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Lunch & Learn Professional Development Series on Integrating and Managing Technology in the Classroom
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Using the internet in the elementary schools
This document discusses using the internet in elementary school classrooms. It provides guidelines for planning student internet experiences, such as selecting appropriate websites and setting clear learning objectives. It also offers strategies for using a single classroom computer, such as having students work individually or cooperatively on projects. Examples of instructional uses of the internet include communicating with other classes, taking virtual field trips, and researching information. The document concludes by mentioning student start pages and teacher resource websites.
Module 5 ppt
This document discusses the benefits of integrating technology into the classroom. It summarizes current research finding that technology keeps students focused, excited to learn, and able to learn at their own pace while preparing them for the future. Technology also supports students' thinking processes, motivation, self-esteem, and equity while promoting the school structure. When utilized properly in the classroom, technology can increase student involvement through multi-sensory learning and differentiation, help English language learners master English, and encourage shy students to willingly interact. The document outlines steps for integrating multimedia into the classroom and lists resources available to staff.
Lunch and learn
This document discusses using technology in the classroom. It provides tips for facilitating group activities using Google Docs, managing group activities by assigning roles and ensuring accountability, conducting research by asking questions and gathering/analyzing evidence, and communicating final projects using tools like PowerPoint. It also offers strategies for managing single and multi-computer classrooms as well as using handheld devices and tablets/laptops for assessments, projects, and accessing information. The document concludes that technology benefits students by allowing virtual field trips, discovery of new resources, and knowledge acquisition needed for 21st century learning.
Digital Learning Objects
Digital learning objects (DLOs) are educational resources delivered online that can be used modularly and are reusable. They include presentations, web guides, screencasts, videos, lectures, quizzes and virtual exhibits. As online learning evolves, there will be greater participation from traditional universities, more hybrid courses, and curated open access DLOs that use mixed media. The future may also include gamified DLOs, integration of digital humanities tools like text mining and GIS, and students creating knowledge through DLOs.
TNT Webinar: Creating and Using Digital Learning Objects for Library Instruction
This document discusses creating and using digital learning objects for library instruction. It begins by explaining the limitations of one-shot instruction sessions and how online instruction offers possibilities to extend learning beyond the classroom. Digital learning objects like online learning modules can help by focusing on higher-level concepts and engaging students outside of class. The document then provides examples of digital learning objects like videos and tutorials. It also discusses best practices for designing online learning modules using software like Adobe Captivate, including clearly stating objectives and dividing content into interactive units.
Projected and non projected displayed materials in Islamic education
This document discusses various projected and non-projected instructional materials that can be used to enhance learning in Islamic education. It provides examples of different software that can be used to create presentation slides, including Microsoft PowerPoint, Prezi, Articulate Presenter, Storyline, PowToon, ToonTastic, Echo 360, GoAnimate, and VideoScribe. It also discusses tools like Swivl that can record classroom presentations and discussions. While many new technologies are available, the document concludes that it is up to teachers to utilize these tools effectively and creatively depending on their needs and preferences.
ALE_Overview
The document describes the key features of the Acatar Learning Environment including:
1) Intuitive user interfaces and course content that is easy to navigate on desktop, tablet, and mobile. Students can track upcoming assignments, lectures and events via a "To-Do" list.
2) Calendars keep students organized and allow them to easily see assignment due dates. Content is directly linked from the calendar.
3) Instructors can easily create and modify course content without spending much time loading it. Every course element can be hidden or revealed based on time or dependencies.
4) Real-time collaboration tools allow students and instructors to communicate and work together online through chat, video conferencing
Implementing e learning
This document discusses implementing e-learning solutions in education. It defines e-learning and outlines some of its key benefits, including cost effectiveness, time savings, and minimizing travel costs. It also explores various collaboration and communication tools that can be used, such as email, discussion boards, and online presentations. Different instructional design models and frameworks are mentioned, including Merril's principles of instruction and Bloom's taxonomy. The document advocates leveraging technology to enhance learning outcomes and encourage student creativity. It provides best practices for media use and managing virtual classrooms, such as maintaining a dependable calendar and communicating clearly with students.
Recommended
Using the internet in the elementary schools
This document discusses using the internet in elementary school classrooms. It provides guidelines for planning student internet experiences, such as selecting appropriate websites and setting clear learning objectives. It also offers strategies for using a single classroom computer, such as having students work individually or cooperatively on projects. Examples of instructional uses of the internet include communicating with other classes, taking virtual field trips, and researching information. The document concludes by mentioning student start pages and teacher resource websites.
Module 5 ppt
This document discusses the benefits of integrating technology into the classroom. It summarizes current research finding that technology keeps students focused, excited to learn, and able to learn at their own pace while preparing them for the future. Technology also supports students' thinking processes, motivation, self-esteem, and equity while promoting the school structure. When utilized properly in the classroom, technology can increase student involvement through multi-sensory learning and differentiation, help English language learners master English, and encourage shy students to willingly interact. The document outlines steps for integrating multimedia into the classroom and lists resources available to staff.
Lunch and learn
This document discusses using technology in the classroom. It provides tips for facilitating group activities using Google Docs, managing group activities by assigning roles and ensuring accountability, conducting research by asking questions and gathering/analyzing evidence, and communicating final projects using tools like PowerPoint. It also offers strategies for managing single and multi-computer classrooms as well as using handheld devices and tablets/laptops for assessments, projects, and accessing information. The document concludes that technology benefits students by allowing virtual field trips, discovery of new resources, and knowledge acquisition needed for 21st century learning.
Digital Learning Objects
Digital learning objects (DLOs) are educational resources delivered online that can be used modularly and are reusable. They include presentations, web guides, screencasts, videos, lectures, quizzes and virtual exhibits. As online learning evolves, there will be greater participation from traditional universities, more hybrid courses, and curated open access DLOs that use mixed media. The future may also include gamified DLOs, integration of digital humanities tools like text mining and GIS, and students creating knowledge through DLOs.
TNT Webinar: Creating and Using Digital Learning Objects for Library Instruction
This document discusses creating and using digital learning objects for library instruction. It begins by explaining the limitations of one-shot instruction sessions and how online instruction offers possibilities to extend learning beyond the classroom. Digital learning objects like online learning modules can help by focusing on higher-level concepts and engaging students outside of class. The document then provides examples of digital learning objects like videos and tutorials. It also discusses best practices for designing online learning modules using software like Adobe Captivate, including clearly stating objectives and dividing content into interactive units.
Projected and non projected displayed materials in Islamic education
This document discusses various projected and non-projected instructional materials that can be used to enhance learning in Islamic education. It provides examples of different software that can be used to create presentation slides, including Microsoft PowerPoint, Prezi, Articulate Presenter, Storyline, PowToon, ToonTastic, Echo 360, GoAnimate, and VideoScribe. It also discusses tools like Swivl that can record classroom presentations and discussions. While many new technologies are available, the document concludes that it is up to teachers to utilize these tools effectively and creatively depending on their needs and preferences.
ALE_Overview
The document describes the key features of the Acatar Learning Environment including:
1) Intuitive user interfaces and course content that is easy to navigate on desktop, tablet, and mobile. Students can track upcoming assignments, lectures and events via a "To-Do" list.
2) Calendars keep students organized and allow them to easily see assignment due dates. Content is directly linked from the calendar.
3) Instructors can easily create and modify course content without spending much time loading it. Every course element can be hidden or revealed based on time or dependencies.
4) Real-time collaboration tools allow students and instructors to communicate and work together online through chat, video conferencing
Implementing e learning
This document discusses implementing e-learning solutions in education. It defines e-learning and outlines some of its key benefits, including cost effectiveness, time savings, and minimizing travel costs. It also explores various collaboration and communication tools that can be used, such as email, discussion boards, and online presentations. Different instructional design models and frameworks are mentioned, including Merril's principles of instruction and Bloom's taxonomy. The document advocates leveraging technology to enhance learning outcomes and encourage student creativity. It provides best practices for media use and managing virtual classrooms, such as maintaining a dependable calendar and communicating clearly with students.
Top ten tech tools
This document discusses 10 different digital tools and their uses for education:
1. Google Drive - Can be accessed anywhere and allows for collaboration on documents and monitoring of student progress. Suggested for group projects.
2. Dropbox - Simple to use for sharing large files. Suggested for storing and sharing documents.
3. YouTube - Useful for visual learning and sharing student work. Suggested for research, delivering lessons, and student productions.
4. Wikispaces - Allows for collaborative research and editing. Suggested for establishing revision platforms and interactive activities.
5. Prezi - Easy to build and share presentations. Suggested for delivering lessons and allowing student choice.
6. Google -
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Blended learning, pedagogy, technology and space in a connected world: Implications for institutions, teachers and students.
Integrating technology in the classroom1
This document discusses the benefits of integrating technology into the classroom. It outlines how technology can improve student learning by engaging them more and promoting skills like problem solving. It also notes schools benefit from cost savings when transitioning to digital materials. The document then covers four key components of effective technology integration: active engagement, participation in groups, frequent interaction, and connecting learning to the real world. Finally, it addresses overcoming fears some teachers have about technology and provides examples of tools that can be used, such as interactive whiteboards, student information systems, and presentation software.
Edu614 session 5 sf 13 at
The document provides an agenda for an assistive technology course. It outlines topics to be covered including augmentative communication, Universal Design for Learning (UDL), assistive technology, and the iPad. It assigns a student project to demonstrate skills with assistive technology applications. It also provides information on resources for assistive technology, including the Department of Elementary and Secondary Education, MassMatch for borrowing devices, and the National Center to Improve Practice in Special Education. Key frameworks for matching students to assistive technology are explained, including the SETT Framework and UDL principles.
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Learning spaces need to encompass formal teaching spaces, informal learning spaces and virtual learning and teaching spaces. The combination of space, pedagogy and technology needs to be seamlessly integrated to support 21st Century learning. Learning spaces must utilise new technology and flexibility to enable active learning and meet student expectations and accommodate different teaching approaches. In this session, Professor Mike Keppell will reflect on different institutional approaches in addressing student learning by choreographing space, technology and pedagogy to achieve Institutional goals. Professor Keppell is an internationally respected academic and has held leadership roles across six universities. In this session he will to discuss his experience in transformational teaching and learning spaces that require the blend of technological tools and pedagogical practices to meet teacher and learner expectations. Case studies from different universities will be presented in the points below:
" Pedagogy, space and technology: What's new? How have the three elements evolved? How do they all relate
" Swinburne University of Technology Learning Space Case Study
" European Learning space Case study
" Malaysian University Case Study
1-to-1 is Not Enough
This document summarizes a presentation by Dr. Leigh Zeitz on implementing 1:1 learning environments. Some key points:
- Research reviewed 996 1:1 learning programs between 2010-2012 across 42 and then 100 school districts in Iowa.
- Successful 1:1 programs require goals and planning around areas like procurement, support, curriculum integration, professional development and infrastructure.
- Teachers need to control how technology is used and adapt materials to incorporate devices. Emphasis should be on project-based learning.
- When implemented well, 1:1 programs allow students to complete complex tasks using technology as a tool, and teachers change their expectations of students' technology skills.
- Professional development
Flexible learning
The document provides guidance for faculty on developing flexible learning resources and units. It recommends:
1) Planning units that build on foundational courses and involve collaborative, student-centered learning with online engagement.
2) Seeking support from colleagues, departments, and university services to aid development.
3) Creating reusable resources that emphasize learning engagement over content delivery and allow shifting pedagogical approaches from teacher-directed to student-directed.
4) Carefully planning timelines and being upfront about challenges to ensure units are ready by start dates.
Technology Enhanced Learning Design Briefing
The document discusses technology enhanced learning design. It defines learning design as the description of teaching and learning processes within a learning event or module. An iterative, evidence-based approach to learning design is advocated. Learning design is broader than instructional design as it considers all tools, resources and methods used. Conceptual models for learning design include personas, maps and templates. Levels of design include curriculum, module and activity levels. Technology enhanced learning design focuses on evidence-based activity design considering student activity, outcomes, support, technology and practice improvement. A variety of tools for content delivery, assessment, collaboration and student support are discussed. Regular evaluation and reflection on practice is emphasized.
Integrating Technology in a Classroom Lesson: Step-by-Step instructions on ho...
The document provides step-by-step instructions for integrating technology into classroom lessons. It outlines 6 steps: 1) plan the lesson without technology; 2) identify available resources; 3) research relevant technology standards; 4) write learning objectives incorporating technology; 5) determine how technology use will be assessed; and 6) finalize the lesson plan integrating technology. Examples are given for each step using a sample 6th grade social studies lesson on influential minorities. The goal is for educators to create lessons enhancing instruction through appropriate technology use.
Technologyintegration
It defines technology integration as using technology to support instruction across content areas in a way that engages students in meaningful learning and allows them to demonstrate their knowledge creatively. It is not just using computers occasionally, but rather integrating technology into daily classroom activities. When done effectively, technology integration shifts the classroom from a teacher-centered model to a more student-centered environment that stimulates students through multi-sensory and multi-path activities using multimedia. The document provides some examples of how teachers can use technology to support differentiated instruction and engage students in small group work through activities, research, projects and communication tools.
Pedagogical concerns for classroom practice
The document discusses pedagogical concerns for using technology in the classroom. It addresses how computers can aid teachers by allowing for more autonomous learning, how software should offer different interfaces to accommodate different learning styles and involve learners in decision making. It also discusses how learners benefit from reflecting on their learning with peers and adapting materials. Finally, it notes that the environment must support flexible, collaborative, and autonomous learning through individual devices and wireless networks to fully realize the benefits of technology in education.
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This document discusses blended learning and finding the right mix of online and face-to-face teaching methods. It defines blended learning as integrating online and face-to-face instruction in a planned manner. When designing blended learning, considerations include understanding learners, content, and learning processes. The right mix should provide flexibility, repetition, aligned learning goals and assessments, and build digital literacy. A framework is presented to determine where, when, and how many learners are involved. Various tools are discussed that can be used such as videos, communication tools, collaboration tools, and content curation tools. Challenges and opportunities of blended learning are also presented.
E learning group presentation
E-learning is defined as learning facilitated through information and communication technologies. It includes delivering courses online, assessments, communications between students and teachers, using internet resources, and other learning activities involving technology. E-learning is supported by cognitivist and constructivist learning theories. Cognitivism views the learner as processing information from the teacher, while constructivism sees the learner constructing their own knowledge as an autonomous learner. Benefits of e-learning include accommodating different learning styles, self-paced learning, enhancing collaboration and computer skills. Successful e-learning delivery involves having an online presence, clarifying expectations, confirming understanding, aligning assessment, building motivation, managing time, focusing on understanding, incorporating teamwork,
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Edu614 session 5 summer 13 AT, iPad
This document provides an agenda and resources for a session on assistive technology and iPads in the classroom. It includes:
1) An introduction to assistive technology and augmentative communication as well as a demonstration of apps like PhotoPeach, QR codes, Symbaloo, and Glogster.
2) Information on using tools like Vimeo and Moodle for flipped classroom activities.
3) Resources on the SETT framework, universal design for learning, accessible instructional materials, and assistive technology evaluation through questions to consider for students.
4) An overview of how iPads can be used as an assistive technology tool in the classroom along with a list of recommended apps
Teaching Writing With Technology
This document provides guidance for teaching writing with technology. It outlines benefits such as enhancing writing skills, accommodating different learning styles, and increasing computer literacy. Potential objections like the time commitment are addressed. The document recommends beginning by considering teaching goals and how technology can support them, visually organizing content, and creating a map of student online activities. It suggests some technologies to consider and emphasizes not giving up if things do not work perfectly the first time. Collaboration and having fun are also encouraged.
FRC Learning
This document discusses ItsLearning, an LMS (learning management system) that provides tools to plan, engage, teach, assess, reflect, and report on the learning process. It allows teachers to store resources, create lesson plans, connect to curriculums, and tailor materials for different students. Students benefit from having all class materials and resources organized in one place. The LMS also provides tools for collaboration, assessment, feedback, and reflection. Reporting features allow stakeholders to view learning outcomes. ItsLearning currently has over 200 employees and millions of users around the globe.
Technology in Education - Priya Krishnan, Sujaya Schools
Priya Krishnan shows how Sujaya Schools leveraged technology to improve student learning outcomes. Presentation given at the NISA School Leaders Summit.
The objective of this summit was to provide a platform for school owners and school leaders from affordable private schools to share best practices across multiple areas of school efficacy.
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Universal Design for Learning (UDL) is an educational framework that provides equal opportunities for all students to learn by removing barriers. A UDL school has accessible classrooms with adjustable furniture, technology supports, and flexible grouping. Teachers receive ongoing training and support collaborative planning. Instruction uses multiple formats and media, feedback, and adjustable levels of challenge. Assessments are frequent, formative, and flexible to support learner variability.
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EDLM6200 - Reflective-Reflexive Practices in Technology Enabled Environments
Link for full lesson plan: https://drive.google.com/file/d/17adoZAcv0x5clfB0IbgXc328d08awnJ3/view?usp=sharing
In today’s slideshare, we look at the use of digital technology to enhance reflective-reflexive practice in a 5E lesson plan. It is in response to a teacher’s sudden and drastic shift from the traditional classroom to a strictly online learning environment. While learning takes place in the synchronous environment through live conferences, it is supported using an asynchronous learning management platform.
The 5e model of instruction will empower the students to take responsibility for their own learning. The teacher will guide the students through the five phases - engage, explore, explain, elaborate, and evaluate. Students will engage in reflective-reflexive practice in each phase using online digital tools.. The reflective-reflexive process will incorporate works from reflective gurus such as
Kolb - learning through experience
Gibbs - emotional feelings, action plan
Brookfield - four critical lenses - self, peers, experts and literature
Schön’s reflective models - reflection before, during and after
SD57 - from December 3 school board meeting - Tech presentation
1) The school district developed a technology plan in 2011 after gathering feedback from staff on how technology could enhance student learning. The plan focused on improving wireless connectivity, web applications, policies, and internet connections across schools.
2) Key goals included providing wireless access at all schools, developing an online learning portal, updating policies for privately-owned devices, and upgrading internet connections which has now been completed.
3) Moving forward, the district aims to empower learning through increased use of online resources, collaboration tools, and professional development while ensuring compliance with data privacy laws.
Blended learning MALL TESOL March 2015 - Palalas, A.
This document discusses blended learning and provides definitions and perspectives on blended learning. It defines blended learning as the thoughtful fusion of online and face-to-face learning experiences. Recent perspectives see blended learning as leveraging technology to provide personalized learning experiences that combine supervised brick-and-mortar locations with various modalities. Blended learning provides benefits to both students and institutions by increasing engagement, flexibility, access and developing 21st century skills when implemented effectively.
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Top ten tech tools
This document discusses 10 different digital tools and their uses for education:
1. Google Drive - Can be accessed anywhere and allows for collaboration on documents and monitoring of student progress. Suggested for group projects.
2. Dropbox - Simple to use for sharing large files. Suggested for storing and sharing documents.
3. YouTube - Useful for visual learning and sharing student work. Suggested for research, delivering lessons, and student productions.
4. Wikispaces - Allows for collaborative research and editing. Suggested for establishing revision platforms and interactive activities.
5. Prezi - Easy to build and share presentations. Suggested for delivering lessons and allowing student choice.
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EduTECH 2018
Blended learning, pedagogy, technology and space in a connected world: Implications for institutions, teachers and students.
Integrating technology in the classroom1
This document discusses the benefits of integrating technology into the classroom. It outlines how technology can improve student learning by engaging them more and promoting skills like problem solving. It also notes schools benefit from cost savings when transitioning to digital materials. The document then covers four key components of effective technology integration: active engagement, participation in groups, frequent interaction, and connecting learning to the real world. Finally, it addresses overcoming fears some teachers have about technology and provides examples of tools that can be used, such as interactive whiteboards, student information systems, and presentation software.
Edu614 session 5 sf 13 at
The document provides an agenda for an assistive technology course. It outlines topics to be covered including augmentative communication, Universal Design for Learning (UDL), assistive technology, and the iPad. It assigns a student project to demonstrate skills with assistive technology applications. It also provides information on resources for assistive technology, including the Department of Elementary and Secondary Education, MassMatch for borrowing devices, and the National Center to Improve Practice in Special Education. Key frameworks for matching students to assistive technology are explained, including the SETT Framework and UDL principles.
Empowering active learning of higher education students through space, pedago...
Learning spaces need to encompass formal teaching spaces, informal learning spaces and virtual learning and teaching spaces. The combination of space, pedagogy and technology needs to be seamlessly integrated to support 21st Century learning. Learning spaces must utilise new technology and flexibility to enable active learning and meet student expectations and accommodate different teaching approaches. In this session, Professor Mike Keppell will reflect on different institutional approaches in addressing student learning by choreographing space, technology and pedagogy to achieve Institutional goals. Professor Keppell is an internationally respected academic and has held leadership roles across six universities. In this session he will to discuss his experience in transformational teaching and learning spaces that require the blend of technological tools and pedagogical practices to meet teacher and learner expectations. Case studies from different universities will be presented in the points below:
" Pedagogy, space and technology: What's new? How have the three elements evolved? How do they all relate
" Swinburne University of Technology Learning Space Case Study
" European Learning space Case study
" Malaysian University Case Study
1-to-1 is Not Enough
This document summarizes a presentation by Dr. Leigh Zeitz on implementing 1:1 learning environments. Some key points:
- Research reviewed 996 1:1 learning programs between 2010-2012 across 42 and then 100 school districts in Iowa.
- Successful 1:1 programs require goals and planning around areas like procurement, support, curriculum integration, professional development and infrastructure.
- Teachers need to control how technology is used and adapt materials to incorporate devices. Emphasis should be on project-based learning.
- When implemented well, 1:1 programs allow students to complete complex tasks using technology as a tool, and teachers change their expectations of students' technology skills.
- Professional development
Flexible learning
The document provides guidance for faculty on developing flexible learning resources and units. It recommends:
1) Planning units that build on foundational courses and involve collaborative, student-centered learning with online engagement.
2) Seeking support from colleagues, departments, and university services to aid development.
3) Creating reusable resources that emphasize learning engagement over content delivery and allow shifting pedagogical approaches from teacher-directed to student-directed.
4) Carefully planning timelines and being upfront about challenges to ensure units are ready by start dates.
Technology Enhanced Learning Design Briefing
The document discusses technology enhanced learning design. It defines learning design as the description of teaching and learning processes within a learning event or module. An iterative, evidence-based approach to learning design is advocated. Learning design is broader than instructional design as it considers all tools, resources and methods used. Conceptual models for learning design include personas, maps and templates. Levels of design include curriculum, module and activity levels. Technology enhanced learning design focuses on evidence-based activity design considering student activity, outcomes, support, technology and practice improvement. A variety of tools for content delivery, assessment, collaboration and student support are discussed. Regular evaluation and reflection on practice is emphasized.
Integrating Technology in a Classroom Lesson: Step-by-Step instructions on ho...
The document provides step-by-step instructions for integrating technology into classroom lessons. It outlines 6 steps: 1) plan the lesson without technology; 2) identify available resources; 3) research relevant technology standards; 4) write learning objectives incorporating technology; 5) determine how technology use will be assessed; and 6) finalize the lesson plan integrating technology. Examples are given for each step using a sample 6th grade social studies lesson on influential minorities. The goal is for educators to create lessons enhancing instruction through appropriate technology use.
Technologyintegration
It defines technology integration as using technology to support instruction across content areas in a way that engages students in meaningful learning and allows them to demonstrate their knowledge creatively. It is not just using computers occasionally, but rather integrating technology into daily classroom activities. When done effectively, technology integration shifts the classroom from a teacher-centered model to a more student-centered environment that stimulates students through multi-sensory and multi-path activities using multimedia. The document provides some examples of how teachers can use technology to support differentiated instruction and engage students in small group work through activities, research, projects and communication tools.
Pedagogical concerns for classroom practice
The document discusses pedagogical concerns for using technology in the classroom. It addresses how computers can aid teachers by allowing for more autonomous learning, how software should offer different interfaces to accommodate different learning styles and involve learners in decision making. It also discusses how learners benefit from reflecting on their learning with peers and adapting materials. Finally, it notes that the environment must support flexible, collaborative, and autonomous learning through individual devices and wireless networks to fully realize the benefits of technology in education.
Blended_Conference_pres_v4_MR
This document discusses blended learning and finding the right mix of online and face-to-face teaching methods. It defines blended learning as integrating online and face-to-face instruction in a planned manner. When designing blended learning, considerations include understanding learners, content, and learning processes. The right mix should provide flexibility, repetition, aligned learning goals and assessments, and build digital literacy. A framework is presented to determine where, when, and how many learners are involved. Various tools are discussed that can be used such as videos, communication tools, collaboration tools, and content curation tools. Challenges and opportunities of blended learning are also presented.
E learning group presentation
E-learning is defined as learning facilitated through information and communication technologies. It includes delivering courses online, assessments, communications between students and teachers, using internet resources, and other learning activities involving technology. E-learning is supported by cognitivist and constructivist learning theories. Cognitivism views the learner as processing information from the teacher, while constructivism sees the learner constructing their own knowledge as an autonomous learner. Benefits of e-learning include accommodating different learning styles, self-paced learning, enhancing collaboration and computer skills. Successful e-learning delivery involves having an online presence, clarifying expectations, confirming understanding, aligning assessment, building motivation, managing time, focusing on understanding, incorporating teamwork,
Edac635 finalpresentation
This hybrid course introduces students to Microsoft Office Suite programs. Students will meet face-to-face 4 times over the semester, with most learning done through online tutorials and videos. By the end of the course, students will be able to create documents, workbooks, and other materials in Office programs. They will also plan a complete trip itinerary to a destination of their choice using the Office skills learned. The course aims to help both traditional and non-traditional students learn essential computer applications.
Edu614 session 5 summer 13 AT, iPad
This document provides an agenda and resources for a session on assistive technology and iPads in the classroom. It includes:
1) An introduction to assistive technology and augmentative communication as well as a demonstration of apps like PhotoPeach, QR codes, Symbaloo, and Glogster.
2) Information on using tools like Vimeo and Moodle for flipped classroom activities.
3) Resources on the SETT framework, universal design for learning, accessible instructional materials, and assistive technology evaluation through questions to consider for students.
4) An overview of how iPads can be used as an assistive technology tool in the classroom along with a list of recommended apps
Teaching Writing With Technology
This document provides guidance for teaching writing with technology. It outlines benefits such as enhancing writing skills, accommodating different learning styles, and increasing computer literacy. Potential objections like the time commitment are addressed. The document recommends beginning by considering teaching goals and how technology can support them, visually organizing content, and creating a map of student online activities. It suggests some technologies to consider and emphasizes not giving up if things do not work perfectly the first time. Collaboration and having fun are also encouraged.
FRC Learning
This document discusses ItsLearning, an LMS (learning management system) that provides tools to plan, engage, teach, assess, reflect, and report on the learning process. It allows teachers to store resources, create lesson plans, connect to curriculums, and tailor materials for different students. Students benefit from having all class materials and resources organized in one place. The LMS also provides tools for collaboration, assessment, feedback, and reflection. Reporting features allow stakeholders to view learning outcomes. ItsLearning currently has over 200 employees and millions of users around the globe.
Technology in Education - Priya Krishnan, Sujaya Schools
Priya Krishnan shows how Sujaya Schools leveraged technology to improve student learning outcomes. Presentation given at the NISA School Leaders Summit.
The objective of this summit was to provide a platform for school owners and school leaders from affordable private schools to share best practices across multiple areas of school efficacy.
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Similar to Lunch & Learn
Universal design for learning pp
Universal Design for Learning (UDL) is an educational framework that provides equal opportunities for all students to learn by removing barriers. A UDL school has accessible classrooms with adjustable furniture, technology supports, and flexible grouping. Teachers receive ongoing training and support collaborative planning. Instruction uses multiple formats and media, feedback, and adjustable levels of challenge. Assessments are frequent, formative, and flexible to support learner variability.
A 5E Lesson Plan to Promote the Use of Reflective-Reflexive Practices by In...
EDLM6200 - Reflective-Reflexive Practices in Technology Enabled Environments
Link for full lesson plan: https://drive.google.com/file/d/17adoZAcv0x5clfB0IbgXc328d08awnJ3/view?usp=sharing
In today’s slideshare, we look at the use of digital technology to enhance reflective-reflexive practice in a 5E lesson plan. It is in response to a teacher’s sudden and drastic shift from the traditional classroom to a strictly online learning environment. While learning takes place in the synchronous environment through live conferences, it is supported using an asynchronous learning management platform.
The 5e model of instruction will empower the students to take responsibility for their own learning. The teacher will guide the students through the five phases - engage, explore, explain, elaborate, and evaluate. Students will engage in reflective-reflexive practice in each phase using online digital tools.. The reflective-reflexive process will incorporate works from reflective gurus such as
Kolb - learning through experience
Gibbs - emotional feelings, action plan
Brookfield - four critical lenses - self, peers, experts and literature
Schön’s reflective models - reflection before, during and after
SD57 - from December 3 school board meeting - Tech presentation
1) The school district developed a technology plan in 2011 after gathering feedback from staff on how technology could enhance student learning. The plan focused on improving wireless connectivity, web applications, policies, and internet connections across schools.
2) Key goals included providing wireless access at all schools, developing an online learning portal, updating policies for privately-owned devices, and upgrading internet connections which has now been completed.
3) Moving forward, the district aims to empower learning through increased use of online resources, collaboration tools, and professional development while ensuring compliance with data privacy laws.
Blended learning MALL TESOL March 2015 - Palalas, A.
This document discusses blended learning and provides definitions and perspectives on blended learning. It defines blended learning as the thoughtful fusion of online and face-to-face learning experiences. Recent perspectives see blended learning as leveraging technology to provide personalized learning experiences that combine supervised brick-and-mortar locations with various modalities. Blended learning provides benefits to both students and institutions by increasing engagement, flexibility, access and developing 21st century skills when implemented effectively.
technologystandardsinfographic.pptx
The document discusses blended learning and its advantages and disadvantages in the classroom. It notes that blended learning supports flexible schedules, access to materials anywhere, self-paced learning, and better feedback and communication. However, it requires continuous training, disciplined student work, meeting deadlines, and technology support for all students. The conclusion is that blended learning provides an effective model for education but also challenges that must be addressed.
technologystandardsinfographic.pptx
The document discusses ways to bridge the digital divide in educational settings. It recommends that educators educate students on responsible technology use, including digital safety, plagiarism, and privacy. Teachers should also strive to understand students' technology preferences and experiences to better relate to them. Clear expectations, guidelines, and consequences around technology use and academic integrity need to be communicated to hold both students and educators accountable. This comprehensive approach can help mature students and improve education.
technologystandardsinfographic.pptx
Here are some key reasons to involve the community in technology integration efforts in schools:
1. Resources - Community partners like local businesses, non-profits, and higher education institutions can provide resources like funding, equipment donations, expertise, and volunteers to support technology initiatives. This helps expand what schools are able to do.
2. Relevance - Involving the community helps ensure technology skills taught are relevant to real world needs and careers. Community input can guide curriculum and project development.
3. Partnerships - Strong community partnerships provide opportunities for student internships, apprenticeships, career exposure, and mentorships. This helps students better understand potential career paths.
4. Shared responsibility - When the community is invested,
technologystandardsinfographic.pptx
The document discusses Pennsylvania's academic technology standards and how they compare to the International Society for Technology in Education (ISTE) standards. It provides an overview of the key components of Pennsylvania's standards, which focus on six technology strands. It also summarizes the categories of ISTE standards and the concepts within each category. Some similarities between the Pennsylvania standards and ISTE standards are that they both emphasize the importance of technology for advancing learning, responsible technology use, and inquiry-based learning. Differences are that Pennsylvania standards focus more on student achievements while ISTE prioritizes student ownership of learning.
Interactive instruction
The document provides guidance on integrating technology into the classroom, including care of hardware, effective integration strategies, and examples of Web 2.0 tools. It recommends turning off projectors, document cameras, and student computers when not in use to save resources. Effective integration is defined as using technology to teach content through engaging instructional practices. Examples of tools mentioned include blogs, wikis, social bookmarking, open source software, and free online resources. The document emphasizes using technology to meet learning objectives and develop higher-order thinking skills.
UDL Presentation
Universal Design for Learning (UDL) is a framework based on cognitive neuroscience that provides flexibility in how information is presented, how students respond or demonstrate knowledge and skills, and how students are engaged. The goal is to meet the needs of all learners by reducing barriers in instruction. UDL principles include providing multiple means of representation, action and expression, and engagement. Examples of applying UDL include using technology, varied instructional methods, and considering how different brain networks process information.
Current Trends in Educational Technology
This presentation addresses student technology ownership patterns and preferences, hybrid learning models, as well as innovations/developments in microlearning, collaborative learning, and microcredentialing.
Principles of selecting educational application
The document discusses factors to consider when selecting classroom technology. It defines technology as tools that help teachers deliver lessons, from low-tech like paper and pens to high-tech like blogs and mobile devices. Five key factors for selecting technology are outlined: 1) improving student achievement, 2) budget, 3) equitable access, 4) classroom conditions, and 5) sustainability. Additional principles discussed include understanding student needs, choosing age-appropriate materials, and shifting to more student-centered learning with technology. A variety of specific technology tools are also listed.
Principles of selecting educational application (1)
The document discusses factors to consider when selecting classroom technology. It defines technology as tools that help teachers deliver lessons, from low-tech like paper and pens to high-tech like blogs and mobile devices. Five key factors for selecting technology are outlined: 1) improving student achievement, 2) budget, 3) equitable access, 4) classroom conditions, and 5) sustainability. Additional principles discussed include understanding student needs, choosing age-appropriate materials, and shifting to more student-centered learning with technology. A variety of specific technology tools are also listed.
Principles of selecting educational application
The document discusses factors to consider when selecting classroom technology. It defines technology as tools that help teachers deliver lessons, from low-tech like paper and pens to high-tech like blogs and mobile devices. Five key factors for selecting technology are outlined: 1) improving student achievement, 2) budget, 3) equitable access, 4) classroom conditions, and 5) sustainability. Additional principles discussed include understanding student needs, choosing age-appropriate materials, and shifting to more student-centered learning with technology. A variety of specific technological tools are recommended for classroom use, including Microsoft PowerPoint, interactive simulations, and mobile learning apps.
Instructional system group ppt
This document discusses instructional technology and instructional systems. It provides definitions of instructional design and instructional systems design. It outlines the history of instructional systems from World War II to present day. It also discusses skills used in the classroom like pre-instructional skills, teaching skills, and the ADDIE instructional design model. Objectives of instructional systems are to help students learn better through technology. Techniques like audio, visual, and role play are used. While technology provides benefits, there are also disadvantages like laziness, cost, and lack of support.
Innovative Delivery Doesn’t Just Happen by Accident
To refresh our courses one first needs to pause and take stock
Our digital ecologies are changing because the way we are wanting to teach and examine is changing. Moving forward, we see L&T using new and more engaging forms of technology, designed to help our students not just learn disciplinary skills, but to find new ways of engaging with their peers. Improvement is a deliberate act that involves planning and execution. We need to find the new tools and techniques to help us with our teaching. We will look at some possible affordances you can enjoy when you are ready to pause and take stock.
Advanced ed 2012 no pics
This document summarizes a professional development session on Universal Design for Learning (UDL). The session goals were to provide an overview of UDL, discuss how to implement UDL in the classroom, and share technology resources. The presenters discussed a collaborative UDL implementation project involving multiple schools and agencies. They reviewed the UDL framework and principles of multiple means of representation, action and expression, and engagement. Examples of UDL strategies and technology tools for the classroom were also presented.
Tech. for teaching report
This document discusses non-digital or conventional instructional support materials. It defines instructional materials as print and non-print items used to impart information to students. Some examples of non-digital materials discussed include writing boards, flip charts, zigzag boards, nature tables, textbooks, posters, dioramas, drawing kits, and display boards. Guidelines for designing effective conventional materials focus on unity, simplicity, legibility, consistency, and clarity. Both non-digital and digital tools can enhance teaching when used appropriately.
Educ 621 Creating an Ideal Technology Environment
The document discusses 7 technologies that are essential for a K-12 classroom: 1) SMARTboards connected to computers and projectors which improve teaching effectiveness and student learning; 2) Handheld devices like iPads which increase engagement and provide multimedia access; 3) Document cameras which allow visual sharing of student work; 4) Teacher-created webpages for improved parent communication; 5) Wikis to promote collaborative learning; 6) These technologies boost classroom communication and provide access to more information for visual learners.
Universal Design for Learning
Universal Design for Learning (UDL) is a framework for curriculum development that provides all students equal opportunities to learn. [1] UDL was inspired by mandates requiring education of all students in general education. [2] UDL's three principles are providing multiple means of representation, action/expression, and engagement. [3] Technology plays an important role in UDL by increasing access and flexibility. [4] UDL supports diversity and reduces barriers for students of all backgrounds.
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Syllabus
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Introduction to objective, scope and outcome the subject
Chapter 2
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- 1. LUNCH & LEARN Donald Andrus CUR/545 April 3, 2017 Instructor: Cheryl Franklin
- 2. INTRODUCTION • Lunch & Learn Professional Development Series on integrating technology in the learning process • Managing technology in the classroom when: • Facilitating group activities • Conducting research • Communicating final projects • How to manage technology in the following aspects: • Classrooms with one computer • Multi-computer classrooms • When using hand held devices • When using iPads, tablets, or laptops
- 3. FACILITATING GROUP ACTIVITIES • Technology offers a lot of good tools for collaborative projects (McGrath, 2004) • Leads to better retention of material • Collaboration can be included within technology and project-based learning. • Students able to communicate, collaborate, and problem solve with peers • Technology engages and motivates students to apply knowledge and skills learned (Maloy, Verock, Edwards, & Woolf, 2017). • Classroom Management • Assign specific roles to learners for group work • Consider group size and balance academic abilities • Use collaborative tools • Google Docs • RealTime Board • Wikis • Blogs
- 4. CONDUCTING RESEARCH • The environment must provide the students with materials that allow them to explore (Smaldino, Lowther, Russell, & Mims, 2015). • Conducting research for information online is an important part of digital literacy • Important skills students should possess • Using search engines effectively • Teachers should provide acceptable/appropriate list of sites and actively monitor • Finding search sites designed for students • Critically evaluating search results including web resource’s accuracy • Classroom Management • Teach students how to use research tools before their use • Instruct on effective online research techniques
- 5. COMMUNICATING FINAL PROJECTS • Social Media Technology • YouTube • Students can use YouTube to post projects for others to view • Google Docs • Cloud-based to allow for multiple users to view simultaneously • Blogs • Publicly accessible sites written by teachers (sometimes with students) to communicate information (Maloy, Verock, Edwards, & Woolf, 2017). • Can communicate class notes inquiry questions, homework assignments, writing ideas, and weblinks for research (Maloy, Verock, Edwards, & Woolf, 2017). • Microblogs like Twitter with a limited number of words and symbols to share ideas and information (Maloy, Verock, Edwards, & Woolf, 2017).
- 6. MANAGING A CLASSROOM WITH A SINGLE COMPUTER • Large group • Utilize data projector to display computer graphics • Discussion and display visuals and key words as needed • Teacher can manipulate data in real-time for entire class • Small Group • One group can work on computer while others work at desk • Students gather to research or present/ create rotation schedule • Learning Centers • Individual or small group • Work on computer as a learning center
- 7. MANAGING A MULTI-COMPUTER CLASSROOM • Students can work on same software simultaneously • Groups of students can share computers if needed • Management • Face computer monitors towards center of room • Teacher can monitor what students are doing • Teacher can actively walk around to monitor student activity • Computer Labs/Laptop carts • All have access to same software • Easy for teacher to monitor and control • Number devices and pair with students
- 8. MANAGING TECHNOLOGY IN A CLASSROOM Hand Held Devices • Communicate clear expectations • Provide students with opportunities to utilize • Games • Software • Communication – class messages • Utilize monitoring programs to send messages to individual devices iPads, Tablets, & Laptops • Communicate clear expectations • Students can work individual or in small groups • Provide opportunities for: • Games • Software • Electronic text books
- 9. TRAINER NOTES/GUIDELINES • Technology can transform teaching & learning by engaging and motivating students to work collaboratively, • Important things to remember: • Organize expectations and learning outcomes in student friendly language • Check technology prior to utilization (have a back-up plan) • Face monitors in same direction to be able to closely check that students remain on task • Provide students with clear guidelines • paper / technology based rubric to help assist students • Utilize a rotation schedule • Enhance lessons by integrating technology (determine goals and objectives FIRST - then determine how you can add technology)
- 10. REFERENCES • Maloy, R. W., Verock, R., Edwards, S. A., & Woolf, B. P. (2017). Transforming learning with new technologies (3rd ed.). Upper Saddle River, NJ: Pearson. • Smaldino, S. E., Lowther, D. L., Russell, J. D., & Mims, C. (2015). Instructional technology and media for Learning (11th ed.). Upper Saddle River, NJ: Pearson.