Technology in educational institutions can both improve and potentially harm students' academic performance. While devices like smartphones, laptops, and virtual reality can enable online learning, designing, media production and coding, overuse of smartphones is linked to decreased class attendance. However, tests show students generally perform better on performance tests in classrooms equipped with educational technology compared to traditional classrooms, though not all students have access or knowledge to use technology effectively. To maximize benefits and mitigate risks, schools should provide devices and training to students, utilize a variety of platforms for learning, and continue innovating classroom technology tools.
This document outlines the benefits of using technology in the classroom, including increasing student involvement and engagement, connecting lessons to real-life situations, and challenging students while promoting risk-taking. It also notes that technology can help teachers develop interactive lessons, stay organized, motivate students, reduce time gaps, and prepare students for the future. For technology integration to be effective, the document recommends that teachers receive training, feel competent using technology, actively engage all students, and incorporate it into their lesson planning.
- The practice involves engaging undergraduate students at Aristotle University in real-world open source software projects as part of their practical course assignments. Over 150 students participate yearly.
- The objective is for students to apply formal education concepts by taking part in open source projects, gaining both technical and non-technical skills not acquired in traditional labs.
- Challenges include students choosing inappropriate projects and finding the work too demanding, but the university supports flexibility and freedom for students to choose projects.
The document discusses the benefits of introducing technology into kindergarten classrooms. It notes teachers, students, and parents can benefit from tools like educational software and websites. A 2002 study showed using computers improved students' math grades. The document provides examples of learning websites and resources for teachers and concludes technology can enhance learning when used properly.
The document discusses the role of technology and media in learning. It states that technology helps improve retention rates and allows students to learn at their own pace. Technology also connects with students and increases engagement and motivation by preparing them for the future. While the use of technology requires resources, it is changing how education is delivered as technology advances. Barriers include a lack of technology in classrooms, a need for trained professionals, and students' unawareness of software tools. However, teaching and learning are more effective when technology is integrated into the classroom in a way that improves academic performance.
This document outlines steps for developing a technology use plan for a school. It discusses why integrating technology in education is important for providing flexible learning opportunities and developing 21st century skills. The plan recommends establishing a technology planning committee comprising of district coordinators, school administration, teachers, parents and students. The committee would assess current technology use, develop a vision, and create goals like introducing effective classroom technology use, developing smartboard lessons, and pursuing digital literacy and communication initiatives. Budget increases, infrastructure upgrades, and ongoing professional development for staff are also recommended. Progress will be evaluated through surveys, feedback, and examining increased technology integration across the school.
Teaching for the 21st century contract overviewtmbellah
The document outlines a professional development program for teachers focusing on improving student achievement through the use of technology. The program includes training in basic tech tools, using the internet and web 2.0 tools for instruction, participating in an online professional learning network, support for blended and project-based learning, and follow-up support through on-site training and assessments. It also describes an annual education technology conference where teachers can share best practices in technology integration.
Technology in educational institutions can both improve and potentially harm students' academic performance. While devices like smartphones, laptops, and virtual reality can enable online learning, designing, media production and coding, overuse of smartphones is linked to decreased class attendance. However, tests show students generally perform better on performance tests in classrooms equipped with educational technology compared to traditional classrooms, though not all students have access or knowledge to use technology effectively. To maximize benefits and mitigate risks, schools should provide devices and training to students, utilize a variety of platforms for learning, and continue innovating classroom technology tools.
This document outlines the benefits of using technology in the classroom, including increasing student involvement and engagement, connecting lessons to real-life situations, and challenging students while promoting risk-taking. It also notes that technology can help teachers develop interactive lessons, stay organized, motivate students, reduce time gaps, and prepare students for the future. For technology integration to be effective, the document recommends that teachers receive training, feel competent using technology, actively engage all students, and incorporate it into their lesson planning.
- The practice involves engaging undergraduate students at Aristotle University in real-world open source software projects as part of their practical course assignments. Over 150 students participate yearly.
- The objective is for students to apply formal education concepts by taking part in open source projects, gaining both technical and non-technical skills not acquired in traditional labs.
- Challenges include students choosing inappropriate projects and finding the work too demanding, but the university supports flexibility and freedom for students to choose projects.
The document discusses the benefits of introducing technology into kindergarten classrooms. It notes teachers, students, and parents can benefit from tools like educational software and websites. A 2002 study showed using computers improved students' math grades. The document provides examples of learning websites and resources for teachers and concludes technology can enhance learning when used properly.
The document discusses the role of technology and media in learning. It states that technology helps improve retention rates and allows students to learn at their own pace. Technology also connects with students and increases engagement and motivation by preparing them for the future. While the use of technology requires resources, it is changing how education is delivered as technology advances. Barriers include a lack of technology in classrooms, a need for trained professionals, and students' unawareness of software tools. However, teaching and learning are more effective when technology is integrated into the classroom in a way that improves academic performance.
This document outlines steps for developing a technology use plan for a school. It discusses why integrating technology in education is important for providing flexible learning opportunities and developing 21st century skills. The plan recommends establishing a technology planning committee comprising of district coordinators, school administration, teachers, parents and students. The committee would assess current technology use, develop a vision, and create goals like introducing effective classroom technology use, developing smartboard lessons, and pursuing digital literacy and communication initiatives. Budget increases, infrastructure upgrades, and ongoing professional development for staff are also recommended. Progress will be evaluated through surveys, feedback, and examining increased technology integration across the school.
Teaching for the 21st century contract overviewtmbellah
The document outlines a professional development program for teachers focusing on improving student achievement through the use of technology. The program includes training in basic tech tools, using the internet and web 2.0 tools for instruction, participating in an online professional learning network, support for blended and project-based learning, and follow-up support through on-site training and assessments. It also describes an annual education technology conference where teachers can share best practices in technology integration.
This document discusses Houston Academy's long-range plan for technology use in teaching and learning. The plan aims to equip all students and educators with technology skills. It expects teachers to accept change, engage in professional development, instruct using technology, and collaborate. The plan also addresses providing necessary infrastructure, leadership support, and budgeting to maximize innovative learning through technology integration across the curriculum. The goal is to prepare students with 21st century skills to be productive problem solvers.
Technology integration involves incorporating technology into students' daily routines throughout the classroom, rather than just occasional technology use. It offers benefits like variety in learning, teaching multitasking skills, and interactive learning. Examples of technology integration include online assignments, class blogs, wikis, PowerPoint presentations, and use of smart boards.
This document summarizes a workshop on using technology to enhance fieldwork teaching. The workshop objectives were to appreciate how technology can improve teaching practice, reflect on the challenges and benefits of its use, and demonstrate how practitioners can transfer technology into their own teaching. Barriers to integrating technology included lack of time, costs, and limited skills. Case studies demonstrated uses like digital storytelling, QR codes, and geotagging photos. Attendees then used iPads to complete a survey and discussed benefits and challenges of using tablets in teaching. The workshop concluded by having participants develop action plans for integrating technology into their own teaching.
1. The key components of effective technology integration in the classroom are active engagement, participation in groups, connection to real-world experiences, but not the most expensive software.
2. Technology should be used routinely and transparently to support curricular goals.
3. Project-based learning with technology tools allows students to be intellectually challenged and curious by providing diverse and current learning materials.
Presentation delivered at the UHI Online Conference on 22nd January 2013. Highlights use of mobile technology in Further and Higher Education in Scotland.
The document outlines an instructional technology support model for a university. It describes standardized technologies including managed cloud services through Google Apps and Du Network, and Apple MacBooks for students, faculty, and staff. Support includes a full-time technology support person, education sessions, and an online service desk. Key resources are a Media:Scape collaboration suite, science lab equipment, a global classroom for videoconferencing and recording lectures, and a media production room. The goal is to provide high-touch support both in and outside the classroom to promote academic uses of technology.
This research examined five years of data collected from preservice teachers while in their program and at the conclusion of their program.
The research questions included:
What kinds of software/hardware are preservice teachers and faculty using in courses and in PK-12 fieldwork/student teaching?
For what purposes/activities are laptops being used within university coursework?
To what degree is the provided technology training/resources adequate to support laptop use in preservice preparation?
This document provides 10 strategies for teachers to effectively manage students in a digital classroom: 1) set clear expectations, 2) demonstrate technology use, 3) provide structured activities, 4) encourage collaboration, 5) utilize student experts, 6) ensure student participation through assigned roles, 7) maximize one-to-one computing with different technologies, 8) help students who have questions, 9) have students ask peers first before asking teachers technical questions, and 10) post and communicate visible classroom rules and guidelines regarding technology use.
This document summarizes the technology readiness at Smith Science and Medical Technology Magnet Middle School from 2006 to 2009. It evaluates the school's performance in four key areas: teaching and learning, educator preparation, administration and support, and infrastructure. While educator preparation and administration/support remained at a developing level, teaching/learning regressed from advanced to developing and infrastructure dropped significantly from advanced to early due to hurricane damage in 2008. Overall, the school's technology readiness decreased over the three-year period.
This document discusses the role of technology in education. It defines ICT as information communication technology, which applies technologies that expose students to knowledge through digital means like the internet, computers, and more. ICT helps make learning more student-centered by exposing students to different information and methods of learning. It also allows learning to become more interactive and innovative. E-learning through ICT provides benefits like access to learning from anywhere at any time. ICT supports education in schools by enhancing audio-visual learning, collaborating learning, and providing access to knowledge sources. However, shortcomings of ICT in education include issues with student and teacher acceptance and behavior change, high costs, and lack of infrastructure and device provisioning.
This document outlines the benefits of integrating technology into the classroom. It discusses how technology can help students acquire 21st century skills, increase motivation and collaboration, and boost achievement test scores. The document also stresses that technology enhances the four key components of learning: active engagement, group participation, frequent feedback, and real-world connections. For teachers and students to reap these benefits, the document argues that technology must be properly integrated across the curriculum, teachers need ongoing professional development, and students require ample practice time with the technologies.
This document summarizes technology readiness at Smith Science and Medical Technology Magnet Middle School from 2006 to 2009. It evaluates the school in key areas of teaching and learning, educator preparation, administration and support, and infrastructure. Over the three-year period, the school's technology classification decreased from advanced to developing technology. The largest drop was in infrastructure, falling from advanced to early technology after Hurricane Ike damaged technology resources in 2008. Overall, the school made progress in technology integration but still has room for improvement to meet its long-range technology goals.
Don Bourne is the Coordinator of eLearning & Technology at CLHS. He provides strategies for technology-enhanced instruction and focuses on professional development to keep staff informed of 21st century skills and instructional methods. This includes best practices for Moodle course design and implementing flipped classrooms. The school uses a one-to-one laptop program instead of tablets to better engage students in macro-level creation. Moodle, the school's online course management system, supports flipped classrooms and is used for on-ground, blended, and online courses as well as teams, clubs, and school board communication, serving as a tool to increase parent involvement.
This document summarizes Texas campus technology data from 2006-2008. In 2006, instruction was teacher-centered with occasional student software use and no integration of technology in other subjects. 10% of educators met standards and 5% of the budget went to professional development. There were 10 or more students per computer. The 2007 and 2008 data showed similar patterns of teacher-centered instruction, occasional student software use, no integration, and 10 or more students per computer. Educator preparation included multimedia/Internet skills, but only 10% of educators met standards with 5% of budgets spent on professional development.
ISTE 2011 Presentation - Carol Carruthers
Pen-Based Tablet Technology to Enhance the Teaching/Learning Environment.
Monday June 26, 2011 from 2:30-3:30 pm in rm126B.
This document discusses a mathematics professional development day at Seneca College. Seneca College is a large community college in Ontario with eight campuses. The School of Biological Sciences and Applied Chemistry focuses on foundational mathematics courses for technical programs. Tablet computers are used to allow students to take notes using a stylus like writing with a pencil. This allows for annotations and visual learning. Students can also collaboratively work together in real time. Teaching is transitioning to incorporate more online learning objects, pre-class assignments, and student-led teaching through videos. Students help design interactive learning experiences using online tools and games to practice problem solving.
This document discusses how pen-based tablet PCs can provide a digital workspace for teaching foundational math courses. It outlines how tablets allow for the use of online learning objects, applets, and web quests to demonstrate math concepts. Tablets are well-suited for math education because they allow students to write equations and diagrams by hand, like they would with paper. The document also describes how the DyKnow software allows for interactive classroom features like polling students, sharing control of tablets, and submitting and reviewing student work anonymously. Overall, the document argues that pen-based tablets can enhance math education by digitizing traditional pencil-and-paper activities in a way that promotes student participation and collaboration.
This document summarizes a webinar about using tablet PCs and DyKnow software in an interactive college mathematics classroom. It describes how the classroom uses these tools, including having students collaborate digitally on practice problems and submit work electronically. It also discusses how the tools engage students and allow the class to move at a self-directed pace. Finally, it notes that the students in this program won awards for videos demonstrating the impact of these pen-based technologies.
This document discusses Houston Academy's long-range plan for technology use in teaching and learning. The plan aims to equip all students and educators with technology skills. It expects teachers to accept change, engage in professional development, instruct using technology, and collaborate. The plan also addresses providing necessary infrastructure, leadership support, and budgeting to maximize innovative learning through technology integration across the curriculum. The goal is to prepare students with 21st century skills to be productive problem solvers.
Technology integration involves incorporating technology into students' daily routines throughout the classroom, rather than just occasional technology use. It offers benefits like variety in learning, teaching multitasking skills, and interactive learning. Examples of technology integration include online assignments, class blogs, wikis, PowerPoint presentations, and use of smart boards.
This document summarizes a workshop on using technology to enhance fieldwork teaching. The workshop objectives were to appreciate how technology can improve teaching practice, reflect on the challenges and benefits of its use, and demonstrate how practitioners can transfer technology into their own teaching. Barriers to integrating technology included lack of time, costs, and limited skills. Case studies demonstrated uses like digital storytelling, QR codes, and geotagging photos. Attendees then used iPads to complete a survey and discussed benefits and challenges of using tablets in teaching. The workshop concluded by having participants develop action plans for integrating technology into their own teaching.
1. The key components of effective technology integration in the classroom are active engagement, participation in groups, connection to real-world experiences, but not the most expensive software.
2. Technology should be used routinely and transparently to support curricular goals.
3. Project-based learning with technology tools allows students to be intellectually challenged and curious by providing diverse and current learning materials.
Presentation delivered at the UHI Online Conference on 22nd January 2013. Highlights use of mobile technology in Further and Higher Education in Scotland.
The document outlines an instructional technology support model for a university. It describes standardized technologies including managed cloud services through Google Apps and Du Network, and Apple MacBooks for students, faculty, and staff. Support includes a full-time technology support person, education sessions, and an online service desk. Key resources are a Media:Scape collaboration suite, science lab equipment, a global classroom for videoconferencing and recording lectures, and a media production room. The goal is to provide high-touch support both in and outside the classroom to promote academic uses of technology.
This research examined five years of data collected from preservice teachers while in their program and at the conclusion of their program.
The research questions included:
What kinds of software/hardware are preservice teachers and faculty using in courses and in PK-12 fieldwork/student teaching?
For what purposes/activities are laptops being used within university coursework?
To what degree is the provided technology training/resources adequate to support laptop use in preservice preparation?
This document provides 10 strategies for teachers to effectively manage students in a digital classroom: 1) set clear expectations, 2) demonstrate technology use, 3) provide structured activities, 4) encourage collaboration, 5) utilize student experts, 6) ensure student participation through assigned roles, 7) maximize one-to-one computing with different technologies, 8) help students who have questions, 9) have students ask peers first before asking teachers technical questions, and 10) post and communicate visible classroom rules and guidelines regarding technology use.
This document summarizes the technology readiness at Smith Science and Medical Technology Magnet Middle School from 2006 to 2009. It evaluates the school's performance in four key areas: teaching and learning, educator preparation, administration and support, and infrastructure. While educator preparation and administration/support remained at a developing level, teaching/learning regressed from advanced to developing and infrastructure dropped significantly from advanced to early due to hurricane damage in 2008. Overall, the school's technology readiness decreased over the three-year period.
This document discusses the role of technology in education. It defines ICT as information communication technology, which applies technologies that expose students to knowledge through digital means like the internet, computers, and more. ICT helps make learning more student-centered by exposing students to different information and methods of learning. It also allows learning to become more interactive and innovative. E-learning through ICT provides benefits like access to learning from anywhere at any time. ICT supports education in schools by enhancing audio-visual learning, collaborating learning, and providing access to knowledge sources. However, shortcomings of ICT in education include issues with student and teacher acceptance and behavior change, high costs, and lack of infrastructure and device provisioning.
This document outlines the benefits of integrating technology into the classroom. It discusses how technology can help students acquire 21st century skills, increase motivation and collaboration, and boost achievement test scores. The document also stresses that technology enhances the four key components of learning: active engagement, group participation, frequent feedback, and real-world connections. For teachers and students to reap these benefits, the document argues that technology must be properly integrated across the curriculum, teachers need ongoing professional development, and students require ample practice time with the technologies.
This document summarizes technology readiness at Smith Science and Medical Technology Magnet Middle School from 2006 to 2009. It evaluates the school in key areas of teaching and learning, educator preparation, administration and support, and infrastructure. Over the three-year period, the school's technology classification decreased from advanced to developing technology. The largest drop was in infrastructure, falling from advanced to early technology after Hurricane Ike damaged technology resources in 2008. Overall, the school made progress in technology integration but still has room for improvement to meet its long-range technology goals.
Don Bourne is the Coordinator of eLearning & Technology at CLHS. He provides strategies for technology-enhanced instruction and focuses on professional development to keep staff informed of 21st century skills and instructional methods. This includes best practices for Moodle course design and implementing flipped classrooms. The school uses a one-to-one laptop program instead of tablets to better engage students in macro-level creation. Moodle, the school's online course management system, supports flipped classrooms and is used for on-ground, blended, and online courses as well as teams, clubs, and school board communication, serving as a tool to increase parent involvement.
This document summarizes Texas campus technology data from 2006-2008. In 2006, instruction was teacher-centered with occasional student software use and no integration of technology in other subjects. 10% of educators met standards and 5% of the budget went to professional development. There were 10 or more students per computer. The 2007 and 2008 data showed similar patterns of teacher-centered instruction, occasional student software use, no integration, and 10 or more students per computer. Educator preparation included multimedia/Internet skills, but only 10% of educators met standards with 5% of budgets spent on professional development.
ISTE 2011 Presentation - Carol Carruthers
Pen-Based Tablet Technology to Enhance the Teaching/Learning Environment.
Monday June 26, 2011 from 2:30-3:30 pm in rm126B.
This document discusses a mathematics professional development day at Seneca College. Seneca College is a large community college in Ontario with eight campuses. The School of Biological Sciences and Applied Chemistry focuses on foundational mathematics courses for technical programs. Tablet computers are used to allow students to take notes using a stylus like writing with a pencil. This allows for annotations and visual learning. Students can also collaboratively work together in real time. Teaching is transitioning to incorporate more online learning objects, pre-class assignments, and student-led teaching through videos. Students help design interactive learning experiences using online tools and games to practice problem solving.
This document discusses how pen-based tablet PCs can provide a digital workspace for teaching foundational math courses. It outlines how tablets allow for the use of online learning objects, applets, and web quests to demonstrate math concepts. Tablets are well-suited for math education because they allow students to write equations and diagrams by hand, like they would with paper. The document also describes how the DyKnow software allows for interactive classroom features like polling students, sharing control of tablets, and submitting and reviewing student work anonymously. Overall, the document argues that pen-based tablets can enhance math education by digitizing traditional pencil-and-paper activities in a way that promotes student participation and collaboration.
This document summarizes a webinar about using tablet PCs and DyKnow software in an interactive college mathematics classroom. It describes how the classroom uses these tools, including having students collaborate digitally on practice problems and submit work electronically. It also discusses how the tools engage students and allow the class to move at a self-directed pace. Finally, it notes that the students in this program won awards for videos demonstrating the impact of these pen-based technologies.
This document summarizes a research project that examined using HP tablet PCs and DyKnow software to engage marginalized college students. The research found that students who used the tablet PCs in their math courses had higher attendance, better grades, and felt more engaged than students in traditional classrooms. Specifically, tablet students had attendance rates 10-20% higher, passed their math courses 15-30% more often, and strongly agreed that the technology improved their note-taking, participation, and understanding of course concepts. While the small sample size limited conclusions, the results provide preliminary evidence that pen-based technology can increase student success in math.
This document summarizes a presentation about using pen-based tablet PCs and interactive software in a collaborative learning environment for teaching foundational mathematics. It outlines the development of a teaching collaborative using tablets, an online textbook, and learning objects. The technology allows for wireless mobile teaching labs, a collaborative interactive workspace, and two-way synchronous communication. Features of the software like sharing control, submitting work, and annotating diagrams support visual and collaborative learning. Evaluation found benefits like increased participation and organization, though technical issues need addressing.
Development of MOOCs with special reference to SWAYAMNisha Singh
The document discusses instructional design for developing MOOCs on the SWAYAM platform, outlining key considerations like target audience, learning outcomes, course structure, assessment strategies, and roles of coordinating institutions. It provides an overview of the SWAYAM initiative in India and the four quadrant approach to course design involving e-tutorials, e-content, discussion forums, and assessment.
The document summarizes an Erasmus+ project that aimed to promote transnational cooperation among CLIL (Content and Language Integrated Learning) teachers. The project involved partnerships between schools and universities in several European countries. It established an online learning platform and open database to facilitate teacher observations, training, and sharing of CLIL teaching materials. Challenges included coordinating partners with different CLIL frameworks and producing new high-quality online content. The resulting EduCLIL MOOC provides CLIL teaching certification upon completion and benefits teachers by increasing access to open resources and an international learning community.
The document outlines the process for developing a technology use plan, including establishing a planning team, conducting a needs assessment, developing goals and objectives, and providing staff development. The plan recommends involving all stakeholders in the planning process and establishing a vision statement, goals around infrastructure, hardware, software, training, and integration of technology to enhance learning. It provides examples of goals and objectives from other technology plans and recommendations for effective staff development to ensure teachers understand and can apply new technologies.
Science, Technology & Society (STS) is an interdisciplinary field of study that seeks to explore and understand the many ways that modern science and technology shape modern culture, values, and institutions, and how modern values shape science and technology.
The document provides an overview of the key components of developing a technology use plan, including establishing a planning team, outlining the process, developing goals and objectives, and addressing staff development needs. The multi-step process involves convening a committee, educating members, creating a vision statement, analyzing data, establishing goals and strategies, and ongoing evaluation. Sample goals focus on student learning, powerful teaching, school-community connections, and technology training. Staff development aims to provide adequate training and support time for teachers to integrate new technologies into the classroom curriculum.
This document provides details for a course on Technology in Education. The course aims to help students understand how technology can enhance learning and prepare them for future jobs. It will cover topics like the concepts, principles, and historical developments of technology in education. The course is one semester long and will use a variety of teaching methods like lectures, tutorials, presentations, and gamified learning. Students will be assessed through an online exam, quizzes, coursework in the form of an ePortfolio, and a class presentation. Upon completing the course, students will be able to discuss key concepts and advances in educational technology and how it benefits students.
Mobile technology to support learning and teaching technology outlook for s...ktmyst
A presentation describing easy ways to intergrate mobile learning into teaching - with a focus on STEM+ education. The presentation also includes examples from current research #dp4byod
Using Video Conferencing in Lecture ClassesVideoguy
This document discusses Duquesne University's use of the Mediasite video conferencing system to record and distribute lectures online. It provides an overview of the Mediasite system and how two graduate courses, Multimedia and Instructional Design (MMID) and An Introduction to Human Computer Interaction (HCI), implemented Mediasite to enhance their courses. Students were able to access recorded lectures to review complex topics and software demonstrations at their own pace. While Mediasite had some technical issues like delayed video loading, students generally found the system useful for reviewing material and completing assignments. The ability to control lecture playback helped students better understand challenging course concepts.
Virtual manipulatives are interactive, web-based representations of dynamic objects that can help students construct mathematical knowledge. They allow students to manipulate objects just like concrete manipulatives. There are benefits like being available anywhere and unlimited quantities, but also challenges like the need for teacher professional development and adequate technology resources. Teachers should select virtual manipulatives aligned with their curriculum and have students reflect on their use to enhance understanding.
This document presents a conceptual framework for an online interactive module to teach computer programming courses. The framework is based on Mayer's learning model and includes three dimensions: materials to be learned, presentation methods, and learning strategies. The materials include concepts, techniques, simulations, and other multimedia. Presentation methods consider how content is delivered, such as through lectures, student interaction, or asynchronous learning. Learning strategies involve cooperative learning, e-learning, brainstorming, and problem-solving approaches. The framework is intended to address challenges in traditional teaching methods and better prepare students for computer-focused careers.
Online courses delivered through platforms like NPTEL, SWAYAM, MOOCs and Coursera are revolutionizing education. NPTEL offers video and web courses created by IITs and IISc in engineering and science. SWAYAM initiated by the Government of India aims to provide access, equity, and quality in education through online courses from school to postgraduate level. MOOCs provide massive open online courses accessible to anyone for free through platforms like Coursera, which partners with universities to offer online courses, programs, and degrees to over 33 million registered users worldwide.
This document provides guidelines for developing a technology use plan for a school district. It recommends forming a committee with representatives from various stakeholder groups to evaluate current technology use, assess needs, create a vision statement and goals, determine professional development needs, and develop an implementation timeline and evaluation strategy. The plan should address instructional technology, software, assistive technology, standards, and staff training. It suggests evaluating the plan annually and specific sections monthly and weekly to ensure goals and objectives are being met.
The document provides information about an inclusion in eLearning forum and mobile learning implications. It discusses how mobile devices can increase learner satisfaction, widen participation, enhance teaching and learning, and reduce costs. It also summarizes several presentations and projects around inclusive eLearning topics such as using iPads to support inclusion, assistive technology training, and a safe social networking tool called InBook.
This document discusses technology approaches to final projects that are more engaging for students. It provides examples of video, wiki, podcast and timeline projects. Some benefits highlighted are that they foster critical thinking, are more engaging for today's students, and allow students to demonstrate multiple intelligences and creativity. Rubrics and learning objectives are important for assessment. Instructors are encouraged to provide support and options to opt for traditional papers for students less comfortable with technology.
CS0: A Project Based, Active Learning Coursedrboon
The recruitment and retention of students in early computer programming classes has been the focus of many Computer Science and Informatics programs. This paper describes an initiative underway at Indiana University South Bend to improve the retention rate in computer science and informatics. The approach described in this work is inspired by the SCALE-UP project, and describes the design and implementation of an instructor-guided, active learning environment which allows students to gradually acquire the necessary critical thinking, problem solving, and programming skills required for success in computer science and informatics.
School of engineering, Dayananda Sagar College offers bachelor, master and research courses in mechanical engineering. Highly qualified professors, industry and research based curriculum, well –equipped labs, exposure to national and international workshops and seminars have made DSU students to be the next innovators of the domain.
Know more about the eligibility, admission test (DSAT 2018) course details, in-house research and development opportunities and placements for all the aspiring students of Dayananda Sagar College of Engineering
This document outlines Vancouver School District's technology plan for 2007-2010. The plan includes a vision statement, goals, strategies, and timelines. The main goal is for 80% of 8th graders to achieve technology literacy by spring 2010. Strategies include providing computer classes and professional development for teachers to help students access and evaluate electronic information across subjects. The plan also discusses needs assessment, professional development models and topics, and a two-year timeline for integrating technology into the curriculum.
It is GDE showcasing presentation where educators and learners were encouraged to participate in promoting the use of ICT to enhance teaching and learning.
The document discusses the Department of Computer Science and Engineering at Bharath Institute of Science and Technology. It provides information on the department's vision, mission, programs offered, faculty achievements and awards, student achievements, placements, MOUs with industries, and NBA accreditation process. The department aims to provide quality education and hands-on training to help students secure jobs in premier IT companies or pursue higher education and research. It has strong industry collaborations and many faculty with doctorates guiding research.
The document outlines a technology action plan for a campus (CPES) over multiple years. It includes:
- Professional development sessions to introduce staff to technology standards and tools like STaR Charts to evaluate technology use
- Development of a campus technology scope and sequence aligned to curriculum needs
- Plans for technology-integrated lesson activities, peer observations, and walkthroughs
- Goals to improve technology use across subjects and incorporate devices to enhance instruction
Similar to Oame mathcasting may 2, 2013 - carol carruthers (20)
This document summarizes Seneca College's approach to improving numeracy skills among its students. It finds that 34% of students receive grades of D or F in first-semester mathematics, placing them at risk of not completing their programs. Seneca addresses this using tablet PCs to enable synchronous collaborative workspaces, allowing students to solve problems and provide anonymous feedback in real-time. This active learning approach has led to improved participation and understanding compared to traditional asynchronous online or passive learning methods.
The document discusses using screencasting technology to create student-produced math tutorial videos called "mathcasts" to help engage students struggling with mathematics. It provides information on different screencasting software and apps that students can use on computers, tablets, and mobile devices to record audio and video explanations of math concepts. The goal is to develop an online library of these student-created mathcast videos to help their peers learn foundational math skills.
This document discusses the integration of technology into foundational mathematics courses at Seneca College between 2008-2012. It describes how tablet PCs and DyKnow software were used to enable collaborative and synchronous learning. Students were able to work through problems in real-time and provide anonymous feedback. This transitioned learning from a teacher-driven model to a more student-centered approach with active participation and responsibility for pre-class assignments. WebQuests were also created for use across multiple disciplines.
This document outlines the use of technology to enhance student-centered learning in a foundational mathematics classroom. Key aspects discussed include using tablet PCs to take digital notes during synchronous in-class sessions and completing asynchronous online activities outside of class. Polling software and shared digital workspaces allow for real-time feedback and collaboration. The approach aims to increase student engagement, participation, and flexibility in the learning process.
This document summarizes Carol Carruthers' presentation on using tablet PCs and interactive software to increase student engagement and learning outcomes. The summary is:
1) Tablet PCs and DyKnow software were introduced to math and science courses to encourage active learning and collaboration. This led to improved attendance, participation, and grades.
2) Students reported being more engaged, interacting more with peers, and feeling more confident participating. Research showed higher attendance and more A/B grades with tablets versus traditional classes.
3) Beyond the classroom, an LMS, online assignments, and videos provided additional learning resources for students. Data and student feedback indicated the technology positively impacted performance and engagement.
This document discusses the use of pen-based tablet technology to enhance mathematics and science teaching and learning through interactive lessons, asynchronous annotation of e-notes, and synchronous collaboration using DyKnow software. Tablet PCs allow for handwritten work and diagrams while facilitating online collaboration, but some students find them distracting. Overall feedback from students indicates that the tablets help them pay attention, organize their work, and participate more in classes.
This presentation discusses a collaborative pen-based workspace used for teaching and learning mathematics at Seneca College. It utilizes DyKnow software and HP tablet PCs to allow for interactive lessons, collaborative practice between students, and asynchronous review of electronic notes. Evaluations found that the technology engaged visual learners and shy students, helped keep students organized, and improved focus and test performance compared to traditional lectures. However, consistent internet access and adjusting to digital notes instead of paper were challenges. The project was funded through various grants and aimed to enhance foundational math education through an innovative teaching methodology supported by technology.
This document discusses how tablets can be used for teaching mathematics. It outlines how tablets allow students to write math problems and diagrams easily, use interactive learning objects and apps, and collaborate in real-time classroom activities through software like DyKnow. Tablets were provided to a college through an education grant. Students reported tablets helped organization, attention, and anonymous participation. The document promotes pen-based tablets for math education.
This document discusses how tablets can be used for teaching mathematics. It outlines how tablets allow students to write math problems and diagrams easily, use interactive learning objects and apps, and collaborate in real-time classroom activities through software like DyKnow. Tablets were provided to a college through an education grant. Students reported tablets helped organization, attention, and anonymous participation. The document promotes pen-based tablets for math education.
This document summarizes a presentation about using tablet computers and DyKnow software to engage students in English and mathematics courses. It outlines how grants helped fund the acquisition of tablet PCs and DyKnow licenses. The presentation discusses why pen-based tablets and DyKnow's features are effective for teaching, including allowing students to write and share work digitally. Student feedback indicates that the technology fosters collaboration and engagement. While there are technological hurdles, students report benefits such as organization, accessibility, and improved performance and understanding when using tablets and DyKnow in the classroom.
This presentation discusses the experiences of two professors using tablet PCs in their classrooms to provide an interactive and collaborative learning environment. Tablet PCs allow for activities like focus exercises, collaborative problem-solving, and reflection. Technological hurdles include reliable WiFi and using a stylus instead of pen and paper. The presentation compares tablets like the iPad and HP models and acknowledges funding support from grants.
- Seneca College received an $84,000 grant from HP to purchase 21 tablet PCs to enhance teaching and learning, allowing them to test the technology's impact.
- Surveys found that the tablets increased student engagement and attendance, improved note-taking skills, and enhanced participation and application of concepts.
- Challenges included potential distractions from websites and slow internet connections, which the college is working to address.
The document summarizes Carol Carruthers' presentation on March 2, 2009 about using technology for teaching math and science. It outlines various technologies that can be used like Math Type, overhead projectors, and Blackboard sites. It provides examples of online textbooks, interactive learning objects, and webquests. It also lists several favorite online learning resources and describes the instructor's use of tablet technology, faculty collaboration using Blackboard, and a Dyknow classroom.
This document discusses strategies for redesigning course delivery to improve student engagement and retention. These strategies include using constructivist techniques and andragogical learning strategies, facilitating faculty collaboration, administering student surveys and portfolios for reflection, incorporating online homework and learning objects, implementing an inverted classroom approach, and designing student-centered activities. The goal is to better prepare adaptive learners and actively involve students in the learning process.
The document provides an overview of mathematics programs at Seneca College, including details about various engineering technology programs, program standards, and support for students. It discusses how college programs are developed based on labor market needs and input from advisory committees. It also outlines the key components of program standards, including vocational learning outcomes and indicators of performance. Support for first semester students around time management, learning styles, and mathematics preparation is also addressed.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
Seneca College received a grant to redesign the delivery of its Applied Science and Technology Fundamentals Program using tablet computers and interactive software. Researchers divided students into experimental and control groups to study the impact of the new technology on engagement and retention. Preliminary findings showed that the tablet classroom helped keep students focused, promoted collaborative learning, and made notes easily accessible, leading to improved organization and support for learning. Students reported that the new technology made classes more interactive and participation less embarrassing, revolutionizing the idea of learning.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Oame mathcasting may 2, 2013 - carol carruthers
1. ONTARIO ASSOCIATION OF MATHEMATICS EDUCATORS
The confidence to LEARN math:
Students as teachers through screencasting
Carol Carruthers
Rohini Raina
May 2, 2013
2. APPLIED SCIENCE AND TECHNOLOGY (AST):
Providing a strong foundation in mathematics,
science, technology and communication
http://www.senecac.on.ca/fulltime/AST.html
3. FOUNDATIONS FOR TECHNICAL MATHEMATICS (FTM)
College Mathematics Project (CMP)
http://collegemathproject.senecac.on.ca/cmp/en/index.php
Teaching collaborative/Technology integration
Student-centered learning community
4. TECHNOLOGY INTEGRATION 2008/2010:
Two wireless/Mobile Tablet PC labs
DyKnow Vision software
AST Math/Science:
1) Engagement and retention of students
2) Enhancing learning and concept application
3) Demonstration of teaching strategy to other educators
Foundations of Technical Mathematics:
1) Effectiveness in a larger class size
2) Reproducibility
5. PEN-BASED COMPUTING (TABLET PC):
Stylus input – like pencil on paper (no typing)
Annotations focus learners on key concepts
Visual learners can diagram ideas
Notes saved and accessed anytime/anywhere
11. CREATING RESOURCES FOR HYBRID TEACHING:
In hybrid mode:
Less face-to-face class time
Necessary to cover content outside of class time
The solution is to screencast!!
http://www.youtube.com/watch?v=yvKu2T9Kovo
12. INSTRUCTOR DEVELOPED SCREENCASTS:
CONS
Time required to
produce
Teaching style the
same (videos are
copies of lessons)
Passive (not active)
learning
PROS
Students choose
when/where/how
often learning occurs
Capitalize on „out of
class time‟ learning
Provides review for
exams/tests/quizzes
STUDENT DEVELOPED MATHCASTS!!
13. CONNECTING COLLEGE TO CAREER (C^3):
Goal:
To develop a categorized library of mathematics
and application videos (AODA compliant)
produced by and for students
“This initiative has received funding through the Seneca
Pillar Sponsorship program and the generous support of
Johnson Insurance Inc.”
3
14. FEATURES:
all levels and disciplines of
mathematics
students, tutors, Learning
Centre staff, alumni, faculty,
industry professionals and
administration
application of fundamental
mathematics concepts used
in daily work situations
initiate connections and
stimulate discussion