Presentation with active discussion on
Mobile Learning and Technology Integration Strategies for the Dynamic Classroom
Presented at the UAEU Mobile Learning Conference 2013.
The document discusses the challenges and opportunities for education presented by technological changes and the growth of the knowledge society. It emphasizes that innovation in education requires combining the expertise of various groups, and that end-user innovation, where users develop solutions to meet their own needs, is an important source of innovation. It also examines some of the barriers to implementing innovations in education and strategies for overcoming resistance to change, such as distributed leadership, early sharing of ideas, and empowering teachers through professional development and responsibility.
1) The document outlines the history and evolution of e-learning technologies from the 1980s to present day, including the rise of the internet, learning management systems, open educational resources, mobile devices, gaming technologies, social media, virtual worlds, and MOOCs.
2) It discusses principles of e-learning design including low-cost and sustainable delivery, alignment with assessment and feedback, and alignment with social enterprise.
3) It provides an overview of different levels of online course design from foundational to advanced, emphasizing collaboration and participation at higher levels. The use of open educational resources is also discussed.
The document discusses an EdTech Cadre final project that aims to encourage the transfer of professional development into instructional practices through technology. It details how the Klamath Falls Integrated Technology Cadre was formed in 2007 and requires its members to present Web 2.0 tools to other staff and use technology in their classrooms over two years. The cadre meets four times per year to share information, develop projects, and present evidence of professional development in schools. The overall goal is to improve instructional practices and student learning through improved classroom environments using technology.
The document discusses integrating technology into teaching and describes it as a "wicked problem" that requires creative solutions. It introduces the TPACK framework, which represents the intersection of teachers' technology, pedagogy, and content knowledge. Developing TPACK requires addressing challenges such as preparing digital immigrant teachers and outdated school environments and curricula. Creative solutions to integrating technology should be novel, effective, and whole. Examples are provided, along with a link to a TPACK framework activity.
NOTE: This book DOES NOT include an Access Code Randy Nordell Microsoft Office 2016: In Practice Topic, Instruction, Practice! Microsoft Office 2016: In Practice offers a fresh approach to teaching today's students Microsoft Office skills by clearly introducing skills in a logical sequence: 1) Topic 2) Instruction and 3) Practice. Nordell's T.I.
Computing Essentials 2017 provides an overview of important concepts in information technology. The 432-page paperback book published by McGraw-Hill Education in 2016 discusses how IT affects people, privacy, ethics and the environment using current examples. It also introduces Connect, an online teaching platform that helps students learn and instructors teach more effectively. The document promotes downloading the full book.
Anselm Nye from Queen Mary, University of London shares his experiences of Talis Aspire reading-lists, and being a Talis Aspire Digitised Content beta partner. Open Day, London November, 2012.
The document discusses the challenges and opportunities for education presented by technological changes and the growth of the knowledge society. It emphasizes that innovation in education requires combining the expertise of various groups, and that end-user innovation, where users develop solutions to meet their own needs, is an important source of innovation. It also examines some of the barriers to implementing innovations in education and strategies for overcoming resistance to change, such as distributed leadership, early sharing of ideas, and empowering teachers through professional development and responsibility.
1) The document outlines the history and evolution of e-learning technologies from the 1980s to present day, including the rise of the internet, learning management systems, open educational resources, mobile devices, gaming technologies, social media, virtual worlds, and MOOCs.
2) It discusses principles of e-learning design including low-cost and sustainable delivery, alignment with assessment and feedback, and alignment with social enterprise.
3) It provides an overview of different levels of online course design from foundational to advanced, emphasizing collaboration and participation at higher levels. The use of open educational resources is also discussed.
The document discusses an EdTech Cadre final project that aims to encourage the transfer of professional development into instructional practices through technology. It details how the Klamath Falls Integrated Technology Cadre was formed in 2007 and requires its members to present Web 2.0 tools to other staff and use technology in their classrooms over two years. The cadre meets four times per year to share information, develop projects, and present evidence of professional development in schools. The overall goal is to improve instructional practices and student learning through improved classroom environments using technology.
The document discusses integrating technology into teaching and describes it as a "wicked problem" that requires creative solutions. It introduces the TPACK framework, which represents the intersection of teachers' technology, pedagogy, and content knowledge. Developing TPACK requires addressing challenges such as preparing digital immigrant teachers and outdated school environments and curricula. Creative solutions to integrating technology should be novel, effective, and whole. Examples are provided, along with a link to a TPACK framework activity.
NOTE: This book DOES NOT include an Access Code Randy Nordell Microsoft Office 2016: In Practice Topic, Instruction, Practice! Microsoft Office 2016: In Practice offers a fresh approach to teaching today's students Microsoft Office skills by clearly introducing skills in a logical sequence: 1) Topic 2) Instruction and 3) Practice. Nordell's T.I.
Computing Essentials 2017 provides an overview of important concepts in information technology. The 432-page paperback book published by McGraw-Hill Education in 2016 discusses how IT affects people, privacy, ethics and the environment using current examples. It also introduces Connect, an online teaching platform that helps students learn and instructors teach more effectively. The document promotes downloading the full book.
Anselm Nye from Queen Mary, University of London shares his experiences of Talis Aspire reading-lists, and being a Talis Aspire Digitised Content beta partner. Open Day, London November, 2012.
EML515 Assignment One - Into MultimodalityAllison Day
This presentation was created for a subject in my Master of TESOL with Charles Sturt University.
Please be advised that if you wish to view this presentation, you must download it so that you can hear the audio content.
This is a presentation I have used with teachers in my school district. I begin my presentation by introducing Thinkquest and, depending on the workshop, lead into instruction on project-based learning.
TPACK/TPCK - is it the model for designing learning in the digital age?Vanguard Visions
This document discusses frameworks for designing learning in the digital age. It introduces the TPACK/TPCK framework, which describes the intersections between technological, pedagogical and content knowledge. Other models discussed include SAMR, the Technology Integration Assessment Rubric, and the Arizona Technology Integration Matrix. The document asks how TPACK might look in different contexts and lists some digital learning design approaches along with possible supporting technologies. It promotes the idea that technology integration is more about challenging beliefs about pedagogy than just using technology. The next webinar is announced as focusing on ideas that disrupt and transform education.
This document discusses integrating technology into K-12 pedagogy. It provides an overview of two models for technology integration: the Technological Pedagogical and Content Knowledge (TPACK) model and the Substitution, Augmentation, Modification, Redefinition (SAMR) model. It outlines lessons learned when integrating technology, such as starting slowly, focusing on objectives over expertise, and letting students lead. Both the highs and lows of technology integration are examined, including increased engagement but also increased time demands. Examples of technologies used are discussed, and ideas and questions from attendees are solicited.
Innovation and the future: Y3 ssp 12 13 l15Miles Berry
The technologies whose study properly forms a part of ICT education develop at an exponential rate, with Moore’s law promising a doubling of computing capacity every couple of years, and global industries and innovative individuals continually finding new applications to use such capacity. The extent to which your school makes use of such innovation is, to some degree, in your hands.
After hearing your presentations, we’ll look at some of the issues raised by the rapid pace of technological change and explore some ways in which schools can best make discerning use of new technology. I also explore some current trends and we look at some technologies that may well find a place in the classroom of the not too distant future, or whatever may replace it.
We conclude with a review of the assessment requirements and an opportunity to reflect on the module.
This document provides an overview of three models for understanding technology adoption in education: the Technology Acceptance Model (TAM), the Substitution, Augmentation, Modification, Redefinition (SAMR) model, and the Technological Pedagogical Content Knowledge (TPCK) model. It includes activities for applying each model and discusses survey results finding educators agree that change is a process, reflection is important, and resistance to technology change exists.
There is a difference between technology use and technology integration in education. Technology integration emphasizes incorporating technology resources and practices into daily classroom routines, work, and management in a way that is active, constructive, intentional, authentic, and cooperative. It recognizes technology as an important part of the 21st century academic curriculum. Technology use simply involves using technology like computers for typing reports or PowerPoints without focusing on how it can be integrated into teaching and learning. Technology integration emphasizes the educational importance of technology, while technology use does not.
Integrating technology into education can provide many benefits for students and educators. For students, it can increase performance, especially when interactivity is prominent, improve attitudes and confidence, and help prepare them for the workforce. It also benefits educators by allowing for less directive and more student-centered teaching, increased emphasis on individualized instruction, and greater collaboration. However, technology integration needs to be done effectively and appropriately to truly enhance the learning process and prepare students for the future. The key is to support active engagement, group participation, frequent interaction and feedback, and connections to real-world experts.
This document discusses how technology can positively impact student achievement when implemented effectively. It summarizes a study that found higher test scores, improved behavior, attendance, and grades for students who were part of a computer-integrated instructional program called Project CHILD compared to a control group without increased access. It also notes that teachers need quality training to integrate technology successfully and in a constructivist way to engage learners and reduce behavior issues. Motivation and learning basic skills faster were also benefits seen in studies of English language learners with routine technology access. Overall, informed decisions about technology can lead to many positive changes in schools.
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This document proposes a framework to support teachers in designing ICT lessons for 21st century learning using technological pedagogical content knowledge (TPACK) and design thinking. It argues that design thinking can help teachers address complex factors in lesson design and transform their various forms of TPACK knowledge. The framework depicts the iterative process of design thinking, which involves framing problems, developing ideas and materials, implementing lessons, and reflecting. It suggests teachers draw on different TPACK knowledge domains through guiding questions at each stage to support 21st century learning goals like cognitive, metacognitive, sociocultural, productivity and technological skills. The framework is intended to address limitations of existing ICT lesson design models and help teachers develop lessons engaging students in
Integrating Technology in the Classroom discusses why technology integration is essential for K-12 classrooms. It argues that as technology has become a major part of everyday life, students must learn to use the technologies they will encounter. It provides examples of how technology can make learning fun and engaging for students while allowing for self-paced learning. The document also lists common classroom devices like computers and iPads and provides resources for integrating technology through tools like classroom management apps and differentiated instruction.
The document discusses the Technological Pedagogical Content Knowledge (TPACK) framework for developing effective technology integration in instructional practices. TPACK emphasizes the importance of flexibly drawing from and integrating knowledge of technology, pedagogy, and content, and understanding how these three elements overlap and interact. Studies have found that effective technology use depends on the teaching approaches used alongside the technology, rather than the technology alone, and that content, technology and pedagogy must be considered together rather than separately for technology to enhance learning.
This document provides an overview of integrating digital technologies into the Australian curriculum by:
1) Recapping why ICTs are used in education and suggesting improvements to teaching with technologies.
2) Describing challenges of implementation and models for effective integration of ICTs into pedagogy.
3) Presenting a project on Ancient Greece that provides student choice in activities and assessments to promote engagement.
Learn my top strategies to enable you to successfully integrate technology in preschool using evidence based teaching strategies that will build on a child's technological literacy.
Dan Winter introduces himself in his personal portfolio wiki for EDU5315 Technology Applications for the Classroom. He provides a picture and biography, noting that he works as an instructional technology coach and previously taught science. Winter is taking this class as part of an instructional technology program, and hopes to learn new techniques for implementing technology into curriculum to stay current on educational technology trends and strategies. He created a wiki page to post all course assignments.
IPD Heads of Sixth Form conference - ICT & independent learning (30th Nov 2011)Victoria College
Sacha van Straten discusses how schools can promote independent learning using technology. He argues that technology solutions should make learning more effective by enabling teachers to create adaptable resources with minimal effort. However, technology can overwhelm teachers and become an obstacle rather than a tool that supports learning objectives. The document highlights various technologies like Google Apps, blogs, and Diigo that can help students learn independently, and discusses both pedagogical aims and practical considerations for implementing technology in schools.
This document discusses eLearning and its advantages over traditional classrooms. It outlines the laws of learning that eLearning adheres to, including readiness, exercise, and effect. It then describes the eLearning development process, which involves an instructional design team creating goals, objectives, outlines and storyboards in phases. Testing includes alpha and beta tests to review the eLearning course before full release.
The document discusses integrating technology into education. It argues that computers are tools that can enhance learning rather than subjects on their own. While schools are not spending enough to ensure all students have access to computers, technology can excite students by giving them an audience and does not diminish traditional skills. Standards like the National Educational Technology Standards and programs like Apple Classrooms of Tomorrow have found that with clear goals and design principles, technology adoption in schools can progress from initial struggles to appropriation of tools to changed instructional methods that open up learning.
Creating Digital Resources using Instructional Design PrinciplesNick Yates
The document discusses principles of instructional design that can be applied when creating digital resources. It outlines several multimedia principles supported by research from Mayer and Clark, including the multimedia principle, which states that people learn better from words and pictures than words alone. The modality and redundancy principles recommend against presenting the same information as both on-screen text and narration due to potential cognitive overload. The coherence principle indicates that irrelevant content should be excluded. The document provides examples and exceptions for applying these principles when designing digital resources.
Online learning workshop TESOL Arabia 2015 Nick Yates
The document discusses key aspects of designing and managing online courses, including establishing a culture of learning, using Kemp's instructional design model, and addressing instructional problems, objectives, strategies, and delivery. It emphasizes defining learning outcomes and objectives, using evidence-based practices and formative assessment, and creating an engaging experience for students while reducing isolation. Examples are provided for each section to illustrate concepts. The overall message is that instructional designers should carefully consider factors like pedagogy, communication, and student experience when planning online courses.
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This presentation was created for a subject in my Master of TESOL with Charles Sturt University.
Please be advised that if you wish to view this presentation, you must download it so that you can hear the audio content.
This is a presentation I have used with teachers in my school district. I begin my presentation by introducing Thinkquest and, depending on the workshop, lead into instruction on project-based learning.
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Innovation and the future: Y3 ssp 12 13 l15Miles Berry
The technologies whose study properly forms a part of ICT education develop at an exponential rate, with Moore’s law promising a doubling of computing capacity every couple of years, and global industries and innovative individuals continually finding new applications to use such capacity. The extent to which your school makes use of such innovation is, to some degree, in your hands.
After hearing your presentations, we’ll look at some of the issues raised by the rapid pace of technological change and explore some ways in which schools can best make discerning use of new technology. I also explore some current trends and we look at some technologies that may well find a place in the classroom of the not too distant future, or whatever may replace it.
We conclude with a review of the assessment requirements and an opportunity to reflect on the module.
This document provides an overview of three models for understanding technology adoption in education: the Technology Acceptance Model (TAM), the Substitution, Augmentation, Modification, Redefinition (SAMR) model, and the Technological Pedagogical Content Knowledge (TPCK) model. It includes activities for applying each model and discusses survey results finding educators agree that change is a process, reflection is important, and resistance to technology change exists.
There is a difference between technology use and technology integration in education. Technology integration emphasizes incorporating technology resources and practices into daily classroom routines, work, and management in a way that is active, constructive, intentional, authentic, and cooperative. It recognizes technology as an important part of the 21st century academic curriculum. Technology use simply involves using technology like computers for typing reports or PowerPoints without focusing on how it can be integrated into teaching and learning. Technology integration emphasizes the educational importance of technology, while technology use does not.
Integrating technology into education can provide many benefits for students and educators. For students, it can increase performance, especially when interactivity is prominent, improve attitudes and confidence, and help prepare them for the workforce. It also benefits educators by allowing for less directive and more student-centered teaching, increased emphasis on individualized instruction, and greater collaboration. However, technology integration needs to be done effectively and appropriately to truly enhance the learning process and prepare students for the future. The key is to support active engagement, group participation, frequent interaction and feedback, and connections to real-world experts.
This document discusses how technology can positively impact student achievement when implemented effectively. It summarizes a study that found higher test scores, improved behavior, attendance, and grades for students who were part of a computer-integrated instructional program called Project CHILD compared to a control group without increased access. It also notes that teachers need quality training to integrate technology successfully and in a constructivist way to engage learners and reduce behavior issues. Motivation and learning basic skills faster were also benefits seen in studies of English language learners with routine technology access. Overall, informed decisions about technology can lead to many positive changes in schools.
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This document provides an overview of integrating digital technologies into the Australian curriculum by:
1) Recapping why ICTs are used in education and suggesting improvements to teaching with technologies.
2) Describing challenges of implementation and models for effective integration of ICTs into pedagogy.
3) Presenting a project on Ancient Greece that provides student choice in activities and assessments to promote engagement.
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Mobile Learning and Technology Integration Strategies for the Dynamic Classroom
1. Mobile Learning and
Technology Integration
Strategies for the Dynamic
Classroom
Nicholas Yates
Instructional Designer
Apple Distinguished Educator
@digitalemerge
nicholas.yates@zu.ac.ae
2. Wicked Problems fast
“few hard and
rules”
“complex
”
“not clear
cut”
“illstructured”
“convoluted interaction of multiple
factors”
Koehler & Mishra (2008),
p.9
26. Technology
What are some of the technological
elements
we must think of in a mobile context?
http://tinyurl.com/UAEU1
3
27. Individual Reflection
Think of an activity, lesson,
assignment, project, or unit of
work. Think of how the three
elements interplay within this
context. think of how you
develop it through the
interaction of TPACK.
30. References
Koehler, M., & Mishra, P. (2008). Introducing
TCPK. In J. A. Colbert, K. E. Boyd, K. A. Clark,
S. Guan, J. B. Harris, M. A. Kelly & A. D.
Thompson (Eds.), Handbook of Technological
Pedagogical Content Knowledge (TCPK) for
educators (pp. 3 - 29). Milton Park: Routledge.
Technology integration - seen as wicked by Koehler and Mishra.
When we start to integrate, some factors are known, some are unknown.
not clear cut - things spring up and teachers (and students) need to be
unique - no problem or technology integration is the same so no solution is the same
definitive - each integration is fluid, with many choices along the way. ask 3 different teachers on how they incorporate mobile devices in their class and you’ll get three different integrations.
satisficing - achieving a satisfactory solution
using the term “teaching and learning practice” - lesson, activity, face-to-face, blended, online learning
We need a flexible and integrated base of knowledge p.3
Designing, implementing, planning, reflecting,
Any gerund
I think it is easier to know where we are going to, that is the emergent knowledge from the interaction of our knowledge of technology, content and pedagogy
Think about them in isolation if we need to
We may need to think about the interplay between technology and content - like how language or the human anatomy can be manipulated on a tablet
Or perhaps we need to think the content and how different pedagogy results
But we always come back to TPACK
Tell a story of what was and what became.
I’ll talk about the outline of a teaching and learning instance that I changed based on TPACK thinking and designing.
When I first taught with the relationships unit, there was a small project or active learning task. I wasn’t able to change too much of it, due to time, the first time around.
It did have a language focus that students should focus primarily on the conditionals to talk about relationships. It was described to the teachers as activity based with a prescribed output, a written script.
Activities included reading some unrelated stories from the text.
An example based on Relationship Project
TPACK - when understanding all the elements, Less about relationships and more about authenticity and community involvement
Pedagogy - inquiry based - go into community to explore and discover - communicative
Content - scaffolded question - communication oriented so any language necessary to communicate but guiding towards conditionals in pre-activities - some readings but i searched for relevant readings - included more discussions between students
Technology - integrated device - portable - students prepared for interviews, went out and did interviews - app based and transferrable data and information - workflows - As Michael Shaunessey said, always on.
It certainly helped to think of where I wanted to go with the teaching and learning and almost simultaneously think of isolated components, like the technology, and instantly draw upon my knowledge of content and pedagogy. It is a dynamic interaction.
Instead of a prescribed output, students were free to choose! Most did a video (not of themselves) but some did PuppetPals and one or two did a Keynote. All featured the language
Pedagogical knowledge is deep knowledge about the processes and practices of teaching and learning… (it) applies to student learning, classroom management, less plan development and implementation and student evaluation… it includes knowledge about techniques or methods used in the classroom, the nature of the target audience and strategies for evaluating student understanding.
learning styles
integrated
communicative
inquiry based
constructivist
knowledge of the actual subject matter at the depth needed for different educational contexts
knowledge of concepts, theories, ideas, organisational frameworks, knowledge of evidence and proof, nature of inquiry,
established practices and approaches towards developing such knowledge
discreet knowledge and application of it
subject matter
concepts
organizational theories
what constitutes evidence and proof in discipline
nature of learning
nature of inquiry
curriculum
learning outcomes - content (lessons) and assessment
Proficiency of IT (FITness) goes beyond traditional notions of IT literacy to how we apply it in the many contexts.
knowledge of knowing the technology and to function with it.