback of instructional materials. However, overdependence on technology risks losing the charm and value of achievements that come through hard work rather than just clicking a mouse.
While Northside ISD has made progress in integrating technology into classrooms, surveys found students want more access to digital resources, online collaboration, and mobile devices for educational purposes. The district has deployed wireless networks and equipment to schools, but could further support 21st century learning by expanding online class offerings, allowing approved mobile devices and social networks, installing videoconferencing, and providing equitable student access to technology.
Technologies That Will Define the Classroom of the Future Rita Lee
Such education opportunities change our representation of schooling upside down, but the world is developing and we should not follow behind it. It is difficult to say how educated pupils will be in future and whether all these changes are for better, but the fact is still the fact – technology influences both teaching and learning and our task is to get the most of it in the classroom too.
This document discusses a BYOD (Bring Your Own Device) framework for transforming education. It describes how BYOD allows students to use their own mobile devices in class, enhancing learning experiences. BYOD changes education by enabling digital citizenship, mobility, Web 2.0 tools, and student-owned active learning. The framework recommends robust wireless, cloud-based tools, and mobile apps to support BYOD. It also discusses implementing BYOD gradually and focusing on teaching/learning. Benefits include incorporating student learning styles and preparing them for future education/careers, while risks include cyberbullying and distraction.
5 Reasons to Incorporate Technology Into Your Classroom - Leonard BaetaLeonard Baeta
Leonard Baeta discusses 5 reasons to incorporate technology into your classroom in this in-depth presentational blog. For more information, please visit LeonardBaeta.com!
This document provides examples of how mobile devices and apps are being used to enhance teaching and learning in colleges across Scotland. It describes projects at South Lanarkshire College, Perth College, Clydebank College, and Reid Kerr College that utilize tablets, QR codes, games, and augmented reality to provide interactive learning activities and assessments. The examples illustrate how mobile technologies can increase student engagement, promote self-directed learning, and provide new ways of formative assessment beyond traditional computer labs.
This document discusses the benefits of incorporating technology into education. It argues that technology allows for expanded learning beyond the classroom, as students can access materials anywhere and anytime through the internet. Technology also enables deeper understanding through interactive simulations and tools. It promotes self-directed learning as students can access materials based on their own interests and pace. The document concludes that technology prepares students for the future and that while putting technology in classrooms is important, professional development for teachers is also needed to facilitate student learning with technology.
How MOOCs, tablets and apps are changing how we teachMark S. Steed
Presentation on the impact of new technologies on teaching and learning. A presentation given by Mark S. Steed, Principal of Berkhamsted School, at the Society of Heads Annual Conference, at Whittlebury Hall, Northamptonshire, on Tuesday 3rd March 2015
The document discusses e-learning and how it can be incorporated into Mandarin lessons for children. It defines e-learning as using the internet in three ways: for non-academic/corporate use, through virtual learning environments (VLEs) for academic use, and via educational websites for academic use. Some suggestions for how to challenge students using e-learning include utilizing Edmodo, smart boards, having students search for information online, and creating videos or PowerPoint presentations.
This document discusses how technology tools can help students in their education. It outlines several ways that technology tools can facilitate and simplify a student's life by allowing them to actively participate in acquiring knowledge rather than being passive listeners. Some key benefits of using technology as a student mentioned include getting better grades, sharing ideas with classmates, easier and faster access to information, and developing technological abilities. The document also lists several specific technology tools that can be used, such as Google Docs, Khan Academy, Dropbox, and various platforms for creating multimedia content.
The document is a FAQ about the Dublin Unified School District's BYOD (Bring Your Own Device) program. It outlines that students are allowed to bring their own portable devices to enhance technology integration. While the district provides wireless access, it does not take responsibility for supporting, repairing, or replacing any personal devices. Students use devices at teacher discretion for educational purposes only.
The document discusses several disadvantages of increased computer and technology use in education:
1) It can encourage cheating by making answers easily accessible and broadcast. It can also promote poor studying habits by relying on technology instead of learning material.
2) Technology can make students inefficient by replacing handwriting with typing and easy access to information online. This can negatively impact thinking and communication skills.
3) Over reliance on technology for education can disconnect students from real world communication and problem solving skills.
New responsibilities of university and teachers for sustainable developmentNatalia
The document discusses several key changes in education due to the rise of information technology and open/distance learning models:
1. Students now have excellent basic IT skills and can find information on their own, so teachers serve more as guides rather than sole sources of knowledge.
2. Educational environments are becoming more flexible, responsive, and engaging by using technology to deliver knowledge in new ways and accommodate diverse learners' needs and prerequisites.
3. New approaches and skills are required to manage the challenges of an information-driven society where knowledge becomes a primary commodity and source of competitive advantage.
Handheld in primary University Plymouth Andy Black
This document discusses the use of handheld technologies in primary education. It notes that state of flux is the new normal and that some people are passionate about mobile learning. Research shows that learner engagement does not diminish over time and that learners consume and create content as well as share what they make. Teachers may damage equipment more than learners. QR codes and geocaching are presented as ideas for the classroom. Links are provided to resources on mobile learning projects, trends reports, and ideas for the present.
The document discusses the nine elements of digital citizenship according to Ribble and Bailey, focusing on five elements: digital rights and responsibilities, digital literacy, digital etiquette, digital security, and digital communication. It provides scenarios for each element and discusses appropriate responses and ways to apply the concepts in an educational setting. Teachers should model good digital citizenship and educate students on topics like validating online sources, appropriate email communication, and online safety.
This document discusses bringing personal devices to school (BYOD). It begins with an agenda for a meeting on BYOD and 21st century learning. It then discusses pedagogical approaches and challenges with online assessments. The benefits of BYOD are outlined, including choice, accessibility, preparation for future learning. Common myths about BYOD are debunked. Minimum device requirements, safety guidelines, and a draft 2014 timeline for rolling out BYOD are also summarized.
This document discusses how digital tools can be used to support 21st century learning. It describes today's learners as multi-taskers who are digitally literate, mobile, social, and have short attention spans. It suggests teaching focus on analysis, evaluation, inquiry and problem solving rather than memorization. A variety of free digital tools are presented for creating word clouds, concept maps, student response systems, annotated images, videos, comics and connecting with experts. Considerations for using technology in the classroom like access, learning styles and mixing up activities are also discussed.
This document outlines an agenda for a meeting to introduce a Bring Your Own Device (BYOD) trial at a school. The meeting will discuss 21st century learning, what BYOD is and its rationale, address common myths about BYOD, and provide details about a BYOD trial in two classrooms. The trial will allow students to bring their own internet-enabled devices to access online tools and apps for collaborative and self-directed learning. Guidelines are provided around device requirements, internet safety, and parental responsibilities.
This document discusses current and future trends in media and information. It covers topics such as ubiquitous learning through online resources; MOOCs which provide free, flexible online content; wearable technology like smartwatches; augmented and virtual reality technologies; 3D printing and films; and using prototypes to develop new forms.
The school librarian, technology, and the futureckdozier
This presentation discusses how technology can enhance the role of school librarians. It outlines different ways technology can be used, such as for interactive instruction, inclusion of special needs students, and mobile devices. The presentation addresses terms related to technology and education. It also discusses how the librarian can stay up to date on innovations and continue professional growth to effectively implement new technologies.
The document discusses Bring Your Own Device (BYOD) programs in schools and 21st century learning. It describes today's digital native students and how they learn best through mobile, collaborative, connected, and multimedia experiences. BYOD allows personalized learning through student-owned devices and has benefits like engaged learning and cost effectiveness, but also challenges like different devices and platforms. The document provides examples of how teachers can implement BYOD and digital tools to support 21st century skills like critical thinking, collaboration, and communication.
Leadership for Engaging Students Digitally: It's not about the Angry Birds!ewilliams65
How can leaders effectively leverage technology for learning? If we have pockets of best practices, how do we scale up? What specific action steps can leaders take to build a shared vision, facilitate professional learning, provide access 24/7/365, and create polices that support rather than undercut technology use? This file includes numerous links to useful resources.
The document summarizes Shirley Diaz's presentation on online and blended learning to the Tehama Department of Education. Some key points:
- Diaz reviewed the California eLearning Framework and its focus on content, teaching, technology, and operations.
- She discussed implementing online learning programs at Willows High School using the Accelerate Education platform for credit recovery.
- Barriers to the program included keeping unmotivated students on task and preventing cheating during exams. Technical issues with the computer lab were also a challenge.
The document discusses ways to increase student engagement in online learning. It suggests leveraging adaptive learning engines to personalize learning, challenging students with real-world problems, facilitating national and global collaboration on issues, allowing students to co-create courses, engaging the local community, using simulations and games, assessing competencies through video instead of traditional teaching, and making the learning fun. Student engagement is important as it correlates with better learning outcomes and predicts future learning commitments.
San Diego 21st Century Learning aug school district summer 2011Toni Theisen
This document summarizes a presentation on 21st century tools to teach, learn and collaborate. It discusses how learning and teaching have changed with new technologies. It introduces tools like Twitter, Wallwisher, Voicethread, Google Voice, Wordle, Toondoo, Glogster and Animoto that can be used for collaboration, communication and content creation. Guidelines are provided for integrating technology into instruction in a meaningful way. The presentation emphasizes that technology should enhance learning and engage students in creating content rather than just consuming it.
The document discusses using online assessments to drive classroom instruction. It provides examples of formative and summative assessments that teachers use, including Google Docs, Scantron testing, end-of-quarter exams, end-of-grade tests. It also discusses online assessment platforms like Study Island and IXL that the district implements. The document emphasizes using assessment data from these tools to plan targeted instruction like math and reading camps.
Social Storytelling, Student Orientation, and a New Way to KnowledgeJennifer Montminy
The document discusses using social storytelling and social media to educate new students during orientation about the technologies they will use at Penn State. It describes creating a fictional student character, Jordan, who navigates campus technology challenges with humor. In year one, Jordan's story was shared on social media and an in-person presentation. Feedback called for more engagement, so in year two they added repeat questions, real/not real polls, and reduced leader involvement. The approach increased technology usage and engagement, though some negative tweets were received. Responses varied greatly year-to-year and engagement timing surprised organizers.
1. The document provides the top 10 technology uses for school administrators as outlined by Dr. Richard Voltz. It discusses using tools like Twitter, Prezi, Google, podcasting, and digital checking for understanding to improve communication, evaluation, and instruction.
2. Some of the key recommendations include using 1:1 computing like iPads to transform learning, mandating that teachers check for student understanding using technology, and having administrators model technology uses for teachers through screencasting.
3. The top two uses highlighted are using Google Docs and Forms to facilitate collaboration and collecting information from students and parents. The document also discusses using blogs by superintendents, teachers, and students to share information and
Connected leadership. It's a click away NJPSA/FEA/NJASCDSpike Cook
This document summarizes a presentation given by Dr. Spike Cook about connected leadership and technology integration at RM Bacon Elementary School. Some key points:
- Dr. Cook is the principal of RM Bacon Elementary School in Millville, NJ, which serves a high percentage of economically disadvantaged students.
- Under Dr. Cook's leadership, RM Bacon has become highly connected through extensive use of social media, online collaboration among teachers, and modeling technology integration best practices.
- Teachers have connected with educators around the world and students' work has been featured in educational publications.
- Dr. Cook advocates for continuous learning among educators and empowering teachers to try new technologies and find what works best for their students.
The document discusses strategies for managing a Bring Your Own Device (BYOD) classroom, including explaining what BYOD is, discussing classroom management options, and looking at examples of device-neutral tools. Some key points include setting clear expectations for appropriate device use, having backup plans if devices don't work, and using tools like QR codes, Kahoot, NearPod, and Socrative to engage students with their own devices in a managed way. The document provides guidance on communicating rules to students and parents and monitoring devices during class.
The document outlines the key components of the Digital Education Revolution initiative in New South Wales, Australia. It includes details about the 1:1 laptop program that provides laptops to students in Years 9 to 12, teachers, and support staff. It also discusses the statewide policies, infrastructure, professional learning, and evaluation of the program. The goal of the initiative is to transform teaching and learning through innovative uses of technology in schools.
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
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A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
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إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
1. BYOD= Learning in
their Hands
Teaching St udent s t o Use
Per sonal Devices f or Lear ning
Dawn Nelson
I nst r uct ional Media & Technology Coor dinat or
I SD 279, Osseo Ar ea Schools
Maple Gr ove, MN
nelsond@dist r ict 279.or g
Dawnn82@gmail.com
2. BYOD= Learning in
their Hands
I nspir ing Teacher s t o Launch St udent
Lear ning wit h Per sonal Devices
Dawn Nelson
I nst r uct ional Media & Technology Coor dinat or
I SD 279, Osseo Ar ea Schools
Maple Gr ove, MN
nelsond@dist r ict 279.or g
Dawnn82@gmail.com
3. Important Information
•Net wor k - MCC Guest - no passwor d
•Twit t er Hash Tag -# I nt er net Libr ar ian
• Conf er ence Blog - www.libconf .com
4. Outcomes
Follow one school’s pat h on a BYOD
j our ney
I dent if y pr evailing quest ions and
communicat ions about st udent devices
Consider benef it s and bar r ier s
Embr ace t he chaos---t his wor ld is new
and unset t led, ever -changing
5. Share & Discuss
I mage used under a CC license f r om
ht t p:/ / www.f lickr .com/ phot os/ alesk/ 356136498/ sizes/ l/
8. What is BYOD?
Wikipedia says:
a concept where people use personally owned devices which are not
owned by their employers or schools
Bring relates to bringing the device to the environment where the
service is provided. In some cases it is physically limited to a
location (wireless, certain rooms), but more often it is time and
location independent.
Your refers to the person bringing the device.
Own refers to device ownership of students and teachers.
Devices include smartphones, tablets, ereaders, laptops, etc.
ht t p:/ / en.wikipedia.or g/ wiki/ BYOD
9. BYOD in School
St udent s br ing devices t hey (pr obably)
alr eady own
Wir eless syst em pr ovided in t he school
I ncor por at ed int o lear ning
10. ht t p:/ / f ar m2.st at icf lickr
.com/ 1281/ 5186819370_ 0463ef 098e_ b.j pg
11.
12. I SD 279, Osseo Ar ea Schools
Fir st pr oposed - Spr ing, 2009 , Tim Wilson, CTO -
Osseo Ar ea Schools
Fir st t r aining - August , 2009, 3 schools, 14 t eacher s
‘Seeded’ wit h 3 devices per classr oom - School
r equest ed (locking cabinet s included)
One school, 2 t eacher s - st ar t ed in t he spr ing
13. +++ (Pluses)
After First Year
Plat f or m/ Device Agnost ic
Count er act s ‘Keep Away’ or ‘Got cha’
Moving t owar d aut hent ic lear ning
14. Year 2 -
2010-
2011
5 addit ional schools - 45 t eacher s
No devices of f er ed
Tr aining mor e specif ic but only one day
St ill a pilot
15. Year 3 -
2011-
2012
St ill on a per t eacher basis
13 element ar y schools, 2 j unior high schools,
4 senior high schools = 19 out of 25 schools
Osseo Senior High School - f ir st ent ir e open
school
No devices, No t r aining
St ill a pilot - dat a is self -r epor t ed
16. "My students have their laptop with
them at all times and decide when
to use it. They might have
different ideas, more open ideas
than I do. I'm not yet sure how to
use the laptops, and I welcome the
student input."
Shelly Drake, 5th Grade Teacher
18. Student Response Systems
• Fr ee
• Poll Ever ywher e
• Google For ms
• Licensed
• Naiku
• eI nst r uct ion
• SMART
19. Access to Information
• Looking up inf or mat ion
• Not e t aking
• Text ing t o shar e inf or mat ion
• Bell wor k
20. Photo eat ion and Edit ing Projects
• Video Cr
and Video -
• St udent s r ecor ded skit s on iPods and
edit ed at home. The videos wer e
downloaded and used f or t he mor ning
announcement s.
• Phot os -
• Af t er videoconf er ence wit h Tuskegee
Air men, devices use t o t ake pict ur es of
Susan Mor gan, daught er of one of t he
Air men.
• Phot ogr aphy class - t aking phot os t o edit
21. Google Apps
• Take not es
• Cr eat e pr esent at ions
• Google Voice - Wor ld Language
• St udent s call number t eacher select ed.
• Repor t inf or mat ion
• Fluency assessment
22. • Ebooks and Readers
Er eader s
• Reading books dur ing leveled r eading
• Recor ded books - leveled r eading
• Apps
• Classr oom novels - shar ed not e-t aking
• Mackin VI A
• Read collect ion ebooks t hr ough t he web
• I ndividual download ser vice f or st udent
devices
• Tumblebooks - web based
23. QR Codes
• Book r eviews
• Links t o st udent -shar ed wor k
• I nf or mat ion about t eacher s
24. Authentic Audience for
Writing
• Blogging and r esponding t o blogs
• Wr it ing f or t he web
• Online collabor at ive wor k
• Wikis
• St udent Web Pages
25. Authentic Audience -
Social Networking
• Teacher and Club FB Pages
• Edmodo
• Somet imes t o a wor ldwide audience
26. •Kevin Cur wick
•17-year -old high
school senior
•Saw somet hing
he didn’t like
•St ar t ed
QuickTime™ and a
decompressor
are needed to see this picture.
somet hing new
29. •Huf f ingt on Post
•Ryan Seacr est
•Today Show
QuickTime™ and a
decompressor
are needed to see this picture.
30. Other Observations
• Secur it y: “This has not been a pr oblem.”
• Shar ing: St udent have quickly shar ed
t heir devices wit h each ot her .
• Number : About 40% of my class has
per mission t o do Coper nicus.
31. What We Require
Administ r at ion appr oval
Communicat ion wit h par ent s
Cont r act wit h par ent s at t his t ime is
sit e-based
Don’t r equir e specif ic signat ur e, j ust as
par t of handbook behavior agr eement
32. Our Next Steps
Suppor t websit e
St r engt hen our Vir t ual Libr ar y websit es f or
st udent s
St af f Development
User Gr oup meet ings t hr oughout t he 2012-
2013 school year
Dat a Collect ion
33. Why It Works
CTO advocacy f or st udent access
Suppor t ive dist r ict administ r at ion and
school boar d
Wir eless access - 100% of our sit es
Tech Suppor t
Google Apps f or Educat ion
35. Tech Support?
Nope
Under st anding wit h t eacher s and t ech suppor t
t hat t hey ar e not r equir ed t o suppor t devices,
but encour aged as t hey ar e able
No char ging st at ions
36. Practice Changes
Locked cabinet s
Locked classr ooms
Add pieces about r espect of t ime and place t o
handbooks.
Remind st udent s about t he impor t ance of pr ot ect ing
t heir dat a
39. Students Behaving
Badly
Behavior issues, not t echnology
St udent Engagement in lear ning
Teacher must r emain act ive
Digit al Cit izenship
Revise AUP
Def ine it in your behavior agr eement
Reinf or ce consist ent ly Weaver Lake PLP-
ht t p:/ / weaver lakeplp.wikispaces.com/ 5.+What +We%27ve+Lear
40. Digital Divide
• Pew Sur vey
• 77 % - ages 12 t o 17 own a cell phone
• 31 % - 14 t o 17 - smar t phone
• 62% - incomes under $ 30,000
• Pew I nt er net Sur vey - Digit al Dif f er ences
• 50% of adult s wit h incomes over $ 30K have cell
phones
Links t o st udies on t he links and r esour ces page.
41. Digital Divide
Low Income Students’ Test Scores Leap
30% With Smartphone Use
ht t p:/ / mashable.com/ 2012/ 10/ 15/ wir eless-r each-
st udent s/
42. Staff Development
• Edina - Go Wir eless
• Williamson (TN) Count y Schools-
• Osseo C4 Model of Lear ning
• Depar t ment websit e
• PD Playlist
43. Focus on the Tools -
Or the Process?
• “I ’d r at her a t eacher knows a couple t ools and lot s
of ways t o use t hem, t han lot s of t ools and only a
single way t o use t hem. St af f development t hat is
t eacher , r at her t han t echnologist , led would be a
good st ar t .” (Doug J ohnson, Blue Skunk Blog,
ht t p:/ / doug-j ohnson.squar espace.com/ blue-skunk-blog/ 2012/ 8/ 2/ lar r y-cuban-and-t eacher s-making-t ech-cho
)
• Osseo - Compr ehensive Technology I nt egr at ion
44. Why Move Ahead?
Cost savings
Our cust omer s
I ncr easingly digit al wor ld
For lear ning
45. Why Move Ahead?
• Higher or der t hinking
• St udent s have t he devices
• Connect low income st udent s wit h inf or mat ion
ht t p:/ / t hej our nal.com/ ar t icles/ 2012/ 09/ 24/ 5-mediar ich-lesson-ideas-t o-encour age-higher or der -t hinking.asp
46. Why Move Ahead?
QuickTime™ and a
decompressor
are needed to see this picture.
• Higher or der t hinking
• St udent s have t he devices
ht t p:/ / t hej our nal.com/ ar t icles/ 2012/ 09/ 24/ 5-mediar ich-lesson-ideas-t o-encour age-higher or der -t hinking.asp
48. Mobile
BYOD
Lear ning
Aut hent ic
Lear ning
1:1
49. Mobile
BYOD
Lear ning
Aut hent ic
Lear ning
Flipped
Classr oom Blended and
Online Classes
1:1
EBooks/
Online
Text books
50. Things to Think About
Or - How We Bruised our Shins
on the Coffee Table
So You Don’t Have To
51.
52. Decide and Do
No t hr ee year pilot s
1. Wr it e your pr oposal - r esear ched and clear
2. Administ r at ion Suppor t School Boar d
suppor t
3. Communicat e wit h pr incipals or ot her sit e
admins
4. Have t r aining planned and web r esour ces
cr eat ed
5. Find leader s at each sit e
53. Site Steps
For Teacher s
Mor e t han one per son
School Libr ar y suppor t
Communicat e Of t en
Par ent Communicat ion
Par ent meet ing or f or um
Ongoing ‘Good News’
54. Know Your Opponent
The Tech Guys
Management
Filt er s
Teacher s
Those who ar en’t quit e t her e yet
Gar y St ager -
ht t p:/ / st ager .t v/ blog/ ?p=2397
55. Join the Adventure or
Embrace the Chaos
Pr oj ect Coper nicus Moodle Sit e
Build a PLN
Twit t er - BYOD or BYOT (mor e hit s f or
educat ion)
Diigo Gr oup - BYOD/ BYOT-K12
61. Thank You
Twit t er - @dawnr nelson
Facebook - Dawn Nelson
Blog - ht t p:/ / blogs.dist r ict 279.
or g/ libr ar y-t echconnect /
I f I adver t ise it will I begin t o wr it e t o it ?
I STE Aligned St af f Development Pr ogr am - 18
cr edit t echnology cer t if icat e, Gr ad cr edit f r om
Hamline Univer sit y - beginning J anuar y, 2013
Editor's Notes
Someone next to you - any experience with personal devices, reading about them, tried it, teachers?
We hear about innovation all around us today. But . . .
High School - 3 teachers, one still engaged at the end of the year 2 elementary schools - one - technology magnet school, person to work with the technology and another to work with curriculum integration. Spring - portable devices - one ipad and ipods
Weaver Lake - portable devices WD - laptops/netbooks
One junior high school - entire team was there because students had gone to the principal.
Osseo Sr. High School - fully open - other H.S. - informally open. Elementary - BW, FB, WD, WVR, CV, EB, RC, ZW, PL, Some putting their toes in the water - OAK, RL, RC Primary schools - FO, CI - probably won’t adopt it - others that haven’t adopted - PB, BG, GC
Importance of listening to teachers.
Add a poll here by both Poll Everywhere and Google Forms Free Accounts - Poll Everywhere - limits Google Forms - if you have apps for education, this is part of the package. Otherwise teachers can set up private gmail accounts. Naiku - Minneapolis company
Story - OSH teacher
Create a QR code with URL shortener QR code creator
Story - OSH teacher
Story - OSH teacher
Interesting note - Students who misbehave are often the ones that are never expected.
48 percent of low-income families have a home computer compared with 91 percent of higher-income families,
Qualcomm, “Project K-Nect” - Phones given through grants One of the programs to come out of the Wireless Initiative helped students at several North Carolina schools achieve higher test scores. The schools’ math scores were below national standards, possibly because many of the students lacked Internet access at home. With grant funding from Qualcomm, “Project K-Nect” provided ninth grade students with smartphones, which they could use to access additional instructions and collaborate with their peers, at any hour of the day. After one year, the students who had the phones saw a 30% increase on their test scores.
SAMR and TPCK - Ruben R. Puentedura, PhD
Much the same idea - access to information for students.
We have to be leaders.
If you like to keep dry and comfortable, BYOD may not be the place for you.