The document discusses the National Education Technology Plan (NETP) 2010 and the State of Texas Long-Range Technology Plan 2006-2020. The NETP 2010 aims to fundamentally change learning through technology, next generation assessments, connecting teachers, and building infrastructure. It has five objectives: engaging students through technology, measuring skills with assessments, preparing teachers, providing access to infrastructure, and increasing productivity. The document recommends Angleton ISD align its technology plan with the state and national plans to meet student needs, inform stakeholders, and focus on personalized learning, assessments, teaching resources, and infrastructure access.
Using social media in the teaching and learning process Monica Batac
Monica Batac presented on using social media in teaching and learning. She discussed the challenges teachers face in keeping up with students' technology use and the pressure to integrate social media. However, social media was not designed for education and poses risks if not used properly. Batac encouraged teachers to consider how social media aligns with their instructional approaches and to seek support through professional development and online communities. Her goal was to help teachers navigate social media and maximize its potential for teaching careers.
The document discusses the difference between using technology and integrating technology in the classroom. Using technology refers to simply employing tools like PowerPoint for lectures, while integration means incorporating technology into assignments and lessons in a way that enhances learning. Integration allows students to use technology themselves to gain knowledge, rather than just being presented information through technology. The document argues integration is important because students today expect interactive, on-demand learning that matches their technology skills, and integrating technology better prepares them for the 21st century economy.
The aim of this Agency project which ran between 2012 and 2013 was to collect information on the use of ICT for Inclusion – that is using ICT to support the learning of learners with disabilities and special educational needs in inclusive settings within compulsory education.
For more information visit the project web area: http://www.european-agency.org/agency-projects/ict4i
This is a presentation delivered this May 23, 2011, at the University West (Hogskolan Vast) in Trollhattan, Vastra, Gotaland, Sweden, as the focal point of the round table discussion of the faculty of Digital Media and Informatics.
This document discusses the implications of information and communication technology (ICT) in science education in Pakistan. It notes that Pakistan is ranked 145th in terms of ICT use compared to other countries. The document reviews literature on the use of ICT in education, including how tools like PowerPoint have become common in schools. It also discusses examples of ICT use in education from other countries. The conclusion states that ICT is an essential component for a nation's success in areas like defense, security, economy and education.
This document discusses Malaysia's Smart School Project, which aimed to modernize education through technology. The Smart School Project was introduced in 1996 as one of seven flagship applications of the Multimedia Super Corridor initiative. It had five main goals: producing a technology-literate workforce, democratizing education, increasing stakeholder participation, providing well-rounded student development, and enhancing individual abilities. The project faced challenges with infrastructure like limited computers and technology upgrades, as well as capacity building such as insufficient teacher training on the Smart School system.
E-learning initiatives in Malaysia have grown significantly over the past decade. The government has identified ICT and e-learning as national priorities and invested heavily in infrastructure development. Nearly all universities have implemented e-learning platforms, though usage varies. Several government agencies and private organizations are working to expand e-learning opportunities through initiatives like the National E-Learning Centre, online portals for teachers and students, and virtual universities. While e-learning adoption is well established in higher education, its implementation in the private sector and schools has progressed more gradually due to cultural and logistical challenges. Overall interest and research on e-learning remain high in Malaysia.
Using social media in the teaching and learning process Monica Batac
Monica Batac presented on using social media in teaching and learning. She discussed the challenges teachers face in keeping up with students' technology use and the pressure to integrate social media. However, social media was not designed for education and poses risks if not used properly. Batac encouraged teachers to consider how social media aligns with their instructional approaches and to seek support through professional development and online communities. Her goal was to help teachers navigate social media and maximize its potential for teaching careers.
The document discusses the difference between using technology and integrating technology in the classroom. Using technology refers to simply employing tools like PowerPoint for lectures, while integration means incorporating technology into assignments and lessons in a way that enhances learning. Integration allows students to use technology themselves to gain knowledge, rather than just being presented information through technology. The document argues integration is important because students today expect interactive, on-demand learning that matches their technology skills, and integrating technology better prepares them for the 21st century economy.
The aim of this Agency project which ran between 2012 and 2013 was to collect information on the use of ICT for Inclusion – that is using ICT to support the learning of learners with disabilities and special educational needs in inclusive settings within compulsory education.
For more information visit the project web area: http://www.european-agency.org/agency-projects/ict4i
This is a presentation delivered this May 23, 2011, at the University West (Hogskolan Vast) in Trollhattan, Vastra, Gotaland, Sweden, as the focal point of the round table discussion of the faculty of Digital Media and Informatics.
This document discusses the implications of information and communication technology (ICT) in science education in Pakistan. It notes that Pakistan is ranked 145th in terms of ICT use compared to other countries. The document reviews literature on the use of ICT in education, including how tools like PowerPoint have become common in schools. It also discusses examples of ICT use in education from other countries. The conclusion states that ICT is an essential component for a nation's success in areas like defense, security, economy and education.
This document discusses Malaysia's Smart School Project, which aimed to modernize education through technology. The Smart School Project was introduced in 1996 as one of seven flagship applications of the Multimedia Super Corridor initiative. It had five main goals: producing a technology-literate workforce, democratizing education, increasing stakeholder participation, providing well-rounded student development, and enhancing individual abilities. The project faced challenges with infrastructure like limited computers and technology upgrades, as well as capacity building such as insufficient teacher training on the Smart School system.
E-learning initiatives in Malaysia have grown significantly over the past decade. The government has identified ICT and e-learning as national priorities and invested heavily in infrastructure development. Nearly all universities have implemented e-learning platforms, though usage varies. Several government agencies and private organizations are working to expand e-learning opportunities through initiatives like the National E-Learning Centre, online portals for teachers and students, and virtual universities. While e-learning adoption is well established in higher education, its implementation in the private sector and schools has progressed more gradually due to cultural and logistical challenges. Overall interest and research on e-learning remain high in Malaysia.
The Beaumont Independent School District Technology Plan outlines goals for integrating technology into the district. The district has 29 campuses, over 20,000 students, and nearly 3,000 employees. The plan addresses key areas like assessment, infrastructure, learning, productivity, and teaching. It also recognizes state technology planning requirements. The goals of the BISD Technology Plan are to incorporate technology into education, provide staff training, support appropriate software and resources, and secure adequate funding to maintain up-to-date technology.
The Beaumont Independent School District Technology Plan outlines goals for integrating technology into the district. The district has 29 campuses, over 20,000 students, and nearly 3,000 employees. The plan addresses key areas like assessment, infrastructure, learning, productivity, and teaching. It also recognizes state technology planning requirements. The goals of the BISD Technology Plan are to incorporate technology into education, provide staff training, support appropriate software and resources, and secure adequate funding to maintain up-to-date technology.
The DepEd ICT4E Strategic Plan aims to transform students into lifelong learners by using information and communication technologies to revitalize schools and link students to global knowledge. Over five years, DepEd will fully integrate ICT into the curriculum, develop instructional materials, improve teacher training, and establish necessary infrastructure. The plan focuses on enhancing the curriculum, empowering teachers and students, and strengthening school governance through competency standards, professional development programs, and new ICT systems to support management and assessment.
Staff development in technology is important to prepare teachers and students for the digital age. Legislation like No Child Left Behind and standards like the National Education Technology Standards require teachers to effectively use technology. A district technology training plan is needed to instruct teachers on available technologies and help them integrate technology into lessons to develop students' 21st century skills. The plan would organize staff development around a focus on technology and help teachers meet national technology requirements.
The document discusses the importance of staff development in technology for teachers. It covers topics like 21st century skills needed in a digital society, technologies available for instruction, standards and legislation, strategies for infusing technology changes, developing a district technology training plan, and concludes by emphasizing leadership in STEM education. Questions are posed about how technology can support staff development, focus efforts on classroom practices, and use student assessment data to guide training.
Role of ICT Improving Quality of Future Teachers: A Proposed ICT Competency...Dr Poonsri Vate-U-Lan
Role of ICT improving quality of future teachers by Asst. Prof. Dr. Poonsri Vate-U-Lan. An invitation from the Teacher Education Center under the auspices of UNESCO, Shanghai, China, 2021
Here and Now or Coming in the Future? eLearning in Continuing Education in Af...James Kariuki
This document discusses eLearning in continuing education in Africa. It addresses both the current state of eLearning here and now as well as its potential future in Africa. Some key challenges to the adoption of eLearning in Africa are the lack of infrastructure development, high costs of communication technologies, restrictive policies, lack of skilled personnel, and cultural and economic issues. However, eLearning also provides benefits like flexibility, increased access, and the creation of knowledge sharing networks. Strategies are needed to foster relationships and coordination between institutions to help advance eLearning in Africa.
Issues and Challenges in integrating ICT in Malaysian SchoolXavier Chang
This document discusses challenges and issues related to integrating information and communication technology (ICT) into teaching and learning in Malaysian schools. It outlines several government initiatives to promote ICT use such as Smart Schools, electronic books, and notebook computers for students. However, there are ongoing financial, capacity building, and infrastructure challenges. These include the high costs of hardware, software, maintenance and teacher training, as well as insufficient ICT infrastructure and technical support in some schools. Potential solutions center around being prudent with funding, increasing teacher ICT skills through more training, and using technologies like satellite to overcome infrastructure gaps in rural areas.
The Mobile Learning via SMS project was initiated in 2009. This powerpoint gives a brief picture of the rationale, design and implementation of the initiative. For further details, please contact tina_lim@oum.edu.my. Thank you.
Issues and challenges in integrating ICT in teaching and learningneeza_hasnan
The document discusses Malaysia's efforts to integrate information and communication technology (ICT) into teaching and learning. The Ministry of Education invested significant funding and training to equip teachers and students with ICT skills. Some challenges to integrating ICT in Malaysian schools include inadequate teacher training opportunities and technical support, average computer skill levels among teachers, and lack of internet access for rural students.
The document discusses several key issues regarding technology integration in K-12 schools. It addresses how technology, such as assistive devices, can benefit special education students. It also highlights the need for adequate funding, teacher training, collaboration between schools and universities, and addressing the technological disparities between well-funded and under-funded schools. International organizations like ISTE have also created standards to help guide the effective use of technology in classrooms.
The DepEd Computerization Program (DCP) aims to provide public schools with appropriate technologies to enhance teaching and learning and meet 21st century challenges. It provides computer hardware, software, and training to address the computer backlog in schools. The DCP objectives are to provide computer labs and e-classrooms, laptops for mobile teachers, integrate ICT into the school system, raise ICT literacy, and reduce the computer backlog. It involves infrastructure provision, program orientation, and monitoring/evaluation. Infrastructure includes computer lab packages, e-classrooms, and laptops for teachers. Schools are selected based on electricity access, teacher ICT capacity and willingness to be trained, and partnership with stakeholders.
What is effective technology integration for 21st centuryKristina Dianne
Effective technology integration can enhance students' learning experiences and enable more effective learning opportunities by helping students develop 21st century skills like global awareness, financial literacy, and health literacy. Technology can be used to increase access to information from around the world, provide alternative ways for students to demonstrate their work, and access more resources. However, traditional teaching methods should still be considered when the work can be done without technology, to foster manual skills, or to balance online and offline work. For example, in a social studies class focusing on government, students could access online newspapers to deepen their understanding of government and promote civic and global awareness as well as environmental literacy.
Precise - Practical and Essential guidelines for any higher educational institution on ICT adoption (ICT for teaching) - based on literature review and gap identification, limitations in existing models, primary data within the sample and validations
Usage and impact of ict in education sector a study of pakistanTariq Ghayyur
- The document analyzes the usage and impact of information and communication technology (ICT) in the education sector of Pakistan. It examines how availability, usage, knowledge, and effectiveness of ICT affect its usage and impact.
- The study collected data from 429 respondents at colleges and universities in Pakistan. The results show that availability and usage of ICT improves students' knowledge and learning skills. ICT is improving educational efficiency and informing policies.
- Availability and usage of ICT resources and students' knowledge of ICT positively correlate with its usage and impact on the education sector in Pakistan, according to the data analysis. The effectiveness of ICT also has a strong positive relationship with its usage and impact.
How might current and future trends in technology affect leadership at DMURichard Hall
The document discusses how current and future trends in technology may impact leadership at De Montfort University (DMU). It outlines several technology trends in higher education and expectations from students and businesses. These trends include increased use of interactive technologies, mobile devices, and streaming media. The document also discusses benefits of technology, such as improved business processes and enhanced student experience. Taking these trends into account, it proposes that DMU establish itself as a leader in technology use and addresses challenges around change management, skills development, and ensuring benefits are realized.
This document discusses the importance of information and communication technologies (ICT) in education in Pakistan. It provides background on how educational methodology has evolved over time and how ICT is now an important modern tool used in educational institutions. The document reviews several articles and studies that outline the key benefits of ICT in education, including improved learning outcomes for students, more effective teaching methods, and better preparation of students for the modern workforce. It argues that adopting ICT is crucial for Pakistan's development and that teachers need proper training to fully realize the benefits of ICT in education.
The document discusses the E-Rate program, which provides discounts for telecommunications and internet access for school districts. It is administered by the Universal Service Administrative Company under the Federal Communications Commission. East Chambers ISD's technology plan outlines their goals of improving student achievement through technology integration and securing E-Rate funding to support their technology infrastructure.
The document discusses educational technology initiatives in Texas, including a long-range technology plan, the Technology Immersion Pilot project, and recommendations to expand the use of online learning resources, digital content, and technology-enabled assessments in schools. It provides an overview of the goals and components of the technology immersion model being tested, and outlines next steps for developing an updated long-range technology plan aligned with national standards.
The document summarizes an E-Rate funding program and Wayne School District's 3-year technology plan. E-Rate provides 20-90% discounts on telecom and internet costs to schools based on need, helping provide equal technology access. Wayne's plan aims to integrate technology into learning, provide teacher training, and maintain infrastructure using a $1.9 million budget including $220,000 from E-Rate grants. Progress is evaluated annually to improve technology proficiency among students and staff.
The Beaumont Independent School District Technology Plan outlines goals for integrating technology into the district. The district has 29 campuses, over 20,000 students, and nearly 3,000 employees. The plan addresses key areas like assessment, infrastructure, learning, productivity, and teaching. It also recognizes state technology planning requirements. The goals of the BISD Technology Plan are to incorporate technology into education, provide staff training, support appropriate software and resources, and secure adequate funding to maintain up-to-date technology.
The Beaumont Independent School District Technology Plan outlines goals for integrating technology into the district. The district has 29 campuses, over 20,000 students, and nearly 3,000 employees. The plan addresses key areas like assessment, infrastructure, learning, productivity, and teaching. It also recognizes state technology planning requirements. The goals of the BISD Technology Plan are to incorporate technology into education, provide staff training, support appropriate software and resources, and secure adequate funding to maintain up-to-date technology.
The DepEd ICT4E Strategic Plan aims to transform students into lifelong learners by using information and communication technologies to revitalize schools and link students to global knowledge. Over five years, DepEd will fully integrate ICT into the curriculum, develop instructional materials, improve teacher training, and establish necessary infrastructure. The plan focuses on enhancing the curriculum, empowering teachers and students, and strengthening school governance through competency standards, professional development programs, and new ICT systems to support management and assessment.
Staff development in technology is important to prepare teachers and students for the digital age. Legislation like No Child Left Behind and standards like the National Education Technology Standards require teachers to effectively use technology. A district technology training plan is needed to instruct teachers on available technologies and help them integrate technology into lessons to develop students' 21st century skills. The plan would organize staff development around a focus on technology and help teachers meet national technology requirements.
The document discusses the importance of staff development in technology for teachers. It covers topics like 21st century skills needed in a digital society, technologies available for instruction, standards and legislation, strategies for infusing technology changes, developing a district technology training plan, and concludes by emphasizing leadership in STEM education. Questions are posed about how technology can support staff development, focus efforts on classroom practices, and use student assessment data to guide training.
Role of ICT Improving Quality of Future Teachers: A Proposed ICT Competency...Dr Poonsri Vate-U-Lan
Role of ICT improving quality of future teachers by Asst. Prof. Dr. Poonsri Vate-U-Lan. An invitation from the Teacher Education Center under the auspices of UNESCO, Shanghai, China, 2021
Here and Now or Coming in the Future? eLearning in Continuing Education in Af...James Kariuki
This document discusses eLearning in continuing education in Africa. It addresses both the current state of eLearning here and now as well as its potential future in Africa. Some key challenges to the adoption of eLearning in Africa are the lack of infrastructure development, high costs of communication technologies, restrictive policies, lack of skilled personnel, and cultural and economic issues. However, eLearning also provides benefits like flexibility, increased access, and the creation of knowledge sharing networks. Strategies are needed to foster relationships and coordination between institutions to help advance eLearning in Africa.
Issues and Challenges in integrating ICT in Malaysian SchoolXavier Chang
This document discusses challenges and issues related to integrating information and communication technology (ICT) into teaching and learning in Malaysian schools. It outlines several government initiatives to promote ICT use such as Smart Schools, electronic books, and notebook computers for students. However, there are ongoing financial, capacity building, and infrastructure challenges. These include the high costs of hardware, software, maintenance and teacher training, as well as insufficient ICT infrastructure and technical support in some schools. Potential solutions center around being prudent with funding, increasing teacher ICT skills through more training, and using technologies like satellite to overcome infrastructure gaps in rural areas.
The Mobile Learning via SMS project was initiated in 2009. This powerpoint gives a brief picture of the rationale, design and implementation of the initiative. For further details, please contact tina_lim@oum.edu.my. Thank you.
Issues and challenges in integrating ICT in teaching and learningneeza_hasnan
The document discusses Malaysia's efforts to integrate information and communication technology (ICT) into teaching and learning. The Ministry of Education invested significant funding and training to equip teachers and students with ICT skills. Some challenges to integrating ICT in Malaysian schools include inadequate teacher training opportunities and technical support, average computer skill levels among teachers, and lack of internet access for rural students.
The document discusses several key issues regarding technology integration in K-12 schools. It addresses how technology, such as assistive devices, can benefit special education students. It also highlights the need for adequate funding, teacher training, collaboration between schools and universities, and addressing the technological disparities between well-funded and under-funded schools. International organizations like ISTE have also created standards to help guide the effective use of technology in classrooms.
The DepEd Computerization Program (DCP) aims to provide public schools with appropriate technologies to enhance teaching and learning and meet 21st century challenges. It provides computer hardware, software, and training to address the computer backlog in schools. The DCP objectives are to provide computer labs and e-classrooms, laptops for mobile teachers, integrate ICT into the school system, raise ICT literacy, and reduce the computer backlog. It involves infrastructure provision, program orientation, and monitoring/evaluation. Infrastructure includes computer lab packages, e-classrooms, and laptops for teachers. Schools are selected based on electricity access, teacher ICT capacity and willingness to be trained, and partnership with stakeholders.
What is effective technology integration for 21st centuryKristina Dianne
Effective technology integration can enhance students' learning experiences and enable more effective learning opportunities by helping students develop 21st century skills like global awareness, financial literacy, and health literacy. Technology can be used to increase access to information from around the world, provide alternative ways for students to demonstrate their work, and access more resources. However, traditional teaching methods should still be considered when the work can be done without technology, to foster manual skills, or to balance online and offline work. For example, in a social studies class focusing on government, students could access online newspapers to deepen their understanding of government and promote civic and global awareness as well as environmental literacy.
Precise - Practical and Essential guidelines for any higher educational institution on ICT adoption (ICT for teaching) - based on literature review and gap identification, limitations in existing models, primary data within the sample and validations
Usage and impact of ict in education sector a study of pakistanTariq Ghayyur
- The document analyzes the usage and impact of information and communication technology (ICT) in the education sector of Pakistan. It examines how availability, usage, knowledge, and effectiveness of ICT affect its usage and impact.
- The study collected data from 429 respondents at colleges and universities in Pakistan. The results show that availability and usage of ICT improves students' knowledge and learning skills. ICT is improving educational efficiency and informing policies.
- Availability and usage of ICT resources and students' knowledge of ICT positively correlate with its usage and impact on the education sector in Pakistan, according to the data analysis. The effectiveness of ICT also has a strong positive relationship with its usage and impact.
How might current and future trends in technology affect leadership at DMURichard Hall
The document discusses how current and future trends in technology may impact leadership at De Montfort University (DMU). It outlines several technology trends in higher education and expectations from students and businesses. These trends include increased use of interactive technologies, mobile devices, and streaming media. The document also discusses benefits of technology, such as improved business processes and enhanced student experience. Taking these trends into account, it proposes that DMU establish itself as a leader in technology use and addresses challenges around change management, skills development, and ensuring benefits are realized.
This document discusses the importance of information and communication technologies (ICT) in education in Pakistan. It provides background on how educational methodology has evolved over time and how ICT is now an important modern tool used in educational institutions. The document reviews several articles and studies that outline the key benefits of ICT in education, including improved learning outcomes for students, more effective teaching methods, and better preparation of students for the modern workforce. It argues that adopting ICT is crucial for Pakistan's development and that teachers need proper training to fully realize the benefits of ICT in education.
The document discusses the E-Rate program, which provides discounts for telecommunications and internet access for school districts. It is administered by the Universal Service Administrative Company under the Federal Communications Commission. East Chambers ISD's technology plan outlines their goals of improving student achievement through technology integration and securing E-Rate funding to support their technology infrastructure.
The document discusses educational technology initiatives in Texas, including a long-range technology plan, the Technology Immersion Pilot project, and recommendations to expand the use of online learning resources, digital content, and technology-enabled assessments in schools. It provides an overview of the goals and components of the technology immersion model being tested, and outlines next steps for developing an updated long-range technology plan aligned with national standards.
The document summarizes an E-Rate funding program and Wayne School District's 3-year technology plan. E-Rate provides 20-90% discounts on telecom and internet costs to schools based on need, helping provide equal technology access. Wayne's plan aims to integrate technology into learning, provide teacher training, and maintain infrastructure using a $1.9 million budget including $220,000 from E-Rate grants. Progress is evaluated annually to improve technology proficiency among students and staff.
The school technology plan provides guidelines for implementing technology to positively impact student learning. The plan aims to ensure seamless daily operation of technology, structured assessments, adequate funding, and enhancing teacher ability to facilitate student-centered learning. Objectives include quality instruction using technology, collaboration and management systems, maintaining infrastructure, evaluating technology resources, and managing associated budgets and legal requirements. The plan emphasizes developing 21st century skills and preparing students for challenges through ethical and responsible use of information systems.
The Alvin ISD Technology Plan correlates well with the goals of the 2010 National Education Technology Plan. The AISD Plan aims to increase technology integration, utilize technology to assist in curriculum development and assessment, and provide high-quality staff training to effectively integrate technology. It also focuses on maintaining a strong technology infrastructure to support instructional and administrative functions. Overall, the AISD Plan meets the objectives of engaging and empowering students, using technology to measure learning, preparing educators, providing access to technology resources, and transforming education through productivity gains.
This presentation discusses how technology can be used to strengthen Dakota Memorial School. It outlines the school's future vision of incorporating various classroom technologies like interactive whiteboards, laptops, and digital projectors to create a digital-age learning culture. The presentation also provides examples of how other schools have successfully implemented technology programs and saw improvements in student achievement. It advocates for investing in students' futures through the strategic use of technology in education.
The document outlines Mesquite Independent School District's (MISD) technology plan to infuse 21st century skills throughout the district by integrating technology as a tool for problem-solving and creativity. The plan focuses on five areas of national focus - learning, assessment, teaching, infrastructure, and productivity. The goals are to optimize academic achievement, increase family and community involvement, develop employees, ensure effective systems, and infuse 21st century skills district-wide. The plan recommends providing training to support uses of tools like Moodle, Google Apps, and Promethean boards to engage students.
The Evolution of Kanazawa Technical CollegeRobert Songer
In April of 2018, Kanazawa Technical College (KTC) will open the new school year as International College of Technology Kanazawa (ICT). The educational program planned for this transformation is radically different from anything a Japanese 5-year College of Technology (or Kosen) has tried before. It combines an intensive education on a boarding-style campus with compulsory overseas study and collaborative projects from local communities and industries in a primarily English curriculum. How does a school originally founded to produce factory workers in the Kosen system evolve into an internationally-minded, interdisciplinary engineering school with a focus on authentic design projects? This talk will illustrate the social, organizational, and human factors that have driven KTC to become international in a comparison of the historical context of the Kosen system to modern drivers for change.
This document discusses the benefits of technology integration in education. It argues that technology improves student achievement, with students using computers scoring higher on average than those without. Technology also benefits teachers by providing resources and tools to improve instruction. The movement of instructional technology is important because many students graduate high school unprepared for entry-level jobs, and the education system is failing to educate students or stay financially viable.
The document summarizes the Arcadia Unified School District's 2009-2012 Technology Plan. The plan's vision is for technology to be an accessible resource that enhances student learning. It outlines goals for using technology to empower students, engage them in collaborative learning, and provide access to resources 24/7. The plan details stakeholders' involvement, curriculum integration of technology, professional development, infrastructure needs, funding, and evaluation components to realize the district's technology vision.
Presentation to Korean ICT Educators at the National Science Foundation funded National Center for Information and Communications Technologies on the campus of Springfield Technical Community College.
The document outlines the technology plan created by Sallisaw I.S.D. in Oklahoma. The plan aims to empower students to meet future challenges through technology use. A committee will assess current needs, research best practices, and model the national technology plan. The committee will plan for infrastructure updates, professional development, and budget before implementing and evaluating the new technology plan. The goal is to provide students and teachers with resources to improve learning.
The document discusses Corpus Christi Independent School District's (CCISD) technology plan and how it compares to the national technology plan. CCISD's plan contains 9 goals that are broken down into objectives and strategies. It aims to provide students and staff access to technology, training, and support to enhance learning. While CCISD has made progress with technology access, it is recommended that the district get more creative with funding, invest more in the technology department, and provide increased professional development opportunities related to technology.
Educational technology can enhance student learning outcomes in several ways. It motivates and engages students, allows for customized instruction to meet individual student needs, and helps students develop real-world skills. When used appropriately, educational technology has been shown to improve test scores, attendance, comprehension, motivation, and job placement after graduation. Schools that have integrated technology successfully show benefits like higher test scores and greater student and teacher satisfaction.
The document discusses Mansfield ISD's district technology plan and goals for improving technology access and integration in teaching and learning. It provides information on the E-Rate program which provides discounts of 20-90% on telecommunication services and internet access to help schools and libraries obtain affordable connectivity. Mansfield ISD's technology plan has 9 goals focused on improving student achievement through technology, integrating technology into curricula, providing teacher training, supporting resources, and increasing access to technology for students and teachers. Budget resources, professional development, and ongoing evaluation are part of ensuring the plan's successful implementation.
This document presents the Calcasieu Parish technology plan for 2007-2014. The plan aims to strengthen leadership, improve teacher training, support e-learning and virtual schools, and provide improved access to technology. It correlates the goals of national, state, and district technology plans from 2007-2010. Key action steps include developing district-wide systems, supporting leaders, conducting needs assessments, improving teacher technology integration and knowledge, increasing access through wireless connectivity and funding strategies, and moving toward digital content and integrated data systems.
The Alvin Independent School District (AISD) Technology Plan for 2011-2012 aims to increase student achievement through technology integration. The plan was developed based on input from educators, parents, and business leaders. It specifies goals in improving technology infrastructure, providing professional development for teachers, and using technology to strengthen existing curricula. The budget allocates funding to support initiatives like equipping more classrooms with interactive whiteboards and developing online data dashboards. Ongoing evaluation ensures the effective implementation of the technology plan.
This document discusses the E-Rate program, which provides discounts of 20-90% on telecommunication services for most schools and libraries in the US. It is funded by telecommunications service providers and aims to provide affordable internet access. The document outlines the benefits of E-Rate, how the application process works, and Woodville ISD's technology plan, which includes funding replacement cycles for devices and infrastructure, staff development, and teaching objectives to increase technology integration and proficiency. It concludes by asking for questions and detailing how the district can get started and involved with E-Rate.
This document discusses the E-Rate program, which provides discounts of 20-90% on telecommunication services for most schools and libraries in the US. It is funded by fees paid by telecommunications companies. The document outlines Woodville ISD's technology plan, which includes annually replacing PC/laptops and networking hardware, funding staff development, and ensuring a 1:1 student to computer ratio. The plan's objectives are to increase technology integration into instruction and provide opportunities for students to develop technology proficiency.
The document provides an overview of the E-Rate program and the Butte Falls School District's technology plan. It discusses how the E-Rate program provides 20-90% discounts for eligible telecommunication services to schools and libraries. It outlines the five elements that must be in the BFSD technology plan for E-Rate funding, including goals for technology use, professional development, infrastructure needs assessment, budget, and evaluation. The plan's goals are to develop technologically literate students and staff, improve infrastructure, and ongoing assessment of technology needs.
Similar to National educational technology plan 2010 – implementation for angleton isd (20)
National educational technology plan 2010 – implementation for angleton isd
1. National Education Technology Plan (NETP) 2010 and State of Texas Long-Range Technology Plan 2006-2020 Impact and Implementation for Angleton ISD Janet Lumpkins EDLD 5362 May 15, 2011
2. Purpose and Goals of NETP 2010 Purpose - The immense potential of technology to prepare students for success in the internationally competitive-based economy. Goals – Fundamentally change the learning process Use technology in next generation of assessments Connect teachers with peers and experts Build infrastructure to support access Harness the power of technology to become more productive “By 2020, America will once again have thehighest proportion of college graduates in the world.”– President BarackObama, Address to Congress, February 24, 2009
3. Five Objectives of NETP 2010 Learning – Engage and Empower Assessment – Measure What Matters Teaching – Prepare and Connect Infrastructure – Access and Enable Productivity – Redesign and Transform
4. Learning: Engage and Empower Determine “how” students learn Prepare them for 21st Century skills Develop personalized, differentiated, and individualized learning Universal Design for Learning (UDL) Informal Formal
5. Assessment: Measure What Matters Measure what matters Embedded assessments Real-time feedback Continuous improvement
9. State of Texas Long-Range Plan for Technology Four key areas – Teaching and Learning Educator Preparation and Development Leadership, Administration, and Instructional Support Infrastructure
10. Impact on Angleton ISD Technology Plan Align district plan with state and national plan Ensure student needs are met Inform and educate all stakeholders Recommendations
11. Recommendations Learning Create learning environments utilizing technology Create and acquire learning resources Aligned with college and career standards Personalized, differentiated, individualized learning Assessment Measure what matters Embedded assessments Continuous improvement
12. Recommendations Teaching Provide suitable online capabilities Connected Support Infrastructure 24/7 access Access points Supported/Equitable Productivity Cost efficient Process redesign/interoperability
13. Closing Angleton ISD Mission Statement “Our mission is to prepare each student academically and socially to become a responsible and productive citizen.” District Technology Committee, Angleton Independent School District, Technology Department. (2010). Long-range technology plan. Angleton, TX.
14. References Cator, K. (Presenter). (2010). Karen Cator answers questions about the national education technology plan. [Web]. Retrieved on May 15, 2011 from http://www.youtube.com/watch?v=ATlvkklmvqU&feature=related Cator, K. (Presenter). (2010). Karen Cator on the national education technology plan. [Web]. Retrieved on May 15, 2011 from http://www.youtube.com/watch?v=IAEKQWyYpU District Technology Committee, Angleton Independent School District, Technology Department. (2010). Long-range technology plan. Angleton, TX. Duncan, A. (Presenter). (2 010). Arne Duncan talks about the 2010 national education technology plan. [Web]. Retrieved on May 15, 2011 from http://www.youtube.com/watch?v=Z0PctTd_plE Nagel, D. (Writer). (2010, November 9). National ed tech plan puts technology at the heart of education reform. Retrieved May 15, 2011 from http://thejournal.com/articles/2010/11/09/national-ed-tech-plan-puts- technology-at-the-heart-of-education-reform.aspx
15.
16. Shimabukuro, J. (Editor). (2010, November 10). A glimpse at the 2010 national education technology plan. Retrieved on May 15, 2011 from ttp://etcjournal.com/2010/11/10/glimpse-transforming-american- education-learning-powered-by-technology/
17. Texas Education Agency. (2006, November). State of Texas long-range plan for technology 2006-2020. Retrieved on May 15, 2011 from http://www.tea.state.tx.us/WorkArea/linkit.aspx?LinkIdentifier=id&I temID=2147494561&libID=2147494558
18. United States Department of Education. (2010). National Education Technology Plan 2010. Retrieved on May 15, 2011 from http://www.ed.gov/technology/netp-2010
Editor's Notes
Hello and welcome to my presentation on the National Education Technology Plan, the State of Texas Long-Range Technology Plan and it’s impact and implementation into our technology plan for Angleton ISD. I hope you will find the information and recommendations presented enlightening and exciting for the future of our students.
The purpose of the NETP is to realize the immense potential of technology to prepare our students for success in the increasing internationally competitive-based economy of our world today. The goals of this plan as outlined by Arne Duncan, Education Secretary at the US Department of Education, are to fundamentally change the learning process so that it is more engaging for our students and tailored to individual student needs and interests. To use technology in the next generation of assessments so teachers can regularly receive information to identify and address students individual needs in real-time and throughout the school year, not just at test times. Connect teachers with their peers and experts so that they can continually learn about resources available to meet the ever-changing needs of their students. Build infrastructure to support technology access in and out of school. Finally, to harness the power of technology to help schools become more productive and accelerate student achievement.
There are five objectives or areas that the National Education Technology Plan has targeted as essential to it’s success and the success of our students. These areas, as described by Jim Shimabukuro in his evaluation of the plan are Learning – Engage and Empower both students and teachers, Asssessment – Measure What Matters and converting these tests into information helpful to both students and teachers, Teaching – Prepare and Connect teachers to the sources that will help them prepare meaningful and engaging lessons, Infrastructure – Access and Enable students and teachers both in and out of school to the information they need, and Productivity – Redesign and Transform the system so that students are identified and organized more appropriately therefore best managing time, resources and staff more efficiently.
In Karen Cator’s presentation to the Rural Technology Summit, she summarizes the five areas of the National Education Technology Plan to first discuss learning. Schools need to identify how students learn utilizing technology and incorporate those learning tools into instruction. This is essential to preparing them for the 21st Century skills they will need to thrive and be successful in our ever-changing world. To assist our students in this endeavor, we must also develop personalized, differentiated and individulized instruction and learning that is student centered and relevant. Utilizing the Universal Design for Learning will help our students with disabilities or preferences in their learning styles. We must also be able to transform their informal learning including experiences and tools they utilize outside of the classroom into the formal learning framework within our schools. This includes utilization of mobile devices, such as cell phones and tablet computers, as well as the social interactive environments, such as blogs and wikis, to engage them in their learning.
SecretaryCator has outlined the goals of the assessment piece of the National Education Technology Plan to be measuring what matters or create new and better ways to assess student performance in real-time so teachers and students can work together to improve achievement. Embedded assessments within activities will help to achieve the real-time feedback that teachers need to immediately resolve any learning areas of concern. Progressing toward continuous improvement in assessments with input from multiple stakeholders such as teachers, parents and students can help realize this important goal.
The third essential area identified in the National Education Technology Plan is teaching. Secretary Duncan and Secretary Cator recognize that technology does not replace teachers, in serves to augment teaching. First, teachers should have the technology tools vital to access and keep them connected to online resources both in and out of school. Teachers should be able to connect to peers and experts to enhance lesson plans and assist students in connecting to outside sources of information. When teachers have the technology tools and support they need, they can be highly effective educators who inspire and motivate themselves, peers and especially their students. As with students, teachers should be able to use technology to improve on their knowledge and experiences to motivate and guide their students to maximum achievement.
As outlined in the plan, infrastructure is imperative to creating the proper environment for learning. Teachers and students should have access to technology 24 hours a day, 7 days a week and broadband service should be available to open all technology learning tools. If students do not have access at home, there should be community access points, such as libraries and/or community centers, available for students and parents to utilize. The infrastructure must be supported and equitable for all so that urban and rural communities alike have the same access and availability to the technology resources so essential to our students.
The final component of the National Education Technology Plan is productivity. The goal here is to take advantage of the most cost efficient ways to utilize time, money and staff while still accomplishing the utmost student achievement. This may mean redesigning our processes and structures to take advantage of the technology available. Standards must be in place for interoperability between all stakeholders so that information may be shared for maximum learning potential.
The State of Texas Long-Range Plan for Technology mirrors many of the areas identified in the National Education Technology Plan. Many of the areas addressed are supported by the state regional education service centers. These centers offer curriculum and educator certification programs to help member schools enhance and improve their student learning components, distance education and teacher preparation programs. In addition, continuing staff development sessions increase teacher and administrator knowledge base. Regional education service centers also offer assistance in disseminating information, purchasing and developing network collaborations for member districts and schools. This assists in building the infrastructure vital for maintaining up-to-date and appropriate technology tools now and in the future.
The Angleton ISD Technology Plan mirrors the State of Texas plan in it’s essential elements. Now we must align those goals and objectives to the National Education Technology plan to ensure that our student needs are met in every identified area. All stakeholders, including administrators, parents, students and the community must be informed and educated on the goals and objectives of the long-term technology plans for Angleton ISD. Recommendations to improve upon the current district plan will help incorporate elements of the national and state plans.
As recommendations to align our technology plan with national and state standards, the first recommendation is to create learning environments utilizing technology in engaging and challenging ways to empower students and prepare them for the 21st Century skills they will need. Secondly, create and acquire learning resources, including collaborations and conversations with community colleges and state universities to align our curriculum with the rigorous and relevant standards being required by these higher education campuses. Students must be matched with their personalized, differentiated and individualized learning needs to achieve maximum success both in and out of the classroom.In terms of assessment, it is important to utilize teachers and students to develop suitable assessments that measure learning in a way that can be used accurately and in real-time to improve student achievement. This means embedding assessments into every day activities so that areas of concern can be identified and addressed immediately. This is a continuous and ongoing process that will require attention by all campus leadership and faculty to ensure success.
Teachers in Angleton ISD must be provided appropriate and suitable online capabilities so they can connect and collaborate with peers and experts in their areas of study. This will help to inspire and empower our teachers to develop lessons and activities to engage our students in an ever-growing global community. In addition, we must continue to support teacher’s efforts to use technology in their classrooms to offer appealing lessons that engage our student’s learning environment.Infrastructure to support learning, assessments and teaching is imperative to sustain ongoing educational growth. Having access to technology and the Internet 24 hours a day, 7 days a week is important to that effort. Working with community interests to develop access points throughout the district so that students and parents have supported and equitable access available is essential to our efforts.Finally, productivity is achieved when all resources – time, money and staff – are utilized to their utmost capabilities. This may require that we look at our processes and redesign or enhance them to ensure maximum use and interoperability with all systems and campuses.
Our challenge in providing our stakeholders with a relevant and workable technology plan should be to empower and engage our students in meaningful, rigorous learning experiences to develop and enhance their 21st century skills. As stated in our mission statement for Angleton ISD “Our mission is to prepare each student academically and socially to become a responsible and productive citizen.” Thank you for your attention and consideration to this presentation.