A sample presentation for discuss technology policy with parents. Visit the K-12 Blueprint for more information on Policy and Leadership in K-12 Education: http://www.k12blueprint.com/policy
The assistive technology landscape in 2012 scotland publiciansyst
The document discusses the assistive technology landscape for students with disabilities in higher education in 2012 and beyond. It defines assistive technology as any product or service that helps people with disabilities gain independence. While 85% of students with disabilities had not used assistive technology before university, 67.5% used it daily to help keep up with their studies. The technology landscape is shaped by trends in consumer technology as well as expectations of 21st century learners. Emerging technologies like gesture controls and digital identity tools may improve accessibility in the future. However, frequent app updates and the shift to web apps also present challenges to long-term support of assistive technologies.
This document discusses pedagogical innovation through mobile learning and technologies. It defines pedagogical innovation as implementing new ways of teaching and learning to promote meaningful learning. It discusses technologies shaping classrooms today, including the flipped classroom approach and e-books. It also covers mobile learning models, advantages and challenges of mobile devices, and concludes that pedagogical innovations with technology aim to improve learning and teaching through evaluation and refinement.
This document discusses assistive technology and its importance for students with disabilities. It describes various types of assistive technology that can support students in academics like math, reading, writing, and spelling. Technologies are available for communication, daily living, and mobility as well. Assistive technology ensures students with disabilities can participate in and benefit from their educational programs. While assistive technology can be costly, it is effective and enables students with learning disabilities or special needs to learn. Schools are responsible for providing appropriate assistive technology required by students' IEPs at no cost to parents.
In Proceedings of the INTED2010 (International Technology, Education and Development Conference) held in Valencia (Spain) on the 8th, 9th and 10th of March, 2010.
An interview with Dale Herring, Director of Technology for Greene County Public Schools in Greene County, VA, about the integration of technology in the schools and the benefits and challenges that this integration presents.
University of Wisconsin: Captioning and Transcription Policies, Uses and Work...3Play Media
This slideshow comes from a presentation at UB Tech in June, 2014. The presentation was led by Josh Miller of 3Play Media and Patrick Wirth of University of Wisconsin-Extension, Continuing Education, Outreach & E-Learning (CEOEL). 3Play Media provides captioning and transcription services for UW-Extension.
CEOEL serves as the coordinator for University of Wisconsin continuing education programs at all 26 campuses. The presentation covered:
- Overview of CEOEL accessibility policies and procedures
- Overview of media team captioning and transcription workflows
- Discussion of CEOEL strategies for addressing accessibility issues/needs
- Showcase of creative uses for transcripts and captions around marketing initiatives
- Access to media players and templates (audio, video, narrations, etc.)
Tony Delahunty presented on piloting mobile devices, resources, and access at the College of North West London. He discussed developing mobile-friendly materials like screencasts, apps, and mobile versions of web services. The college aimed to provide WiFi access for students and exploit devices they carry, but faced challenges in strategy, costs, and changing culture. Delahunty considered questions around whether mobile learning is classroom-based or beyond, teacher-led or user-led, and infrastructure issues in enabling a multi-platform environment.
The assistive technology landscape in 2012 scotland publiciansyst
The document discusses the assistive technology landscape for students with disabilities in higher education in 2012 and beyond. It defines assistive technology as any product or service that helps people with disabilities gain independence. While 85% of students with disabilities had not used assistive technology before university, 67.5% used it daily to help keep up with their studies. The technology landscape is shaped by trends in consumer technology as well as expectations of 21st century learners. Emerging technologies like gesture controls and digital identity tools may improve accessibility in the future. However, frequent app updates and the shift to web apps also present challenges to long-term support of assistive technologies.
This document discusses pedagogical innovation through mobile learning and technologies. It defines pedagogical innovation as implementing new ways of teaching and learning to promote meaningful learning. It discusses technologies shaping classrooms today, including the flipped classroom approach and e-books. It also covers mobile learning models, advantages and challenges of mobile devices, and concludes that pedagogical innovations with technology aim to improve learning and teaching through evaluation and refinement.
This document discusses assistive technology and its importance for students with disabilities. It describes various types of assistive technology that can support students in academics like math, reading, writing, and spelling. Technologies are available for communication, daily living, and mobility as well. Assistive technology ensures students with disabilities can participate in and benefit from their educational programs. While assistive technology can be costly, it is effective and enables students with learning disabilities or special needs to learn. Schools are responsible for providing appropriate assistive technology required by students' IEPs at no cost to parents.
In Proceedings of the INTED2010 (International Technology, Education and Development Conference) held in Valencia (Spain) on the 8th, 9th and 10th of March, 2010.
An interview with Dale Herring, Director of Technology for Greene County Public Schools in Greene County, VA, about the integration of technology in the schools and the benefits and challenges that this integration presents.
University of Wisconsin: Captioning and Transcription Policies, Uses and Work...3Play Media
This slideshow comes from a presentation at UB Tech in June, 2014. The presentation was led by Josh Miller of 3Play Media and Patrick Wirth of University of Wisconsin-Extension, Continuing Education, Outreach & E-Learning (CEOEL). 3Play Media provides captioning and transcription services for UW-Extension.
CEOEL serves as the coordinator for University of Wisconsin continuing education programs at all 26 campuses. The presentation covered:
- Overview of CEOEL accessibility policies and procedures
- Overview of media team captioning and transcription workflows
- Discussion of CEOEL strategies for addressing accessibility issues/needs
- Showcase of creative uses for transcripts and captions around marketing initiatives
- Access to media players and templates (audio, video, narrations, etc.)
Tony Delahunty presented on piloting mobile devices, resources, and access at the College of North West London. He discussed developing mobile-friendly materials like screencasts, apps, and mobile versions of web services. The college aimed to provide WiFi access for students and exploit devices they carry, but faced challenges in strategy, costs, and changing culture. Delahunty considered questions around whether mobile learning is classroom-based or beyond, teacher-led or user-led, and infrastructure issues in enabling a multi-platform environment.
1) The document discusses the use of mobile devices for teaching and learning in higher education.
2) It provides examples of how mobile devices can be used both in and out of the classroom for activities like presentations, note-taking, accessing course materials and communicating with instructors and other students.
3) The document also addresses some challenges of mobile learning like the need for student self-discipline and a lack of standardized platforms across different devices.
Basic Elements and Characteristics of Mobile LearningMr. Mariadi
This document discusses mobile learning and its key elements. It begins by defining mobile learning as learning that allows students to access materials anywhere and anytime using mobile technologies. It then presents a diagram showing the basic elements of an effective mobile learning approach: learner, teacher, content, assessment, and environment. Each of these elements is then further described in the following sections, which discuss factors like the changing teacher role, designing appropriate content, and ensuring a positive learning environment. The document also outlines several characteristics of mobile learning, such as spontaneity, portability, blending, interactivity and collaboration. It concludes by identifying ten important elements for an efficient mobile learning implementation: usability, collaboration, context, control, connectivity, mobility, blending
This document discusses the use of technology in education. It defines technology as objects, knowledge, activities, and processes. The purpose of technology in education is to support instructional learning goals and be used for challenging long-term projects. It discusses how administrators, faculty, and students can get the most out of educational technology through pervasive, wireless, and easy to use systems. It also covers obtaining new technology, current technologies like websites and future technologies like digitized lectures. Distance education and e-learning are growing trends due to more sophisticated home technologies and interest in supplemental education. Instructors remain critical for interaction and guiding discussion that technology cannot replace.
The document discusses the development and adoption of digital textbooks. It notes that digital textbooks are being developed as a more affordable and interactive alternative to traditional printed textbooks. The technology is advancing alongside e-reader platforms. While the industry waits for cheaper, better hardware, digital textbooks offer advantages like interactive content and immediate feedback. The document outlines the stages of adoption according to Rogers' Diffusion of Innovation theory, noting that early adopters will be more progressive institutions attracted by cost savings, while later groups may be slower to adopt.
This presentation is a class project for ED 505 about the various forms of Assistive Technology used in classrooms and how it benefits students with disabilities.
Paraeducators play an important role in supporting students' use of assistive technology (AT) as mandated by IDEA. This document defines AT and outlines the paraeducator's responsibilities regarding AT implementation based on a student's IEP. It provides examples of low-tech, mid-tech, and high-tech AT and discusses how paraeducators can facilitate AT use across academic subjects and activities of daily living to promote student independence.
This document covers a CPD course for teachers on mobile learning. It defines mobile learning, discusses the tools and technologies used, and lists the advantages and disadvantages. It aims to help teachers understand mobile learning, be able to discuss its characteristics and tools, and develop skills like creating educational content and running virtual classes using mobile devices.
21st century technlogy - language artsRobert Brown
The document outlines New Jersey's Core Curriculum Content Standards for technology skills. It discusses how students must use technology to synthesize information, solve problems collaboratively, and communicate knowledge. Students are expected to learn skills like word processing, creating presentations and spreadsheets, and using technology safely and ethically. The standards also focus on creativity, research, digital citizenship, and using technology for critical thinking and decision making. Classrooms will collaborate online across cultures and countries.
This document discusses assistive technology (AT) resources for students with disabilities in classroom settings. It defines AT as any technology used by individuals with disabilities to perform functions that may otherwise be difficult. Examples of AT include mobility devices, software, hardware and peripherals. The document provides examples of AT for students with auditory impairments, ADHD, and learning disabilities. It emphasizes that educators should strive to create inclusive and least restrictive educational environments as required by law, where students receive maximum benefits within regular classrooms as much as possible.
This document discusses assistive technology (AT) resources for students with disabilities in classroom settings. It defines AT as any technology used by individuals with disabilities to perform functions that may otherwise be difficult. Examples of AT include mobility devices, hardware, software and peripherals. The document provides specific AT resources for students with auditory impairments, ADHD, and learning disabilities. It emphasizes that educators should strive to create inclusive and least restrictive educational environments as required by law, where students receive maximum benefits within regular classrooms as much as possible.
This document discusses assistive resources for students with special needs. It explains that students with special needs require individualized education programs (IEPs) and may need assistive technology resources. Assistive technology can be categorized as no-tech, low-tech, or high-tech. No-tech resources include outlines and copies of class notes. Low-tech examples are videotaping classes and hearing assistive devices. The document provides links to websites with information on assistive technology and videos demonstrating various resources.
This presentation discusses assistive technology and its uses for students with disabilities. It defines assistive technology as any equipment, software, or product that helps individuals with disabilities maintain or improve their functional abilities. The Individuals with Disabilities Education Act governs how states provide services to children with disabilities from birth to age 21. Assistive technologies can help students with learning and attention issues, work around challenges while emphasizing strengths, and improve success, confidence, and independence. Examples of assistive technologies that address different learning challenges are also provided.
This document discusses assistive technologies that can enhance the educational experience of students with disabilities. It defines assistive technology as any item or equipment that helps increase the functional abilities of individuals with disabilities. A six-step process is outlined for identifying the best assistive technologies for each student's needs through collaboration between educators and families. Examples are given of low-tech, high-tech, and no-tech assistive technologies and how they can support students with various disabilities or learning challenges. Potential downsides to using assistive technologies in classrooms are also addressed.
Leverage Mobile Technology In Your DistrictBlackboard
Is it becoming more difficult to keep students and parents engaged and informed of critical information? Discover how Blackboard Mobile Learn can impact teaching and learning and extend online learning by giving students and teachers access to course content, and the ability to view documents in multiple formats, post announcements (teachers), create discussion threads and posts, and comment on blogs and journals. Also, learn about Blackboard Mobile Central - a dynamic communication tool that gives students, parents, and teachers on-demand access to district-wide resources and essential information such as directories, calendars, lunch balances and course schedules on the mobile devices they already own.
What are they telling us? Our starting point for meeting learner needs and ex...linzii
The document summarizes the results of an annual survey at Edgehill University regarding student use of technology and the virtual learning environment (VLE). Some key findings from the survey include that the library is the most preferred study space, ownership of laptops and smartphones is high and increasing, and students access lecture materials and the VLE frequently on mobile devices. The survey results have informed the university's focus on developing a mobile-friendly VLE through an app and embracing mobile technology to enhance teaching and learning.
This presentation discusses assistive technology that can help students with special needs in the classroom. It defines assistive technology as tools used by individuals with disabilities to perform functions that may otherwise be difficult. The need for assistive technology in K-12 and higher education is explained, noting legal requirements and the percentage of students with disabilities. Specific technologies are presented for students with ADHD, auditory disabilities, and mild disabilities, including software, brain training games, voice recognition, and adaptations for note-taking and writing. The presentation stresses understanding student challenges, using different technologies tailored to individual needs, and measuring student outcomes.
John Parents Meeting July 2015 Educational TechnologyJohn Cork
This document summarizes educational technology and 21st century learning at Panyarat High School. It discusses that 21st century skills include creativity, problem solving, communication and collaboration. It also outlines that Panyarat High School utilizes Wi-Fi, collaborative learning, a 1:1 laptop program using Google Chromebooks, Google Apps for education, an online learning management system, and teaches digital citizenship.
M4 Assistive Technology Presentation ITEC7530 Summer 2014 Dr. CarlsonPam Cummins
This presentation discusses assistive technology for students with special needs. It defines special needs as disabilities covered by the Individuals with Disabilities Education Act, including physical, mental, emotional and learning disabilities. Federal law requires these students have an Individualized Education Plan created by a team to set goals and determine support. The presentation then discusses strategies for teaching special needs students and examples of low-tech and high-tech assistive technologies that can help with tasks or improve functioning for students with disabilities affecting areas like attention, learning, hearing and more. Useful websites for finding more assistive technology resources are also provided.
This document discusses assistive technology and approaches that can help students with special needs. It explains that students may have individualized education programs (IEPs) for various disabilities and challenges. Teachers can use assistive technologies, defined as any item or equipment that improves functional capabilities, to aid students in areas like physical mobility, communication, and sensory enhancements. Non-technological approaches like structured notes can also help. Examples of assistive technologies discussed include hearing assistive systems, touchscreen computers, and programs that support their implementation in classrooms.
Surviving a BYOD Implementation - TCEA 2016Diana Benner
This document summarizes a presentation on implementing bring your own device (BYOD) programs in schools. The presentation discusses important considerations for BYOD like infrastructure, policies, professional development, and curriculum. It identifies advantages like increased engagement but also disadvantages such as a digital divide. The presentation provides suggestions for BYOD planning in areas like developing policies, building curriculum, and ongoing professional development and support. Interactive elements engage attendees to discuss topics in groups and share ideas.
Surviving a BYOD Implementation - TxDLA 2016Diana Benner
Thinking about allowing students to bring their own devices to school next year? Join us as we discuss how to make this innovative approach work. Discussion will include the advantages and pitfalls of such an implementation, revising policies, classroom management, and helping teachers to adapt.
1) The document discusses the use of mobile devices for teaching and learning in higher education.
2) It provides examples of how mobile devices can be used both in and out of the classroom for activities like presentations, note-taking, accessing course materials and communicating with instructors and other students.
3) The document also addresses some challenges of mobile learning like the need for student self-discipline and a lack of standardized platforms across different devices.
Basic Elements and Characteristics of Mobile LearningMr. Mariadi
This document discusses mobile learning and its key elements. It begins by defining mobile learning as learning that allows students to access materials anywhere and anytime using mobile technologies. It then presents a diagram showing the basic elements of an effective mobile learning approach: learner, teacher, content, assessment, and environment. Each of these elements is then further described in the following sections, which discuss factors like the changing teacher role, designing appropriate content, and ensuring a positive learning environment. The document also outlines several characteristics of mobile learning, such as spontaneity, portability, blending, interactivity and collaboration. It concludes by identifying ten important elements for an efficient mobile learning implementation: usability, collaboration, context, control, connectivity, mobility, blending
This document discusses the use of technology in education. It defines technology as objects, knowledge, activities, and processes. The purpose of technology in education is to support instructional learning goals and be used for challenging long-term projects. It discusses how administrators, faculty, and students can get the most out of educational technology through pervasive, wireless, and easy to use systems. It also covers obtaining new technology, current technologies like websites and future technologies like digitized lectures. Distance education and e-learning are growing trends due to more sophisticated home technologies and interest in supplemental education. Instructors remain critical for interaction and guiding discussion that technology cannot replace.
The document discusses the development and adoption of digital textbooks. It notes that digital textbooks are being developed as a more affordable and interactive alternative to traditional printed textbooks. The technology is advancing alongside e-reader platforms. While the industry waits for cheaper, better hardware, digital textbooks offer advantages like interactive content and immediate feedback. The document outlines the stages of adoption according to Rogers' Diffusion of Innovation theory, noting that early adopters will be more progressive institutions attracted by cost savings, while later groups may be slower to adopt.
This presentation is a class project for ED 505 about the various forms of Assistive Technology used in classrooms and how it benefits students with disabilities.
Paraeducators play an important role in supporting students' use of assistive technology (AT) as mandated by IDEA. This document defines AT and outlines the paraeducator's responsibilities regarding AT implementation based on a student's IEP. It provides examples of low-tech, mid-tech, and high-tech AT and discusses how paraeducators can facilitate AT use across academic subjects and activities of daily living to promote student independence.
This document covers a CPD course for teachers on mobile learning. It defines mobile learning, discusses the tools and technologies used, and lists the advantages and disadvantages. It aims to help teachers understand mobile learning, be able to discuss its characteristics and tools, and develop skills like creating educational content and running virtual classes using mobile devices.
21st century technlogy - language artsRobert Brown
The document outlines New Jersey's Core Curriculum Content Standards for technology skills. It discusses how students must use technology to synthesize information, solve problems collaboratively, and communicate knowledge. Students are expected to learn skills like word processing, creating presentations and spreadsheets, and using technology safely and ethically. The standards also focus on creativity, research, digital citizenship, and using technology for critical thinking and decision making. Classrooms will collaborate online across cultures and countries.
This document discusses assistive technology (AT) resources for students with disabilities in classroom settings. It defines AT as any technology used by individuals with disabilities to perform functions that may otherwise be difficult. Examples of AT include mobility devices, software, hardware and peripherals. The document provides examples of AT for students with auditory impairments, ADHD, and learning disabilities. It emphasizes that educators should strive to create inclusive and least restrictive educational environments as required by law, where students receive maximum benefits within regular classrooms as much as possible.
This document discusses assistive technology (AT) resources for students with disabilities in classroom settings. It defines AT as any technology used by individuals with disabilities to perform functions that may otherwise be difficult. Examples of AT include mobility devices, hardware, software and peripherals. The document provides specific AT resources for students with auditory impairments, ADHD, and learning disabilities. It emphasizes that educators should strive to create inclusive and least restrictive educational environments as required by law, where students receive maximum benefits within regular classrooms as much as possible.
This document discusses assistive resources for students with special needs. It explains that students with special needs require individualized education programs (IEPs) and may need assistive technology resources. Assistive technology can be categorized as no-tech, low-tech, or high-tech. No-tech resources include outlines and copies of class notes. Low-tech examples are videotaping classes and hearing assistive devices. The document provides links to websites with information on assistive technology and videos demonstrating various resources.
This presentation discusses assistive technology and its uses for students with disabilities. It defines assistive technology as any equipment, software, or product that helps individuals with disabilities maintain or improve their functional abilities. The Individuals with Disabilities Education Act governs how states provide services to children with disabilities from birth to age 21. Assistive technologies can help students with learning and attention issues, work around challenges while emphasizing strengths, and improve success, confidence, and independence. Examples of assistive technologies that address different learning challenges are also provided.
This document discusses assistive technologies that can enhance the educational experience of students with disabilities. It defines assistive technology as any item or equipment that helps increase the functional abilities of individuals with disabilities. A six-step process is outlined for identifying the best assistive technologies for each student's needs through collaboration between educators and families. Examples are given of low-tech, high-tech, and no-tech assistive technologies and how they can support students with various disabilities or learning challenges. Potential downsides to using assistive technologies in classrooms are also addressed.
Leverage Mobile Technology In Your DistrictBlackboard
Is it becoming more difficult to keep students and parents engaged and informed of critical information? Discover how Blackboard Mobile Learn can impact teaching and learning and extend online learning by giving students and teachers access to course content, and the ability to view documents in multiple formats, post announcements (teachers), create discussion threads and posts, and comment on blogs and journals. Also, learn about Blackboard Mobile Central - a dynamic communication tool that gives students, parents, and teachers on-demand access to district-wide resources and essential information such as directories, calendars, lunch balances and course schedules on the mobile devices they already own.
What are they telling us? Our starting point for meeting learner needs and ex...linzii
The document summarizes the results of an annual survey at Edgehill University regarding student use of technology and the virtual learning environment (VLE). Some key findings from the survey include that the library is the most preferred study space, ownership of laptops and smartphones is high and increasing, and students access lecture materials and the VLE frequently on mobile devices. The survey results have informed the university's focus on developing a mobile-friendly VLE through an app and embracing mobile technology to enhance teaching and learning.
This presentation discusses assistive technology that can help students with special needs in the classroom. It defines assistive technology as tools used by individuals with disabilities to perform functions that may otherwise be difficult. The need for assistive technology in K-12 and higher education is explained, noting legal requirements and the percentage of students with disabilities. Specific technologies are presented for students with ADHD, auditory disabilities, and mild disabilities, including software, brain training games, voice recognition, and adaptations for note-taking and writing. The presentation stresses understanding student challenges, using different technologies tailored to individual needs, and measuring student outcomes.
John Parents Meeting July 2015 Educational TechnologyJohn Cork
This document summarizes educational technology and 21st century learning at Panyarat High School. It discusses that 21st century skills include creativity, problem solving, communication and collaboration. It also outlines that Panyarat High School utilizes Wi-Fi, collaborative learning, a 1:1 laptop program using Google Chromebooks, Google Apps for education, an online learning management system, and teaches digital citizenship.
M4 Assistive Technology Presentation ITEC7530 Summer 2014 Dr. CarlsonPam Cummins
This presentation discusses assistive technology for students with special needs. It defines special needs as disabilities covered by the Individuals with Disabilities Education Act, including physical, mental, emotional and learning disabilities. Federal law requires these students have an Individualized Education Plan created by a team to set goals and determine support. The presentation then discusses strategies for teaching special needs students and examples of low-tech and high-tech assistive technologies that can help with tasks or improve functioning for students with disabilities affecting areas like attention, learning, hearing and more. Useful websites for finding more assistive technology resources are also provided.
This document discusses assistive technology and approaches that can help students with special needs. It explains that students may have individualized education programs (IEPs) for various disabilities and challenges. Teachers can use assistive technologies, defined as any item or equipment that improves functional capabilities, to aid students in areas like physical mobility, communication, and sensory enhancements. Non-technological approaches like structured notes can also help. Examples of assistive technologies discussed include hearing assistive systems, touchscreen computers, and programs that support their implementation in classrooms.
Surviving a BYOD Implementation - TCEA 2016Diana Benner
This document summarizes a presentation on implementing bring your own device (BYOD) programs in schools. The presentation discusses important considerations for BYOD like infrastructure, policies, professional development, and curriculum. It identifies advantages like increased engagement but also disadvantages such as a digital divide. The presentation provides suggestions for BYOD planning in areas like developing policies, building curriculum, and ongoing professional development and support. Interactive elements engage attendees to discuss topics in groups and share ideas.
Surviving a BYOD Implementation - TxDLA 2016Diana Benner
Thinking about allowing students to bring their own devices to school next year? Join us as we discuss how to make this innovative approach work. Discussion will include the advantages and pitfalls of such an implementation, revising policies, classroom management, and helping teachers to adapt.
Surviving a BYOD Implementation - Tots Frisco 16Diana Benner
Thinking about allowing students to bring their own devices to school next year? Join us as we discuss how to make this innovative approach work. Discussion will include the advantages and pitfalls of such an implementation, revising your AUP into an RUP, classroom management, and helping teachers to adapt.
Frog 13 - Microsoft - Innovative teaching and learning with BYODFrogEducation
Education continues to be the bell weather for innovation and opportunity to do things differently with technology. Consumerisation is driving change and consequently there is a demand for new ways of working, from BYOD to Flipped Classroom to MOOCs (Massive Open Online Courses).
Amongst this opportunity we need to ensure that technology is indeed going to serve teaching and learning appropriately; Teachers need to be trained on how to apply these innovations in and outside the classroom.
In this session, we will share our observations on what it means to introduce BYOD to your school, the challenges, the opportunities and how to bring this all together in a well formed teaching and learning package, where you are using Microsoft technologies and services (such as Windows 8 and Office 365).
Trends in the K-12 education market and their impact on ITRobert Nilsson
The document discusses trends in K-12 education including increased use of mobile devices, social media, cloud computing, apps and online assessments. It outlines how these trends are impacting areas like blended learning, digital citizenship and personalized learning. The document also provides an overview of solutions from Extreme Networks to support these trends, such as wireless networks, software-defined networking and network analytics.
For many schools, enabling 1-to-1 learning is an important next step. This involves equipping every student with a suitable device. In doing so, many strategic decisions come into play – everything from device choice to who should supply devices in the absence of centralised funding models.
This document discusses looking at the academic benefits of technology and planning for technology integration. It covers research on educational technology trends, how leadership can examine the instructional value of technology, features of Windows 8 and comparisons to iPads. Examples are provided of technology use in schools. The document also addresses technology deployment planning, choosing devices and peripherals, developing policies and models for device ownership, and assessing student and school progress. Attendees are prompted to consider how technology can support their mission and vision, benefit students, and inspire change.
The document discusses the goals and vision of a school district to improve technology integration and meet rising student expectations regarding technology proficiency. The district plans to close some schools to save money and reinvest those funds into upgrading technology resources, including purchasing new computers, software, and supporting digital content integration across subjects. The goals are to provide equitable resources across schools, support learning with technology, and ensure students leave each grade level with strong technology skills as outlined in the expectations for grades 2, 5, 8, and 12.
1. The document discusses key factors to consider when selecting devices for a 1:1 program, including pedagogy, stakeholder views, and learning spaces.
2. It emphasizes starting with understanding the school's pedagogical approach and values around teaching and learning. Device selection should enhance and align with this.
3. The views of administrators, teachers, technicians, students, and parents should also be considered through surveys and focus groups.
4. Existing and potential physical and virtual learning spaces must be examined to see how devices can enhance learning in these spaces and be supported by them.
5. By analyzing these three data sets together, a school can make the best decision matching devices to their
The document discusses HP VideoBook, a solution from HP Labs that aims to augment learning experiences for students through contextual video content. It summarizes the current state of education, which includes issues like too much data and not enough learning, as well as decreased attention spans in students. HP VideoBook addresses these by extracting and recommending relevant videos from sources based on topics in textbooks or documents. This cloud-based solution provides on-demand, continuous learning for students anywhere through seamlessly integrated video lessons. It has benefits for students, teachers and schools by enhancing comprehension using an engaging medium and keeping learning aligned with technology trends.
The document discusses bringing your own device (BYOD) programs in education. It outlines the benefits of BYOD, such as giving every student access to technology, lowering costs for schools, and allowing for more up-to-date devices. Challenges of BYOD include ensuring all devices can collaborate, dealing with different operating systems, upgrading network infrastructure to handle increased bandwidth usage, and making sure students who can't afford devices are not left out. Successful BYOD programs provide teacher support and require policies for appropriate device use and file sharing across platforms.
Succeeding With Education Transformation – A Guide to Effective Technology In...Samsung Business USA
It would be difficult to find a school district today not preoccupied with technology tools and digital learning. However, despite their best efforts, many school districts have fallen victim to botched rollouts and ineffective strategies that have wasted time and money — and hurt their reputations with students and parents. This guide from the Center for Digital Education looks at the key elements of a successful digital education transformation, focusing on the 3 Cs of conversion, curriculum and collaboration.
Involving Digital Parents in Digital Learning - Event 3 in a 4-part seriesSchoolwires, Inc.
The New Digital Parents have high expectations when it comes to using technology to support their child’s learning experience — both in and out of school. From mobile devices to online learning, digital parents advocate for effective use of a wide range of technologies to personalize learning. Discover how digital tools can drive parental support, how to involve parents and inform them about what’s happening in the classroom, and how other K-12 school districts are using technology to drive parental involvement.
Fall CUE Presentation: Building a Successful BYOD Program emilyensign
This document discusses building a successful Bring Your Own Device (BYOD) program in K-12 schools. It outlines a multi-faceted approach that requires partnership and reliability between all stakeholders, including superintendents, administrators, teachers, parents, students, IT departments and law enforcement. The roundtable identifies challenges around privacy, safety, access and infrastructure. Successful implementation depends on developing comprehensive policies, providing technical support and professional development, ensuring pedagogical models support learning, and gaining buy-in from all members of the education community.
This document provides information about a training course on using iPads and mobile devices in education. It discusses budgeting for mobile devices, supporting teachers and students, managing and evaluating the use of tablets, and demonstrates various apps that can be used to support teaching and learning.
Benchmarking tool: the student digital experienceJisc
Developed collaboratively with the National Union of Students and the Jisc change agents' network.
Taken from our learning and teaching practice experts group meeting on 23 June 2015
This document discusses the use of technology in K-12 classrooms. It outlines how peripheral devices like smartboards and laptops can enhance student learning and make instruction more effective. It provides examples of online tools for lessons like Slideshare and Prezi and emphasizes determining the purpose for integrating technology before choosing tools. Finally, it lists the roles technology can play in education like engaging students, enhancing learning, and evaluating performance.
Similar to Technology Policy Presentation for Parents (20)
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
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Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...