Shelton iwb poster
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The document discusses the development of an interactive whiteboard (IWB) handbook to support teachers in incorporating IWBs into their classrooms. The handbook provides strategies and ready-to-use lesson examples for using IWBs in K-12 classrooms in a more student-centered way. It aims to help teachers combine their content knowledge with IWB technology by addressing common issues teachers face when learning new technologies. The handbook features IWB lessons and activities specific to language arts content areas.
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![Brandy Shelton Graduate School of Education • Touro University - California Interacting with Interactive Whiteboards Introduction In the early 21 st century new technology enters the classroom in the form of computers, projectors, and software. Some of the technology is familiar to many educators like PowerPoint, online computer games, or laptop computers, while others are brand new like interactive whiteboards. When the new technology is introduced to a teacher, many times their school district offers a one-day training or workshop that teaches them how to use the new equipment or software, but not how to incorporate it into their curriculum due to the short period of the workshops. Teachers need more support when it comes to incorporating new technology and fully engaging their students in order for the technology to be used to its greatest potential. Most teachers begin working with technology with a strong understanding of the curriculum or content, but are not sure how to use the technology to support their previous lessons. Other teachers may know how to use the technology outside of the classroom, but need more support in working it into their curriculum. TPACK (Mishra & Koehler, 2009) helps teachers find a balance between pedagogy, content, and technology knowledge. The author was motivated to develop a way to support teachers in learning how to incorporate interactive whiteboards into their curriculum and classrooms after struggling with her own questions. The development of a handbook is the product of her research into the best practices for presenting material and engaging students with ready to use lessons and examples for a specific content area. ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Background Literature One of the biggest problems surrounding IWBs is the lack of training and effective implementation in classrooms. School districts often send their teachers to a one-day training on how to use the equipment and tools within the programs, and although it is helpful, most teachers need more than one day of support. The problems many teachers are faced with are usually those related to curriculum adaptation and management strategies. TPACK (Mishra & Koehler, 2009) stands for Technological Pedagogical Content Knowledge and refers to the knowledge a teacher acquires in regards to balancing good teaching strategies in specific content areas, with supportive technology. The TPACK model looks to find a balance between pedagogy, content, and technology in order for teachers to successfully implement new technology into their current lessons and units. ,[object Object],[object Object],[object Object],[object Object],[object Object],For Further Information: Brandy Shelton E-Mail: brandyshelton@gmail.com or brandy.shelton@tu.edu Website: http://tu2010shelton.pbworks.com Acknowledgements: I would like to thank my family first and foremost for all of their support and patience throughout the process. Without them I could never have achieved such a lofty goal. Thank you as well to my professors Pam Redmond and Steve Gibbs for their understanding and guidance. A big thank you as well to my cohort who made the process bearable. Literature Cited: Mishra, P., & Koehler, M. J. (2007). Technological pedagogical content knowledge TPCK): Confronting the wicked problems of teaching with technology. Proceedings of Society for Information Technology & Teacher Education International Conference 2007 . San Antonio, TX: AACE. Mishra, P., Koehler, M. (2009). Too cool for school? No way! Using the TPACK framework: You can have your hot tools and teach with them, too. Learning and Leading with Technology, 36( 7), 14-18. Marzano, R. J., & Haystead, M. (2009). Final report on the evaluation of the Promethean technology . Englewood, CO: Marzano Research Laboratory. Schmidt, D., Harris, J., & Hofer, M. (2009, February). K-6 literacy learning activity types . Retrieved from College of William and Mary, School of Education, Learning Activity Types Wiki: http://activitytypes.wmwikis.net/file/view/K- 6LiteracyLearningATs-Feb09.pdf An IWB Language Arts Handbook The handbook was designed as a support tool for novice IWB users. The content was specific to SMART Board IWB products and contained information on basic functions of an IWB and effective strategies to increase effectiveness and student engagement. The handbook was geared toward language arts and featured reading, writing, and conventions activity type tables from Schmidt, Harris, and Hofer (2009) as well. Schmidt, Harris, and Hofer (2009) expanded the idea of technology supporting current teacher knowledge of pedagogy and content with their activity type tables. Schmidt, et al. described lessons and activities that were geared to specific content areas and supported a teacher’s traditional lesson planning techniques. These activity type tables are easily applied to instruction with an IWB due to their specific nature and use of technology. Marzano and Haystead (2010) offered even more research to the IWB arena when they studied what specific conditions and strategies can positively effect student engagement and achievement when teaching with an IWB. The two researchers found that experience, amount of time used, and confidence all effect a teacher’s effectiveness when using an IWB. Strategies such as chunking material, monitoring understanding, and proper pacing also effect student acheivement. Lesson plans were provided as examples of how to use an IWB to introduce a new idea, extend a lesson or concept, or review content for future assessment. “Tech Tips” were added to troubleshoot possible problems new users might have when recreating the lessons.](https://image.slidesharecdn.com/sheltoniwbposter-101224002555-phpapp01/85/Shelton-iwb-poster-1-320.jpg)
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This document summarizes a study examining how 13 elementary school teachers developed skills in integrating technology, pedagogy, and content knowledge (TPACK) through a 7-month professional development program. The program provided flexible support as teachers worked on self-chosen technology integration projects. Researchers found teachers developed varying degrees of TPACK skills and identified six initial learning trajectories. The study highlights the importance of long-term, collaborative professional development to help teachers effectively integrate technology in a way that enhances student learning.
Technology and education
1. The document discusses how technology is being integrated into the educational process and changing classroom environments and teaching strategies. It explores how tools like computers, the internet, and multimedia resources are being used to enhance learning.
2. Both teachers and students are taking on new roles in this technology-driven environment. Teachers are utilizing different strategies and resources while students are more actively involved in the learning process.
3. For technology to be effective, it must be purposefully integrated into the curriculum to meet specific teaching and learning objectives. Its use should facilitate collaboration and shift focus from teacher-centered to learner-centered models of instruction.
Shelton chapter 1.b
This document discusses strategies for effectively using interactive whiteboards in K-12 classrooms. It notes that while interactive whiteboards have been implemented in many classrooms, teachers often receive little training on how to use them beyond basic functions. The document reviews research showing interactive whiteboards can improve standardized test scores when used with strong teaching strategies that make lessons more student-centered rather than teacher-centered. It aims to provide teachers with a handbook of strategies for adapting existing lessons to make full use of interactive whiteboards' interactive capabilities in order to improve student understanding.
Gerdts master's poster final
The document discusses using document cameras effectively in the classroom. It outlines a project to create a handbook with research-based document camera activities and provide websites with implementation ideas. The handbook and websites were distributed to teachers and the activities were modeled in staff trainings. The document discusses frameworks for integrating technology effectively, like TPACK, which emphasizes the need for teachers to have knowledge of technology, pedagogy, and content and how they intersect.
Gerdts master's poster final
The document discusses using document cameras effectively in the classroom. It outlines a project to create a handbook with research-based document camera activities and provide websites with implementation ideas. The handbook and websites were distributed to teachers and the activities were modeled in staff trainings. The document discusses frameworks for integrating technology effectively, like TPACK, which emphasizes the need for teachers to have knowledge of technology, pedagogy, and content and how they intersect.
Shelton Interacting with Interactive Whiteboards
This thesis examines strategies for effectively using interactive whiteboards (IWBs) in K-12 classrooms. The author notes that while IWBs are being implemented in many classrooms, teachers often receive little training on how to use them beyond basic functions. The thesis will explore how IWBs are currently being used, challenges teachers face, and the most effective strategies for making lessons more interactive and student-centered. Through research including teacher interviews and observations, the author aims to develop a handbook outlining best practices for utilizing IWBs in a way that improves student understanding.
Technology Integration and Teacher Education: Learning with Technology
This presentation took place at the 2016 PeDTICE Colloquium at the University of Sherbrooke in Montreal, Canada. This presentation discusses the Technological Pedagogical Content Knowledge (TPACK) model, explores the affordances and constraints that are commonly associated with the integration educational technology into teacher education curricula in general, and highlights the relationship of relevant aspects of the TPACK model and technology integration debate that are likely to affect the future design goals and instructional objectives guiding the further development of pre-service teacher educational technology courses similar to EDM 310; a required undergraduate course in the teacher education program in the College of Education at the University of South Alabama that explores the use and integration of educational technology to support K-12 classroom instruction and student learning.
(PeDTICE: http://www.usherbrooke.ca/pedtice/)
(Colloquium program (in French): http://www.usherbrooke.ca/pedtice/fr/les-activites-de-pedtice/evenements-speciaux/colloquereleve/#c74326-1)
Prezentare finala sibiceanu
1) The document discusses the use of educational technology and other learning resources in language teaching. It presents an overview of modern teaching practices using computers and the Internet in the classroom.
2) A case study is described that examined the impact of an educational technology program called Intel Teach on students compared to a control group where traditional teaching methods were used. Assessment results showed students in the technology-integrated group performed better.
3) The case study found that the technology program improved students' computer skills and attitudes towards technology use, supporting theories that students learn in different ways and benefit from more hands-on, collaborative, project-based approaches.
ICT promotes English Language
ICT promotes English language use by enabling creative tools like presentations, podcasts and video that allow students to interact with language. Communication tools like email and discussion boards facilitate asynchronous and synchronous interaction. Reading, writing, listening and speaking skills can be developed through e-books, blogs, videos and audio files. Virtual learning environments provide online spaces for students and teachers to organize work. Studies show digital storytelling and ICT use improve students' speaking skills and motivation to learn English.
Education Technology
This document discusses educational technologies that instructors use to teach students. It describes a framework with five principles for developing collaborative learning designs: 1) teachers design learning, 2) design worthwhile work, 3) design assessment, 4) foster relationships, and 5) improve practice with peers. The document provides examples of technologies like G Suite and gamification software. It also contrasts teacher-centered methods like lectures with student-centered approaches and the use of high-tech vs low-tech tools. Overall, the document advocates for innovative pedagogies and tailoring instruction to different learner needs.
Shelton chapter 2
This document discusses interactive whiteboards (IWBs) and how teachers can effectively integrate them into classroom instruction. It defines IWBs and their components. It discusses frameworks like TPCK that teachers can use to determine how to balance technology, pedagogy and content. It also addresses challenges of implementing IWBs and the stages teachers may progress through, from initially using them as a substitute for traditional whiteboards to fully synergizing technology, pedagogy and content. The document stresses the importance of ongoing professional development and support for teachers as they learn to incorporate new technologies.
The ICT Used by the English Lecturers for Non English Study Program Students ...
The ICT Used by the English Lecturers for Non English Study Program Students ...Vision: Journal for Language and Foreign Language Learning
This research is done by the researcher to investigate kinds of ICT used by English lecturers for non-English Study Program students at IAIN Curup and to investigate the roles of ICT for the English lecturer at IAIN Curup. This research used descriptive quantitative Because the questioner's results were evaluated and explained in the explanatory form.The questionnaire used as the instrument to collect the data. Questionnaire about the ICT used by the English lecturers for non-English Study Program students at IAIN Curup and the role of ICT for English Lecturer. Five processes is used to analyze the data from questionnaires in this research. They are (1) data managing of research result, (2) reading/memoing of result, (3) description of result; (4) classifying of research result and (5) interpreting of research result. The result showed that the lecturers always used three types of ICR in teaching English in the classroom, they were the speaker, educational games, and website resources. The reason for them using three types of ICT because it was easy to use and cheap. In using the ICT, the lecturers have a different opinion about About ICT's role in promoting its learning operations. The use of ICT in the teaching and learning system had 7 (seven) roles. It is about the role of ICT in motivating, attracting, and enhancing the success of learners in studying English.Module 5_VispoJannaDanna.pdf
The document discusses barriers to integrating information and communication technology (ICT) into teaching and learning environments based on a review of literature. The major barriers identified are lack of teacher confidence, competence, and access to resources for using ICT. Providing teachers with ICT resources like hardware, software, training, time, and technical support can help overcome these barriers and improve integration of ICT into classrooms. Understanding the barriers that inhibit teachers from using ICT and how to address them, such as improving access to resources and teacher skills, is important for effective integration of technology into education.
Adult Learning Theories ChartPart 1 Theories o.docx
Adult Learning Theories Chart
Part 1: Theories of Instructional Design Chart
Standard and learning objective:
Theory #1 (Type the theory you choose in the box)
Theory #2 (Type the theory you choose in the box)
Description of the Theory
Key Concepts of the Theory
What is the role of the instructor?
What is the role of the student?
CONTENT: WHAT
(What do you want students to know through the learning objective?)
Traditional Setting:
Distance-Learning Environment:
Traditional Setting:
Distance-Learning Environment:
CRITERIA: HOW
(How the students will demonstrate their knowledge use the particular theory)
Traditional Setting:
Distance-Learning Environment:
Traditional Setting:
Distance-Learning Environment:
A recommendation for incorporating technology
(Technology recommendation based on the learning theory)
Traditional Setting:
Distance-Learning Environment:
Traditional Setting:
Distance-Learning Environment:
Part 2: Reflection
© 2017. Grand Canyon University. All Rights Reserved.
ISSN 1479-4403 107 ©ACPIL
Reference this paper as: Khan A et al, “Active Learning: Engaging Students To Maximize Learning In An Online Course” The
Electronic Journal of e-Learning Volume 15 Issue 2 2017, (pp107-115) available online at www.ejel.org
Active Learning: Engaging Students To Maximize Learning In An
Online Course
Arshia Khan1, Ona Egbue2, Brooke Palkie3 and Janna Madden4
1Associate Professor, Computer Science Department, University of Minnesota Duluth
2Assistant Professor, Mechanical and Industrial Engineering, University of Minnesota Duluth
3Associate Professor, Health Information management, College of St. Scholastica
4Student, Computer Science Department, University of Minnesota Duluth
[email protected]
Abstract: Student engagement is key to successful teaching and learning, irrespective of the content and
format of the content delivery mechanism. However, engaging students presents a particular challenge in
online learning environments. Unlike face-to-face courses, online courses present a unique challenge as the
only social presence between the faculty and the student is via the Internet. In a recent poll conducted by the
authors, 100% of the respondents considered student engagement a challenge regardless of the number of
years they have been teaching online. This paper explores various strategies that can be incorporated into the
design of online learning courses to foster a high level of student engagement based on multiple pedagogies.
In addition, the role of collaborative student engagement tools for the design and delivery of online courses is
discussed as well as the role these tools play in creating an atmosphere where students actively participate in
learning activities and are contributors to lively discussions. Perspectives on various mechanisms of student
engagement that are founded in classic active learning pedagogies and enhanced with new technologies are
pres ...
Teaching writing through the internet
This project aims to help students to improve their writing skill through the use of the internet. EFL teachers will be able to use this project guidelines in order to get the best they can from their students.
Slideshow Presentation
This document discusses the importance of effective professional development for teachers to successfully integrate technology into their classrooms. It notes that while teachers have access to technology, few use it appropriately. Effective professional development demonstrates why technology integration is important, teaches educators how to integrate it, and offers diverse training methods. It is important for professional development to assess teacher needs, set goals, and identify funding. When done poorly, professional development can negatively impact teacher attitudes towards technology integration.
Effective Professional Development for Successful Technology Integration
This document discusses the importance of effective professional development for teachers to successfully integrate technology into their classrooms. It notes that while teachers have access to technology, few use it appropriately. Effective professional development demonstrates why technology integration is important, teaches educators how to integrate it, and offers diverse training methods. It is important for professional development to assess teacher needs, set goals, and identify funding. When done poorly, professional development can negatively impact teacher attitudes towards technology integration. Overall, the document stresses that with proper training, teachers can maintain positive attitudes and effectively incorporate technology.
Synthesis paper msu
This document summarizes the author's experiences in the MAET program at Michigan State University. It discusses several courses the author took, including CEP 820 which helped them learn to create online courses, CEP 822 which introduced them to educational research methods, and CEP 815 which focused on technology leadership and integrating technology purposefully. The author reflects on how these courses enhanced their understanding of educational technology and improved their ability to incorporate technology effectively in their ESL classroom.
Pope, margaret teacher candidates and technology
Dr. William Allan Kritsonis, PhD - Editor-in-Chief, NATIONAL FORUM JOURNALS (Established 1982). Dr. Kritsonis earned his PhD from The University of Iowa, Iowa City, Iowa; M.Ed., Seattle Pacific University; Seattle, Washington; BA Central Washington University, Ellensburg, Washington. He was also named as the Distinguished Alumnus for the College of Education and Professional Studies at Central Washington University.
Critique two
This study examined how teachers learn and integrate technology in their classrooms. It investigated teachers' technology learning experiences, how they use technology in practice, and the role of prior knowledge in developing technology-supported pedagogy. The study interviewed and observed four teachers varying in technology use, experience, and ability. It found that developing technology-supported classrooms depends on how teachers value technology, and that content-based technology learning is most effective. Teachers needing the most support are those less motivated to use technology or with less experience. Organizing teachers into subject-specific small groups benefits professional development.
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