Itu Monitor Og Digital Kompetanse I YrkesopplæRingen, Hi Ak 16.10.2009Jørund Høie Skaug
OBS: Prosentandel riktige svar på prøve i digital kompetanse på ulike yrkesfaglige linjer er ikke generaliserbare.
Gjesteforelesning for PPU-studenter på Høgskolen i Akershus.
Itu Monitor Og Digital Kompetanse I YrkesopplæRingen, Hi Ak 16.10.2009Jørund Høie Skaug
OBS: Prosentandel riktige svar på prøve i digital kompetanse på ulike yrkesfaglige linjer er ikke generaliserbare.
Gjesteforelesning for PPU-studenter på Høgskolen i Akershus.
This document summarizes a presentation on technology-based innovation in education. It discusses Norway's ICT policy goals of supporting economic growth, social development, and educational reform. It also examines drivers for ICT in education like improving learning outcomes and personalization. The report addresses topics like Web 2.0, digital learning resources, and assessing ICT use. It identifies lessons like balancing technology investments with teacher training and a need for a multi-dimensional approach. Finally, it outlines principles for systemic innovation policies and axes of innovation around policy, pedagogy, technology, and knowledge.
Going personal - How Emerging Technologies Can Support Individualized LearningOystein Johannessen
This document discusses emerging technologies that can support individualized learning. It outlines lessons learned from technology-driven school innovations, including balancing investment in technology with pedagogical knowledge. Emerging technologies that may be adopted in the next 1-5 years are discussed, including cloud computing, mobile learning, learning analytics, and 3D printing. Issues around implementing technologies in schools are also addressed, such as developing teacher competence, leadership, and assessment strategies. The document advocates for holistic approaches to technology implementation that focus on curriculum, assessment, and professional development.
This document summarizes a presentation on technology-based innovation in education. It discusses Norway's ICT policy goals of supporting economic growth, social development, and educational reform. It also examines drivers for ICT in education like improving learning outcomes and personalization. The report addresses topics like Web 2.0, digital learning resources, and assessing ICT use. It identifies lessons like balancing technology investments with teacher training and a need for a multi-dimensional approach. Finally, it outlines principles for systemic innovation policies and axes of innovation around policy, pedagogy, technology, and knowledge.
Going personal - How Emerging Technologies Can Support Individualized LearningOystein Johannessen
This document discusses emerging technologies that can support individualized learning. It outlines lessons learned from technology-driven school innovations, including balancing investment in technology with pedagogical knowledge. Emerging technologies that may be adopted in the next 1-5 years are discussed, including cloud computing, mobile learning, learning analytics, and 3D printing. Issues around implementing technologies in schools are also addressed, such as developing teacher competence, leadership, and assessment strategies. The document advocates for holistic approaches to technology implementation that focus on curriculum, assessment, and professional development.
Foredraget vil gi en oppsummering av forskning den veldedige organisasjonen Tablets in Schools har gjort de siste 3 årene. Forskningen har fulgt skoler i Storbritannia som bruker 1:1 nettbrett, og rundt 40 skoler med i prosjektet. Siv vil snakke om hva som karakteriserer skolene som har effektivt introdusert nettbrett og hva slags utfordringer de har møtt. Videre vil hun snakke om hvilke erfaringer skolene har hatt siden de innførte nettbrett. Det inkluderer temaer som individuell og selvstendig læring, kommunikasjon og samarbeid mellom elever og lærere, samt fordeler for elever med lærevansker. Videre tar hun opp temaer somdistraksjon, mangel på interaktivt læringsmateriale, behov for mer trening for lærere og bekymringer for lærere og elever som aldri skrur av.
Øystein Johannessen gave a presentation about new competencies, technologies, and forms of assessment. He discussed how technology is driving changes in pedagogy and the importance of coherence in education. He outlined new pedagogical models where teachers take on roles as designers of learning experiences and partners with students. The presentation examined key trends in technology like social media, mobile learning, and BYOD. It also looked at challenges like the need for improved teacher training and the demand for personalized learning. Johannessen concluded by discussing how assessment needs to change and move towards more embedded, formative models using technology.
Impact of ICT in Education: Evidence and Future DirectionOystein Johannessen
The document discusses the impact of information and communication technologies (ICT) in education. It outlines approaches to analyzing ICT impact, findings from studies on effects of ICT use in schools, and directions for future research. Key findings include ICT having a positive impact on performance in primary schools, particularly in native language and design/technology, and quality of ICT use being more important than quantity of use. The document calls for future work on developing benchmarks, narrowing assessment gaps, evaluating ICT's role in competencies and social skills development.
Øystein Johannessen discussed innovation lessons from the iTEC roundtable including cloud computing, mobile learning, game-based learning, open content, and learning analytics. The 2011 Horizon Report highlighted tensions between technology investments and the knowledge base as well as between technology and pedagogy. NDLA, a Norwegian initiative, has seen success through long-term funding, teacher involvement, open licensing and formats, and integrating existing resources rather than creating new ones. Ensuring policy coherence both vertically between education layers and horizontally across research, policy, and practice can help address gaps between technology initiatives and classroom implementation.
This document discusses lessons learned from technology-based innovation in schools and implications for policy and practice. It finds that investments in innovation have lacked necessary knowledge bases and tensions exist between technology and pedagogy. A multi-layered, research-driven approach is needed, exploring disciplines like brain science. Policy should develop a systemic framework to guide coherent innovation strategies, support stakeholder dialogue, and ensure research informs teaching practices.
Education Impact is a global consultancy focused on using information technology to transform education. It provides services like policy reviews, product evaluations, and capacity building to public and private sector organizations. Education Impact also operates as an independent fellowship of leading education technology consultants. The presentation discusses topics like eReaders in Kenya, digital reading literacy, and how emerging technologies can facilitate reading development worldwide.
The document discusses world class education systems and innovation in education technology. It provides an overview of findings from PISA 2009 showing top performing education systems and factors contributing to their success. It also summarizes key recommendations from McKinsey reports on interventions to improve education quality, including revising curriculum, improving teacher training, using student data, and establishing clear education policies. The remainder of the document discusses the Norwegian curriculum, the role of ICT in education, issues with teacher recruitment and training, and examples of using technology like 1-to-1 computing.
22. My smmr hols wr CWOT. B4, we used 2go2 NY 2C my bro, his GF & thr 3 : kids FTF. ILNY, it’s a gr8 plc. My summer holidays were a complete waste of time. Before, we used to go to New York to see my brother, his girlfriend and their three screaming kids face to face. I love New York. It’s a great place. Taken from: Daily Telegraph, Sun Mar 2, 2003, British Girl Baffles Teacher with SMS Essay.