Planning for Technology Integration in the Classroom
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Course Requirement in S-ICTE 04 TECHNOLOGY INTEGRATION IN THE LEARNING ENVIRONMENT III - BSITE BS in Information Technology Education Philippine Normal University
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Planning for technology integration in the classroom
This document provides guidance on planning for technology integration in the classroom. It discusses that technology integration requires collaboration between teachers and specialists to support curriculum goals. Effective integration engages students through active learning, participation, feedback and real-world connections. The document then outlines six steps to plan a lesson integrating technology: 1) plan the lesson without technology, 2) identify available resources, 3) research relevant technology standards, 4) write objectives incorporating technology, 5) determine assessments of both content and technology, and 6) develop the full lesson plan integrating technology and assessing both.
Using TIP model
The document outlines a technology integration strategy called the TIP (Technology Integration Plan) model used to teach a group of students about hurricanes. It describes the phases of the TIP model which includes determining why use technology, expected outcomes, strategies, materials, and equipment needed. It also provides details of three lesson plans on hurricanes using online resources, videos, and desktop publishing software. The document concludes that technology is essential for dynamic learning and helps develop skills applicable to the workplace.
Group 3 pro final 09 slideshow
This document discusses integrating technology into the classroom. It identifies four key components of effective technology integration: active engagement, participation in groups, frequent interaction and feedback, and connection to real-world experts. Ways to integrate technology include creating class websites, showcasing student work, making announcements, and assigning online activities. Thematic units allow covering all subjects while integrating various technology tools. Challenges with technology integration include insufficient time, varying teacher skills, student access issues, and funding/updating costs. Professional development, technology planning committees, and funding strategies can help address these challenges. Benefits include enhanced instruction through varied formats, instant feedback, and increased collaboration. Effects on students include more active participation, making their own choices, developing
Questionnaire checklist
This document contains a questionnaire for teachers regarding their use of technology in mathematics instruction. It has four sections: (1) demographic information of teacher respondents, (2) available technologies used in the classroom, (3) use of technology to facilitate teaching and learning, and (4) application of ICT skills by teachers in teaching mathematics. Teachers are asked to rate their familiarity with and use of various technologies like computers, software, internet, and their confidence in skills like word processing, presentations, spreadsheets, and databases. They are also asked to identify obstacles to successfully integrating technology.
Welcome to the 21st Century: Pull Up a Keyboard
The document summarizes a presentation given at an English Department Colloquium about using technology to enhance courses. It discusses the benefits of hybrid and online courses, such as improving student writing, accommodating different learning styles, and increasing computer literacy. However, it notes that teaching with technology requires more time for development and that not all course elements are suitable outside the classroom. Faculty are encouraged to carefully consider what parts of their courses can be delivered online before redesigning them with new technologies.
Hybrid Composition Course Training
This document outlines a workshop for teaching hybrid composition courses that combine both online and in-class learning. The workshop aims to encourage adoption of technologies that enhance student learning. It will guide instructors through developing effective online teaching strategies and materials over five phases, addressing topics such as copyright, syllabus design, grading, and student collaboration. Instructors commit to teaching one hybrid course and sharing their experiences. In return, they receive support from program coordinators and access to hardware, software, and a stipend for professional development.
E learning
This document discusses e-learning and its relationship to teaching and learning in classrooms. It defines e-learning as comprising all forms of electronically supported learning and teaching using information and communication technologies. E-learning can be self-paced or instructor-led and involves transferring skills and knowledge via tools like the internet, intranet, audio/video, and CD-ROM. The document asks teachers to consider how, why, and what regarding their use of e-learning technologies in the classroom, and provides examples of e-learning activities.
BLENDED LEARNING 101
This document provides an overview of blended learning and suggestions for how to incorporate blended learning into instructional practices. Blended learning combines traditional in-person instruction with online learning, allowing students to sometimes control the pace and place of their learning. The document recommends substituting and modifying current practices and using online tools for collaboration, communication, notetaking, subject area applications, and assessments. Examples of specific online programs that can be used for these purposes are also provided.
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Planning for technology integration in the classroom
This document provides guidance on planning for technology integration in the classroom. It discusses that technology integration requires collaboration between teachers and specialists to support curriculum goals. Effective integration engages students through active learning, participation, feedback and real-world connections. The document then outlines six steps to plan a lesson integrating technology: 1) plan the lesson without technology, 2) identify available resources, 3) research relevant technology standards, 4) write objectives incorporating technology, 5) determine assessments of both content and technology, and 6) develop the full lesson plan integrating technology and assessing both.
Using TIP model
The document outlines a technology integration strategy called the TIP (Technology Integration Plan) model used to teach a group of students about hurricanes. It describes the phases of the TIP model which includes determining why use technology, expected outcomes, strategies, materials, and equipment needed. It also provides details of three lesson plans on hurricanes using online resources, videos, and desktop publishing software. The document concludes that technology is essential for dynamic learning and helps develop skills applicable to the workplace.
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This document discusses integrating technology into the classroom. It identifies four key components of effective technology integration: active engagement, participation in groups, frequent interaction and feedback, and connection to real-world experts. Ways to integrate technology include creating class websites, showcasing student work, making announcements, and assigning online activities. Thematic units allow covering all subjects while integrating various technology tools. Challenges with technology integration include insufficient time, varying teacher skills, student access issues, and funding/updating costs. Professional development, technology planning committees, and funding strategies can help address these challenges. Benefits include enhanced instruction through varied formats, instant feedback, and increased collaboration. Effects on students include more active participation, making their own choices, developing
Questionnaire checklist
This document contains a questionnaire for teachers regarding their use of technology in mathematics instruction. It has four sections: (1) demographic information of teacher respondents, (2) available technologies used in the classroom, (3) use of technology to facilitate teaching and learning, and (4) application of ICT skills by teachers in teaching mathematics. Teachers are asked to rate their familiarity with and use of various technologies like computers, software, internet, and their confidence in skills like word processing, presentations, spreadsheets, and databases. They are also asked to identify obstacles to successfully integrating technology.
Welcome to the 21st Century: Pull Up a Keyboard
The document summarizes a presentation given at an English Department Colloquium about using technology to enhance courses. It discusses the benefits of hybrid and online courses, such as improving student writing, accommodating different learning styles, and increasing computer literacy. However, it notes that teaching with technology requires more time for development and that not all course elements are suitable outside the classroom. Faculty are encouraged to carefully consider what parts of their courses can be delivered online before redesigning them with new technologies.
Hybrid Composition Course Training
This document outlines a workshop for teaching hybrid composition courses that combine both online and in-class learning. The workshop aims to encourage adoption of technologies that enhance student learning. It will guide instructors through developing effective online teaching strategies and materials over five phases, addressing topics such as copyright, syllabus design, grading, and student collaboration. Instructors commit to teaching one hybrid course and sharing their experiences. In return, they receive support from program coordinators and access to hardware, software, and a stipend for professional development.
E learning
This document discusses e-learning and its relationship to teaching and learning in classrooms. It defines e-learning as comprising all forms of electronically supported learning and teaching using information and communication technologies. E-learning can be self-paced or instructor-led and involves transferring skills and knowledge via tools like the internet, intranet, audio/video, and CD-ROM. The document asks teachers to consider how, why, and what regarding their use of e-learning technologies in the classroom, and provides examples of e-learning activities.
BLENDED LEARNING 101
This document provides an overview of blended learning and suggestions for how to incorporate blended learning into instructional practices. Blended learning combines traditional in-person instruction with online learning, allowing students to sometimes control the pace and place of their learning. The document recommends substituting and modifying current practices and using online tools for collaboration, communication, notetaking, subject area applications, and assessments. Examples of specific online programs that can be used for these purposes are also provided.
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The document provides an overview of the history and development of computers and computer-aided instruction. It discusses key events from 1943 to 1980 in the evolution of computers. It then outlines the early uses of computers in education for mathematics, science and engineering problems. Several models of computer-aided instruction are introduced, including their advantages and limitations. Development tools and instructional methodologies like tutorials, drills and simulations are also summarized.
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This document outlines the advantages and disadvantages of online education. Some of the key advantages include reaching a larger and more geographically diverse audience, helping disabled or isolated students, offering flexibility, and reducing costs. However, there are also challenges such as selecting the right technology, dealing with compatibility issues, submitting assignments online, requiring equipment that some students cannot afford, and the possibility of cheating. Motivation and self-discipline are also important factors for online students.
C:\Users\Owner\Desktop\Technology In The Classroom
This document discusses the benefits of using technology in the classroom, including developing higher-order thinking skills, promoting creativity, and facilitating academic learning. It recommends integrating technology across subjects like language arts, science, social studies, math, and art. Some types of technologies that can be used are computers, the internet, digital cameras, and interactive whiteboards. Computers offer programs for writing, presentations, art, and learning computer parts. The internet allows research and access to educational videos and games. Digital cameras capture moments for projects, field trips, and science experiments. Interactive whiteboards are large screens that allow whole-class demonstration and interaction. Technology can be used at home to reinforce skills, and teachers should provide resources for parents.
Basic concepts on integrating technology in instruction
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This course has taught the student how to create a personal web page, blog, personal and collaborative wikis, and a newsletter. It has also introduced the student to concepts like the Net Generation, educational technology standards, constructivism, and more. The student feels the course is beneficial but sometimes overwhelming. It has improved the student's confidence with technology and provided strategies for engaging digital native students. Areas for improvement include reducing the workload, providing earlier access to readings, and more frequent feedback.
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Blended learning combines traditional in-person classroom methods with online activities to provide structured learning opportunities both inside and outside the classroom. It can complement curriculum, differentiate instruction for various learning styles and abilities, provide equal access to technology, and promote collaborative learning. To implement blended learning, teachers should be willing to try different techniques like using email to practice English, learning management systems, web tools that are free, and teaching digital literacy. Blended learning builds skills for all students when implemented effectively, especially with support from an IT team.
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This chapter discusses strategies for integrating technology into classroom lessons and managing the use of computers in the classroom. It provides guidance on preparing lessons that incorporate technology, such as creating digital folders and bookmarking websites. It also offers tips for managing computer rotations and assisting students with technology skills through peer modeling. Key points about 21st century skills include teaching students to solve problems, make decisions collaboratively, and manage digital resources.
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This document discusses how to help students learn better through improving classroom environments and learning designs using technology. It recommends that classrooms have computers, network connections, and projection systems to allow instructors to demonstrate material. Instructors should prepare presentations and interact with students. For effective participation, students need laptops they can use in class, if allowed. Instant messaging and PowerPoint presentations are discussed as helpful technologies for tutoring and presenting new information. The document stresses that teachers must adapt to keep education relevant as technology accelerates learning, and that some teachers receive training on classroom technologies.
Teachingstrategies Hareem.edu.sc- University of Karachi (Master)
This document discusses various common teaching methods that utilize computer technology, including the internet, computer-managed instruction, computer-assisted instruction, and self-learning modules. It provides details on how each method uses computers and online resources to enhance the teaching and learning process, enable access to educational materials, and allow students to learn at their own pace through interactive lessons and assessments with immediate feedback. The document also explores how computer technology can help improve basic skills instruction, advance more complex skills, assess student progress more comprehensively, and increase student motivation in the learning process.
Chapter 12 New
This chapter discusses strategies for integrating technology into classroom lessons and managing the classroom environment. It provides guidance on preparing lesson plans that incorporate computers, such as creating digital folders and bookmarking websites. The chapter also offers tips for assisting students with computer skills through peer modeling, managing classroom rules and computer rotations, and developing students' 21st century skills. Overall, the chapter aims to help teachers effectively implement technology-based lessons and activities.
Chapter 12 new
This chapter discusses strategies for integrating technology into classroom lessons and managing the classroom environment. It provides guidance on preparing lesson plans that incorporate computers, such as creating digital folders and bookmarking websites. The chapter also offers tips for assisting students with computer skills through peer modeling, managing classroom rules and computer rotations, and developing students' 21st century skills. Overall, the chapter aims to help teachers effectively implement technology-based lessons and activities.
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Adaptive Learning
Adaptive learning is an educational technique that uses computers to determine the right level of instruction for each student, tailoring the resources and pace of learning to match individual needs and knowledge. It works by creating student and expert models that are used by an instructional model to deliver personalized instruction through an adaptive learning environment. This results in students receiving precisely what they require to learn at their own pace and level, with the goal of optimizing the learning experience and outcomes for all.
French American International Board Presentation
The document outlines potential long-term education technology objectives for a school, including empowering teachers to achieve classroom learning goals, developing a pedagogically sound and scalable plan for a 3-5 year rollout, and connecting the plan to the existing technology plan. It recommends investing in centralized school-wide programs with strong leadership and clearly defined goals. Specific recommendations include expanding technology curriculum integration school-wide, creating a center for instruction and technology support, and implementing smart classrooms to drive curriculum and student learning.
Integrating technology tcea
The document discusses technology integration in education. It defines technology integration as using technology to introduce, reinforce, extend, enrich, assess, and remediate curricular goals. This involves collaboration and planning by educators and always includes their participation. Some examples of what is not considered technology integration are using software just for drills, having students learn technical skills in a computer lab, or replacing teachers with computers. The document encourages technology integration because it can help teach students skills like complex thinking, problem solving, and collaboration. It provides tips for successful integration, such as starting small, embracing experimentation, and having backup plans for when problems occur.
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St. Gregory's head of school outlines a plan to accelerate the school's technology integration through a 1:1 netbook program. Key aspects of the plan include upgrading the campus-wide WiFi, providing each student with a netbook, and increasing professional development for teachers on integrating technology into learning. A pilot program will launch in April with 7th and 10th grades before full implementation in the next school year. The goal is for technology to support collaboration, communication, creativity and evolving models of teaching and learning.
Innovative Technology - EDU 709
Students will complete language arts assignments by working collaboratively in groups on wikis. They will discuss questions, vocabulary, quizzes and tests and create a final book project on their wiki. In the second lesson, students will create a PowerPoint presentation using the work they created on their wiki to share with peers. While this incorporates technology, collaboration, and life skills, some students may lack access to technology at home, requiring more time in the computer lab.
Innovative technology
Students will complete language arts assignments by working collaboratively in groups on wikis. They will discuss questions, vocabulary, quizzes and tests and create a final book project on their wiki. In the second lesson, students will create a PowerPoint presentation using the work they created on their wiki to share with peers. While this incorporates technology, collaboration, and life skills, some students may lack access to technology at home, requiring more time in the computer lab.
Technology Integration in the Classroom - A case study in learning engagement...
This presentation, presented at the Houston Association of Talent Development (ATD) 2014 conference highlights two case studies in which training practitioners take a creative approach to leverage existing technologies for business results.
Session Objective:
* Dispel common concerns around technical training assessment.
* Repurpose existing learning resources for extended use in the organization.
* Identify methods to drive engagement in the classroom.
* List reporting and analytics critical for compliance management and continuous improvement.
* Outline considerations for systems integration projects.
* Overcome obstacles to training delivery and management.
Technology Integration in Instruction
This document discusses the integration of technology in the classroom. It emphasizes that technology should be used to enhance instructional goals and foster learning, not as a replacement for good teaching. It provides examples of how blogs, social presentations, collaborative lectures, and other technologies can be used to engage students and encourage discussion if implemented properly. However, it cautions that simply digitizing traditional classroom activities may not fully utilize technology's potential to develop deeper thinking. Teachers are encouraged to reflect on how their technological choices support their pedagogical approaches.
Field Study 3 Episode 5
The document outlines a field study experience for a student where they are tasked with preparing instructional materials (handouts) on a topic. It provides a template for the student to plan their handout, which they use to create a handout on circles and their lines that includes definitions, parts of a circle, and lines in a circle. The student then analyzes features of effective handouts and reflects on difficulties preparing their handout and tips for teachers on creating handouts.
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This document outlines the advantages and disadvantages of online education. Some of the key advantages include reaching a larger and more geographically diverse audience, helping disabled or isolated students, offering flexibility, and reducing costs. However, there are also challenges such as selecting the right technology, dealing with compatibility issues, submitting assignments online, requiring equipment that some students cannot afford, and the possibility of cheating. Motivation and self-discipline are also important factors for online students.
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This document discusses the benefits of using technology in the classroom, including developing higher-order thinking skills, promoting creativity, and facilitating academic learning. It recommends integrating technology across subjects like language arts, science, social studies, math, and art. Some types of technologies that can be used are computers, the internet, digital cameras, and interactive whiteboards. Computers offer programs for writing, presentations, art, and learning computer parts. The internet allows research and access to educational videos and games. Digital cameras capture moments for projects, field trips, and science experiments. Interactive whiteboards are large screens that allow whole-class demonstration and interaction. Technology can be used at home to reinforce skills, and teachers should provide resources for parents.
Basic concepts on integrating technology in instruction
One of the topics in Educational Technology which covers the different concepts and ideas on technology integration.
Midterm
This course has taught the student how to create a personal web page, blog, personal and collaborative wikis, and a newsletter. It has also introduced the student to concepts like the Net Generation, educational technology standards, constructivism, and more. The student feels the course is beneficial but sometimes overwhelming. It has improved the student's confidence with technology and provided strategies for engaging digital native students. Areas for improvement include reducing the workload, providing earlier access to readings, and more frequent feedback.
Blended Learning
A presentation covering the basics of Blending Learning, Technology Integration and Technology Enhancement in the classroom.
Blurring Borders with Blended Learning March 2015
Blended learning combines traditional in-person classroom methods with online activities to provide structured learning opportunities both inside and outside the classroom. It can complement curriculum, differentiate instruction for various learning styles and abilities, provide equal access to technology, and promote collaborative learning. To implement blended learning, teachers should be willing to try different techniques like using email to practice English, learning management systems, web tools that are free, and teaching digital literacy. Blended learning builds skills for all students when implemented effectively, especially with support from an IT team.
Chapter 12
This chapter discusses strategies for integrating technology into classroom lessons and managing the use of computers in the classroom. It provides guidance on preparing lessons that incorporate technology, such as creating digital folders and bookmarking websites. It also offers tips for managing computer rotations and assisting students with technology skills through peer modeling. Key points about 21st century skills include teaching students to solve problems, make decisions collaboratively, and manage digital resources.
Techonology in Education
This document discusses how to help students learn better through improving classroom environments and learning designs using technology. It recommends that classrooms have computers, network connections, and projection systems to allow instructors to demonstrate material. Instructors should prepare presentations and interact with students. For effective participation, students need laptops they can use in class, if allowed. Instant messaging and PowerPoint presentations are discussed as helpful technologies for tutoring and presenting new information. The document stresses that teachers must adapt to keep education relevant as technology accelerates learning, and that some teachers receive training on classroom technologies.
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This document discusses various common teaching methods that utilize computer technology, including the internet, computer-managed instruction, computer-assisted instruction, and self-learning modules. It provides details on how each method uses computers and online resources to enhance the teaching and learning process, enable access to educational materials, and allow students to learn at their own pace through interactive lessons and assessments with immediate feedback. The document also explores how computer technology can help improve basic skills instruction, advance more complex skills, assess student progress more comprehensively, and increase student motivation in the learning process.
Chapter 12 New
This chapter discusses strategies for integrating technology into classroom lessons and managing the classroom environment. It provides guidance on preparing lesson plans that incorporate computers, such as creating digital folders and bookmarking websites. The chapter also offers tips for assisting students with computer skills through peer modeling, managing classroom rules and computer rotations, and developing students' 21st century skills. Overall, the chapter aims to help teachers effectively implement technology-based lessons and activities.
Chapter 12 new
This chapter discusses strategies for integrating technology into classroom lessons and managing the classroom environment. It provides guidance on preparing lesson plans that incorporate computers, such as creating digital folders and bookmarking websites. The chapter also offers tips for assisting students with computer skills through peer modeling, managing classroom rules and computer rotations, and developing students' 21st century skills. Overall, the chapter aims to help teachers effectively implement technology-based lessons and activities.
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Technology Class presentation to class at Fordham Uniersity, It is meant for classroom teachers to broaden understanfing of integrating technology into teaching and learning.
Adaptive Learning
Adaptive learning is an educational technique that uses computers to determine the right level of instruction for each student, tailoring the resources and pace of learning to match individual needs and knowledge. It works by creating student and expert models that are used by an instructional model to deliver personalized instruction through an adaptive learning environment. This results in students receiving precisely what they require to learn at their own pace and level, with the goal of optimizing the learning experience and outcomes for all.
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The document outlines potential long-term education technology objectives for a school, including empowering teachers to achieve classroom learning goals, developing a pedagogically sound and scalable plan for a 3-5 year rollout, and connecting the plan to the existing technology plan. It recommends investing in centralized school-wide programs with strong leadership and clearly defined goals. Specific recommendations include expanding technology curriculum integration school-wide, creating a center for instruction and technology support, and implementing smart classrooms to drive curriculum and student learning.
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The document discusses technology integration in education. It defines technology integration as using technology to introduce, reinforce, extend, enrich, assess, and remediate curricular goals. This involves collaboration and planning by educators and always includes their participation. Some examples of what is not considered technology integration are using software just for drills, having students learn technical skills in a computer lab, or replacing teachers with computers. The document encourages technology integration because it can help teach students skills like complex thinking, problem solving, and collaboration. It provides tips for successful integration, such as starting small, embracing experimentation, and having backup plans for when problems occur.
Parent tech presentation
St. Gregory's head of school outlines a plan to accelerate the school's technology integration through a 1:1 netbook program. Key aspects of the plan include upgrading the campus-wide WiFi, providing each student with a netbook, and increasing professional development for teachers on integrating technology into learning. A pilot program will launch in April with 7th and 10th grades before full implementation in the next school year. The goal is for technology to support collaboration, communication, creativity and evolving models of teaching and learning.
Innovative Technology - EDU 709
Students will complete language arts assignments by working collaboratively in groups on wikis. They will discuss questions, vocabulary, quizzes and tests and create a final book project on their wiki. In the second lesson, students will create a PowerPoint presentation using the work they created on their wiki to share with peers. While this incorporates technology, collaboration, and life skills, some students may lack access to technology at home, requiring more time in the computer lab.
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Session Objective:
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* Repurpose existing learning resources for extended use in the organization.
* Identify methods to drive engagement in the classroom.
* List reporting and analytics critical for compliance management and continuous improvement.
* Outline considerations for systems integration projects.
* Overcome obstacles to training delivery and management.
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This document discusses the integration of technology in the classroom. It emphasizes that technology should be used to enhance instructional goals and foster learning, not as a replacement for good teaching. It provides examples of how blogs, social presentations, collaborative lectures, and other technologies can be used to engage students and encourage discussion if implemented properly. However, it cautions that simply digitizing traditional classroom activities may not fully utilize technology's potential to develop deeper thinking. Teachers are encouraged to reflect on how their technological choices support their pedagogical approaches.
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The document discusses assessment methods for different domains of learning. It notes that no single assessment method can measure all forms of learning. A variety of assessment tools and tasks should be used to account for learners' multiple intelligences and learning styles. The document provides examples of traditional paper-and-pencil tests and authentic assessments involving products and performances. It emphasizes using different methods to assess cognitive, affective, and psychomotor domains in line with various taxonomies of learning.
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This is a PowerPoint done in reaction to the video I watched on Edutopia about using technology in the classroom.
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The document discusses how integrating technology into the classroom can benefit both students and teachers, with examples of different technologies being used like MP3 players, video cameras, and computer programs to enhance engagement and create projects. It argues that technology allows students to become more exploratory learners who can produce meaningful projects, and that using available resources can improve test scores, retention, and create a more engaged learning experience.
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Here is an honest appreciation of each team member's contribution:
1. Mendoza, Andrianne:
Quality of Outputs - 4pts (Powerpoint editing was well done)
Initiative/Willingness - 2pts
Team Dynamics - 3pts
2. Jimenez, Levy:
Quality of Outputs - 5pts (Interview questions were insightful)
Initiative/Willingness - 2pts
Team Dynamics - 3pts
3. Sabella, Rachelle:
Quality of Outputs - 5pts (Slides were well-made and informative)
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Planning for Technology Integration in the Classroom
- 1. Planning for Technology Integration in the Classroom Ian Kenneth D. Hermosura III - BSITE
- 2. Understanding why it should happen and how best to do it is often less clear.
- 4. What is the real-world situation for the majority of schools, students, and teachers?
- 5. Importance of collaboration with technology staffs.
- 6. Benefits of having a mentor to help plan technology integration.
- 9. Take your class on a Virtual Field Trip
- 11. Have them create a multimedia presentation
- 12. Use common software for teaching
- 13. Participate in an Online Research Project
- 14. Take part in a Web Event
- 15. Basic Guidelines for Effective use of Technology
- 16. Familiarize yourself with the technology before using it in the classroom.
- 17. Use technology to support real-world problem solving.
- 19. Be prepared with a back-up lesson in case technology malfunctions.
- 20. Conduct assessments regarding to the use of technology in your class.
- 21. Don't start with the technology; Start with your learning objectives.
- 22. End