The SMILE project aims to bring mobile technology and innovative pedagogical practices to students in rural Tanzania to improve learning outcomes. It couples mobile phones loaded with the SMILE application, which allows students to create their own inquiries, with a focus on student-centered learning approaches like inquiry-based learning. In a pilot at Nangwanda Secondary School, the SMILE team provided technology resources and training to encourage creativity, collaboration, and critical thinking among students. Early results found that students and teachers rapidly adopted the technologies and that SMILE facilitated paradigm shifts in teaching practices to be more student-centered.
The document discusses using technology to advance education. It notes that the traditional classroom model of teachers lecturing and students passively taking notes is outdated. Today, teachers use tools like PowerPoint and video to engage students. Technology has transformed society and students into a "Computer Generation" accustomed to learning through digital means. The integration of computers and the internet into classrooms has had profound positive effects on student learning. Technology allows for new teaching methods that trigger higher-order thinking skills.
ICT Integration programme contributes to the Kenya Education Sector Support Programme (KESSP 2005 - 2010). KESSP joins ministries, donors, NGOs and other partners for improved quality of education in Kenya. A Ministerial ICT integration team has been set up and is responsible for the coordination and harmonization of all ICT initiatives within KESSP.
The VVOB ICT integration programme partners with the Kenyan Ministry of Education in two subprogramme components: ICT Integration in education and capacity building. The subprogramme of ICT integration in education is cross cutting and works with all directorates and units within the Ministry of Education.
The education sector in Kenya is still in its infancy in the inclusion and use of ICT. To integrate ICT appropriately in order to increase the quality of education, technology and teaching methods and education should go hand in hand. VVOB pursues an integrated approach and we simultaneously work with several national institutions that have mandates to strengthen the capacity of education managers at different levels, as well as that of teachers.
Infusing and Promoting Computer-Based Learningtaniakelly123
This document discusses the benefits of incorporating technology into classrooms. It provides statistics about a school district and outlines goals of introducing laptops and tablets to excite staff and students. Studies cited show benefits like increased test scores, engagement, and preparation for future careers that require technology skills. The document argues that technology helps address different learning styles and that schools must stay current to benefit students competing in a global, digital world.
Infusing and Promoting Computer-Based Learning taniakelly123
This document discusses the benefits of incorporating technology into classrooms. It provides statistics about a school district and discusses goals of introducing laptops and digital learning. Studies show benefits like improved test scores, engagement, and preparation for future careers that require technology skills. The document argues that technology helps meet different learning styles and that schools must stay current to benefit students in an increasingly digital world.
This document discusses a project that used technology to differentiate instruction for English language learning (ELL) students. It implemented various technologies, like flashcards, translation apps, and videos, across multiple classes. Data was collected before and after the implementation to measure its effectiveness in improving student skills in vocabulary, verbal interaction, reading, and writing. The results showed significant improvements in all areas, such as vocabulary comprehension increasing from 14% to 57% on-task. The document concludes that technology played a major role in these positive outcomes and should continue to be used and integrated into other subjects.
The document discusses assistive technology and individualized education plans (IEPs). It defines assistive technology as devices that help people with disabilities perform tasks. An IEP outlines a student's learning needs, services provided, and progress measurements. The document provides details on qualifying for an IEP, developing an IEP, and choosing assistive technologies. Examples of low-tech assistive technologies include communication boards, and high-tech examples include computers. The document also discusses assistive technologies for mild disabilities and hearing assistive devices.
The SMILE project aims to bring mobile technology and innovative pedagogical practices to students in rural Tanzania to improve learning outcomes. It couples mobile phones loaded with the SMILE application, which allows students to create their own inquiries, with a focus on student-centered learning approaches like inquiry-based learning. In a pilot at Nangwanda Secondary School, the SMILE team provided technology resources and training to encourage creativity, collaboration, and critical thinking among students. Early results found that students and teachers rapidly adopted the technologies and that SMILE facilitated paradigm shifts in teaching practices to be more student-centered.
The document discusses using technology to advance education. It notes that the traditional classroom model of teachers lecturing and students passively taking notes is outdated. Today, teachers use tools like PowerPoint and video to engage students. Technology has transformed society and students into a "Computer Generation" accustomed to learning through digital means. The integration of computers and the internet into classrooms has had profound positive effects on student learning. Technology allows for new teaching methods that trigger higher-order thinking skills.
ICT Integration programme contributes to the Kenya Education Sector Support Programme (KESSP 2005 - 2010). KESSP joins ministries, donors, NGOs and other partners for improved quality of education in Kenya. A Ministerial ICT integration team has been set up and is responsible for the coordination and harmonization of all ICT initiatives within KESSP.
The VVOB ICT integration programme partners with the Kenyan Ministry of Education in two subprogramme components: ICT Integration in education and capacity building. The subprogramme of ICT integration in education is cross cutting and works with all directorates and units within the Ministry of Education.
The education sector in Kenya is still in its infancy in the inclusion and use of ICT. To integrate ICT appropriately in order to increase the quality of education, technology and teaching methods and education should go hand in hand. VVOB pursues an integrated approach and we simultaneously work with several national institutions that have mandates to strengthen the capacity of education managers at different levels, as well as that of teachers.
Infusing and Promoting Computer-Based Learningtaniakelly123
This document discusses the benefits of incorporating technology into classrooms. It provides statistics about a school district and outlines goals of introducing laptops and tablets to excite staff and students. Studies cited show benefits like increased test scores, engagement, and preparation for future careers that require technology skills. The document argues that technology helps address different learning styles and that schools must stay current to benefit students competing in a global, digital world.
Infusing and Promoting Computer-Based Learning taniakelly123
This document discusses the benefits of incorporating technology into classrooms. It provides statistics about a school district and discusses goals of introducing laptops and digital learning. Studies show benefits like improved test scores, engagement, and preparation for future careers that require technology skills. The document argues that technology helps meet different learning styles and that schools must stay current to benefit students in an increasingly digital world.
This document discusses a project that used technology to differentiate instruction for English language learning (ELL) students. It implemented various technologies, like flashcards, translation apps, and videos, across multiple classes. Data was collected before and after the implementation to measure its effectiveness in improving student skills in vocabulary, verbal interaction, reading, and writing. The results showed significant improvements in all areas, such as vocabulary comprehension increasing from 14% to 57% on-task. The document concludes that technology played a major role in these positive outcomes and should continue to be used and integrated into other subjects.
The document discusses assistive technology and individualized education plans (IEPs). It defines assistive technology as devices that help people with disabilities perform tasks. An IEP outlines a student's learning needs, services provided, and progress measurements. The document provides details on qualifying for an IEP, developing an IEP, and choosing assistive technologies. Examples of low-tech assistive technologies include communication boards, and high-tech examples include computers. The document also discusses assistive technologies for mild disabilities and hearing assistive devices.
An Individualized Education Plan (IEP) outlines the specialized educational needs of a student with disabilities. An IEP team evaluates whether a student qualifies for an IEP based on conditions outlined in the Individuals with Disabilities Education Act. Assistive technology encompasses devices that increase independence for people with disabilities and includes both low-tech and high-tech options. Choosing appropriate assistive technology involves assessing a student's strengths, needs, and activities to determine solutions that increase participation. Examples of assistive technology used in classrooms include alternative keyboards, electronic worksheets, and communication boards.
This document discusses how major institutions and experts believe educational video games can benefit students and help schools modernize. While most current games focus on entertainment, some schools are using popular games to relate course material and simulations that allow students to control historical scenarios. Creating games can also boost student engagement, though challenges remain in building teacher understanding and developing challenging, thought-provoking educational titles.
This document discusses tools that can be used to teach basic math concepts. It notes that Filipino students perform poorly in math and identifies challenges like lack of resources in public schools. To address these issues, the document explores how information and communication technologies (ICT) like graphing calculators, Microsoft Excel, instructional videos and online resources can be used as tools to teach math in engaging ways. However, it also acknowledges limitations due to difficulties accessing these tools. It concludes by emphasizing the need to address resource inadequacies and provide teacher training to help educators utilize ICT effectively.
The Eight Essentials for Success in Mobile Learning (ISTE 2015)Julie Evans
Attend this session to learn eight essential strategies for success in mobile learning, with examples illustrating successful use for each strategies. You'll gain insights into how to develop, implement and evaluate mobile learning initiatives. Applying these strategies will greatly increase the chances for success of a mobile learning project. With Julie Evans (Project Tomorrow), Angela Baker (Qualcomm Wireless Reach), and Chris Dede (Harvard University).
Take a look at this article with a sample of research proposal PhD in mathematics, to get more samples like this visit site https://www.phdresearchproposal.org/creating-a-phd-research-proposal-in-mathematics/
The document discusses how technology can promote student achievement according to three credible sources. Studies have shown that technology improves student performance in fundamental skills, prepares students with 21st century skills, and increases student motivation which leads to higher achievement. When used properly in the classroom with teacher support, technology can significantly boost learning outcomes and engagement for all students, especially those in underserved communities. Integrating technology enhances learning through visual tools, collaboration, and connecting students to the wider world in a way that follows cognitive development theories.
Connecting Technology with Instruction: Using iPads in Pre-Service Teacher Tr...ohedconnectforsuccess
Connecting Technology with Instruction: Using iPads in Pre-Service Teacher Training
June 27, 9 – 10am, Room: Champaign
In this presentation, participants will hear a case study of undergraduate pre-service teachers enrolled in a four-year private college in northeast, Ohio. Thirteen pre-service teachers were asked to implement iPads into their teaching during an after-school program at a public elementary school. Hear from the research participants on the perceived benefits and challenges of using iPads in the field.
Main Presenter: Carla Abreu-Ellis, Ashland University
Co-Presenter(s): Katherine Davis and Jason Brent Ellis, Ashland University
This document outlines the timeline and content of a presentation on Universal Design for Learning (UDL). The presentation introduces UDL and its three principles: providing multiple means of representation, action and expression, and engagement. It discusses how UDL can benefit diverse learners through flexible instruction that accommodates different learning needs and styles. Technology is presented as a tool to support UDL implementation. The presentation concludes with resources for further information on UDL.
This document summarizes a presentation on digital didactical designs in practice. The presentation discusses research conducted in Danish schools that have implemented a 1:1 tablet program. The research examined how teachers designed learning activities to support tablet-mediated learning and students' perspectives on learning. Key findings included teachers designing more open-ended, process-oriented "learning expeditions" that blended traditional and digital resources and brought real-world contexts into the classroom. The presentation concludes by discussing implications for supporting varied digital didactical designs and reflection on changing teacher and student roles with tablet integration.
This document discusses facilitating pre-academic and cognitive learning in early childhood. It covers emerging literacy skills, what brain research tells us about child development, developmentally appropriate pre-academic experiences like direct teaching and embedded learning, and planning pre-academic group activities. The overall message is that pre-academic skills are important for preschoolers but should be taught through play and hands-on learning in developmentally appropriate ways.
Educational technology analyzes the teaching and learning process thoroughly to improve education quality. It examines variables like teaching methods, principles and theories, and their relationships. Educational technology also helps develop new curricula and teaching materials suited for the changing environment and learner needs. By facilitating teacher training and integrating innovative tools like audiovisual aids and computer-assisted instruction, educational technology aims to enhance learning and make education more relevant and accessible.
This document discusses resources for professional development for teachers. It summarizes presentations from the ISTE Live 2021 conference on using technology and universal design for learning to engage students. It also reviews resources on using podcasts and immersive technologies in the classroom, as well as a resource on how special education teachers used flexible digital tools during the pandemic.
A study on the role of digital gadgets in transformation of Traditional Learn...Dr. C.V. Suresh Babu
Presentation, Indian Science Techno Festival ISTF-2021 (Virtual) organized by Raman Science & Technology Foundation, National Council of Teacher Scientist, India and APJ Abdul Kalam National Council of Young Scientist on 26-28 Feb 2021
What is REALLY Happening with Technology in Early Childhood Education: Voices...Engagement Strategies, LLC
The document summarizes key findings from a 2012 survey of early childhood educators on their use of technology in the classroom. Some of the main findings are:
- Educators use technology primarily to engage children and support learning goals, though it is used as a supplement rather than the focus.
- The most commonly used technologies are laptop/desktop computers, interactive whiteboards, and tablets. Time spent on devices varies but is not considered excessive.
- Technology is used most for language/literacy and math activities and less for social-emotional goals. Educators guide technology use but also encourage child-driven activities.
- Professional development opportunities are available but comfort levels vary depending on the specific technology.
Presentation: International Conference on Teacher Education in the 21st Century: Vision and Action, organized by Regional Institute of Education, National Council of Educational Research and Training (NCERT), Bhopal, MP, India on March 8 -10, 2021
This document provides a mid-year evaluation report on the progress of North Carolina's 1:1 Learning Technology Initiative during the second year of implementation. It finds that the eight pilot schools have made significant progress, including improving wireless internet access and technical support. However, it also notes ongoing challenges around content filtering and the need for continued professional development for teachers. Key findings include that teachers are using laptops more frequently but want more models for effectively integrating technology. Infrastructure issues like limited network bandwidth and lack of loaner laptops when devices break need addressing. Overall the initiative is enhancing learning opportunities, but also complicates classroom management initially.
The document describes a learning activity designed by Angela Phillips for teaching mathematics to secondary school students. The activity aims to be mathematically rich, engage students, and allow choice and collaboration. It involves students generating math questions from an image, posting questions online for others to answer. Phillips considers accessibility issues like descriptions for visually impaired students and formats for different disabilities. The activity and its strengths and limitations in accessibility are evaluated.
This document discusses the rationale for integrating technology in the classroom. It provides several benefits of technology integration such as increased student engagement, access to information, preparation for college and careers, and academic achievement. It also discusses how technology can support higher-order thinking, content area mastery, assessment, and the needs of diverse learners. The document argues that effective technology integration requires a technology plan with goals, professional development, infrastructure support, and evaluation.
This document summarizes the challenges facing a failing school including low staff morale, cultural tensions, high levels of deprivation, and poor results. It discusses the need to build community, develop students, manage processes, and secure accountability to lead change. Key strategies identified are ensuring access for all students, increasing cognitive ability through personalized learning and mediation, and instilling a belief that all can succeed through a moral imperative of providing equal opportunities to learn. Technology is seen as a tool to enable new forms of learning and sharing work with a real audience.
SMILE is an open-source mobile inquiry-based learning environment.
Learn more at http://www.smileconsortium.org/
Talk from: http://www.unesco.org/new/en/unesco/themes/icts/m4ed/unesco-mobile-learning-week/webinar/paul-kim/
An Individualized Education Plan (IEP) outlines the specialized educational needs of a student with disabilities. An IEP team evaluates whether a student qualifies for an IEP based on conditions outlined in the Individuals with Disabilities Education Act. Assistive technology encompasses devices that increase independence for people with disabilities and includes both low-tech and high-tech options. Choosing appropriate assistive technology involves assessing a student's strengths, needs, and activities to determine solutions that increase participation. Examples of assistive technology used in classrooms include alternative keyboards, electronic worksheets, and communication boards.
This document discusses how major institutions and experts believe educational video games can benefit students and help schools modernize. While most current games focus on entertainment, some schools are using popular games to relate course material and simulations that allow students to control historical scenarios. Creating games can also boost student engagement, though challenges remain in building teacher understanding and developing challenging, thought-provoking educational titles.
This document discusses tools that can be used to teach basic math concepts. It notes that Filipino students perform poorly in math and identifies challenges like lack of resources in public schools. To address these issues, the document explores how information and communication technologies (ICT) like graphing calculators, Microsoft Excel, instructional videos and online resources can be used as tools to teach math in engaging ways. However, it also acknowledges limitations due to difficulties accessing these tools. It concludes by emphasizing the need to address resource inadequacies and provide teacher training to help educators utilize ICT effectively.
The Eight Essentials for Success in Mobile Learning (ISTE 2015)Julie Evans
Attend this session to learn eight essential strategies for success in mobile learning, with examples illustrating successful use for each strategies. You'll gain insights into how to develop, implement and evaluate mobile learning initiatives. Applying these strategies will greatly increase the chances for success of a mobile learning project. With Julie Evans (Project Tomorrow), Angela Baker (Qualcomm Wireless Reach), and Chris Dede (Harvard University).
Take a look at this article with a sample of research proposal PhD in mathematics, to get more samples like this visit site https://www.phdresearchproposal.org/creating-a-phd-research-proposal-in-mathematics/
The document discusses how technology can promote student achievement according to three credible sources. Studies have shown that technology improves student performance in fundamental skills, prepares students with 21st century skills, and increases student motivation which leads to higher achievement. When used properly in the classroom with teacher support, technology can significantly boost learning outcomes and engagement for all students, especially those in underserved communities. Integrating technology enhances learning through visual tools, collaboration, and connecting students to the wider world in a way that follows cognitive development theories.
Connecting Technology with Instruction: Using iPads in Pre-Service Teacher Tr...ohedconnectforsuccess
Connecting Technology with Instruction: Using iPads in Pre-Service Teacher Training
June 27, 9 – 10am, Room: Champaign
In this presentation, participants will hear a case study of undergraduate pre-service teachers enrolled in a four-year private college in northeast, Ohio. Thirteen pre-service teachers were asked to implement iPads into their teaching during an after-school program at a public elementary school. Hear from the research participants on the perceived benefits and challenges of using iPads in the field.
Main Presenter: Carla Abreu-Ellis, Ashland University
Co-Presenter(s): Katherine Davis and Jason Brent Ellis, Ashland University
This document outlines the timeline and content of a presentation on Universal Design for Learning (UDL). The presentation introduces UDL and its three principles: providing multiple means of representation, action and expression, and engagement. It discusses how UDL can benefit diverse learners through flexible instruction that accommodates different learning needs and styles. Technology is presented as a tool to support UDL implementation. The presentation concludes with resources for further information on UDL.
This document summarizes a presentation on digital didactical designs in practice. The presentation discusses research conducted in Danish schools that have implemented a 1:1 tablet program. The research examined how teachers designed learning activities to support tablet-mediated learning and students' perspectives on learning. Key findings included teachers designing more open-ended, process-oriented "learning expeditions" that blended traditional and digital resources and brought real-world contexts into the classroom. The presentation concludes by discussing implications for supporting varied digital didactical designs and reflection on changing teacher and student roles with tablet integration.
This document discusses facilitating pre-academic and cognitive learning in early childhood. It covers emerging literacy skills, what brain research tells us about child development, developmentally appropriate pre-academic experiences like direct teaching and embedded learning, and planning pre-academic group activities. The overall message is that pre-academic skills are important for preschoolers but should be taught through play and hands-on learning in developmentally appropriate ways.
Educational technology analyzes the teaching and learning process thoroughly to improve education quality. It examines variables like teaching methods, principles and theories, and their relationships. Educational technology also helps develop new curricula and teaching materials suited for the changing environment and learner needs. By facilitating teacher training and integrating innovative tools like audiovisual aids and computer-assisted instruction, educational technology aims to enhance learning and make education more relevant and accessible.
This document discusses resources for professional development for teachers. It summarizes presentations from the ISTE Live 2021 conference on using technology and universal design for learning to engage students. It also reviews resources on using podcasts and immersive technologies in the classroom, as well as a resource on how special education teachers used flexible digital tools during the pandemic.
A study on the role of digital gadgets in transformation of Traditional Learn...Dr. C.V. Suresh Babu
Presentation, Indian Science Techno Festival ISTF-2021 (Virtual) organized by Raman Science & Technology Foundation, National Council of Teacher Scientist, India and APJ Abdul Kalam National Council of Young Scientist on 26-28 Feb 2021
What is REALLY Happening with Technology in Early Childhood Education: Voices...Engagement Strategies, LLC
The document summarizes key findings from a 2012 survey of early childhood educators on their use of technology in the classroom. Some of the main findings are:
- Educators use technology primarily to engage children and support learning goals, though it is used as a supplement rather than the focus.
- The most commonly used technologies are laptop/desktop computers, interactive whiteboards, and tablets. Time spent on devices varies but is not considered excessive.
- Technology is used most for language/literacy and math activities and less for social-emotional goals. Educators guide technology use but also encourage child-driven activities.
- Professional development opportunities are available but comfort levels vary depending on the specific technology.
Presentation: International Conference on Teacher Education in the 21st Century: Vision and Action, organized by Regional Institute of Education, National Council of Educational Research and Training (NCERT), Bhopal, MP, India on March 8 -10, 2021
This document provides a mid-year evaluation report on the progress of North Carolina's 1:1 Learning Technology Initiative during the second year of implementation. It finds that the eight pilot schools have made significant progress, including improving wireless internet access and technical support. However, it also notes ongoing challenges around content filtering and the need for continued professional development for teachers. Key findings include that teachers are using laptops more frequently but want more models for effectively integrating technology. Infrastructure issues like limited network bandwidth and lack of loaner laptops when devices break need addressing. Overall the initiative is enhancing learning opportunities, but also complicates classroom management initially.
The document describes a learning activity designed by Angela Phillips for teaching mathematics to secondary school students. The activity aims to be mathematically rich, engage students, and allow choice and collaboration. It involves students generating math questions from an image, posting questions online for others to answer. Phillips considers accessibility issues like descriptions for visually impaired students and formats for different disabilities. The activity and its strengths and limitations in accessibility are evaluated.
This document discusses the rationale for integrating technology in the classroom. It provides several benefits of technology integration such as increased student engagement, access to information, preparation for college and careers, and academic achievement. It also discusses how technology can support higher-order thinking, content area mastery, assessment, and the needs of diverse learners. The document argues that effective technology integration requires a technology plan with goals, professional development, infrastructure support, and evaluation.
This document summarizes the challenges facing a failing school including low staff morale, cultural tensions, high levels of deprivation, and poor results. It discusses the need to build community, develop students, manage processes, and secure accountability to lead change. Key strategies identified are ensuring access for all students, increasing cognitive ability through personalized learning and mediation, and instilling a belief that all can succeed through a moral imperative of providing equal opportunities to learn. Technology is seen as a tool to enable new forms of learning and sharing work with a real audience.
SMILE is an open-source mobile inquiry-based learning environment.
Learn more at http://www.smileconsortium.org/
Talk from: http://www.unesco.org/new/en/unesco/themes/icts/m4ed/unesco-mobile-learning-week/webinar/paul-kim/
This document discusses the implementation of technology in education. It addresses common concerns about technology isolating students and the costs being too high. However, it also discusses the benefits of technology in motivating students and helping them develop skills needed for their future careers. The document outlines what one school is currently doing with small technology experiments and plans for a full implementation of laptops by 2014. It provides examples of how technology can be practically implemented across different subject areas and the potential financial implications.
Meteri ini disampaikan oleh Professor Norimune Kawai, Ph.D., CCC-SLP, pada kegiatan Webinar: Implementation of Inclusive Education in Early Childhood, yang diselenggarakan oleh PPPPTK TK dan PLB
The document discusses Noblesville Schools' plans to implement a 1:1 iPad program across its middle schools. It outlines the district's vision of developing engaged, inspired, and empowered learners through student-centered, inquiry-based, and technology-rich learning experiences. Teachers have received professional development and support through a pilot program. The goals are to increase student engagement, enhance instruction, and allow learning beyond the classroom. Digital citizenship training will be provided to students. iPads were chosen as the device to support educational needs. A deployment plan is outlined for summer 2014.
Education today and its systematic approach to the design of instruction.Kaiyisah Yusof
This document discusses education today and its systematic approach to instructional design. It addresses some issues with current education systems, including being too exam-oriented, lacking leadership skills, poor English proficiency, and uninspiring teachers. It also outlines the steps in an instructional systems approach, including identifying goals, specifying learning outcomes, defining objectives, planning lessons, selecting materials, and assessing performance. Finally, it discusses different types of instructional materials and the role of teachers in reforming education.
The document outlines a plan for a mobile learning initiative at a school. It discusses embracing mobile learning in the classroom to promote collaboration and enhance student learning. It recommends examining other global mobile learning initiatives to determine best practices and lessons learned. The plan emphasizes developing a robust professional development program for teachers and establishing communities for improving education. The overall goal is to align education with the modern world by empowering students with technological skills for life.
This document summarizes a training on using smartphones in the classroom. It introduces mobile learning (M-Learning) and discusses the benefits of smartphone technology for education. It teaches educators about effective apps like Edmodo and Pollanywhere and how to utilize these tools. The document discusses what mobile learning is, examples of how smartphones can be used for student-centered learning, and it provides an overview of smartphone apps that are beneficial for teachers. It concludes with homework assignments to familiarize themselves with recommended education apps.
Southern central divide_blended_learning_projeversion 4Justin Thompson
The Southern Central Divide Blended Learning Project aimed to integrate new technologies to empower learning and transform leadership across 30 secondary and area schools with over 11,000 learners. The project provided professional development to one teacher from each school on using tools like Moodle, Educo, and ePortfolios to enhance student-centered learning. Teachers discussed using technologies like virtual field trips, email, Skype, and online research to support student-led units and increase computer skills, with goals of expanding use of these tools school-wide.
Four Blocks Literacy for Students with Complex Communication NeedsJane Farrall
The document describes the implementation of the Four Blocks literacy program at Willans Hill School, which educates students with intellectual and physical disabilities. Previously, the school lacked a consistent literacy curriculum and students with complex communication needs were not fully included. The Four Blocks program was introduced to provide all students with opportunities to develop communication skills across reading, writing, and language arts. Teachers received training, support staff roles were expanded, and resources were implemented to ensure all students could participate in the Four Blocks blocks of Guided Reading, Self-Selected Reading, Writing, and Working with Words. This led to positive changes including increased engagement, quicker response times from students, and a focus on valuing every student's contributions.
SITE 2012 - Tracing International Differences in Online Learning Development:...Michael Barbour
Powell, A., & Barbour, M. K. (2012, March). Tracing international differences in online learning development: An examination of government policies in New Zealand. A paper presented at the annual conference of the Society for Information Technology and Teacher Education, Austin, TX.
In 2006 the North American Council for Online Learning surveyed the activity and policy relating to primary and secondary e-learning, which they defined as online learning, in a selection of countries. They found most were embracing e-learning delivery of education as a central strategy for enabling reform, modernising schools, and increasing access to high-quality education. While North American countries appeared to be using the internet as a medium to provide distance education at the secondary level longer than most countries, the lack of a guiding vision has created uneven opportunities for students depending on which state or province they live in. In New Zealand, the government has sought to provide a vision or guiding framework for the development of e-learning. In this article we trace that vision by describing three policy documents released by the New Zealand government over the past decade, and how that vision for e-learning has allowed increased development of primary and secondary online learning.
A presentation first given on the Stone Computers stand at BETT 2013, describing the rationale for operating a Student Digital Leaders programme in schools and the benefits for students, the school and for the national good! There are also pointers as to SDL roles in school, how to get the programme started, the application process and how you train your SDLs.
Also described are plans to accredit student digital leadership achievement; in an exciting SSAT/DigitalMe/Makewaves partnership, there are plans to offer Mozilla Open Badges accreditation from April 2013.
The presentation was given by Glyn Barritt, Learning Technologies Manager at SSAT - she describes SSAT's support for teacher groups already heavily engaged in operating SDLs in school and sharing best practice via social media means.
The document discusses the importance of educational technology. It outlines benefits like improving skills and making learning more engaging and relevant for the future. Educational technology is defined as using information technology to deliver educational content in new ways beyond traditional face-to-face teaching. The document then provides examples of how technology can be used in the classroom by teachers, students, and administrators. It also discusses potential issues with technology integration and steps to ensure successful implementation, such as proper teacher training. Overall, the document advocates for the strategic use of technology in education to enhance learning.
Briefly describes my philosophy of technology integration in the classroom and the roles of the teacher and students. It also provides information for what effective and ineffective technology integration looks like in the classroom.
The document summarizes a project to provide education to underprivileged children in Delhi slums. A group of university students formed a society called FOT GANG to teach 45 slum kids basic literacy skills like alphabets and numbers on the university campus from 5-6:15pm each weekday. The initiative aims to address the lack of compulsory primary education for these children due to factors like parental ignorance, ineffective child labor laws, and inaccessible schools. The university administration supported the project by providing space and funding. Both the children and student teachers benefit from the interactive learning experience. The group hopes to expand this model to more universities to help address social problems at scale through youth participation.
This document summarizes several case studies highlighting the use of TurningPoint response technology by educators. It describes how TurningPoint allows educators to gauge student understanding in real-time, stimulate discussion, and use reporting features to produce learning analytics and research. Case studies describe its use to provide feedback and self-assessment for students in large classes, integrate interactive theater to enhance learning, and prove teaching excellence.
The document discusses how assistive technology aims to help people with disabilities live better lives and achieve higher quality of life. It also discusses how teachers should collaborate with other instructors and students to improve instruction and resolve any technological issues. Lessons should incorporate student diversity and cultural backgrounds to create an inclusive and respectful learning environment. Teachers are encouraged to use technology as a tool for collaborative learning activities. [/SUMMARY]
This presentation outlines Qooco's vision of being able to "Empower people in under-served segments through affordable mobile education services that are engaging, impactful, and life-changing."
Geselle Marasigan is an 18-year-old student pursuing a Bachelor of Education degree in Early Childhood Education at Cavite State University. She graduated from Baha Elementary School and Balayan National High School. She lives with her mother, grandmother, and grandfather and enjoys listening to music, art, and cooking. Educational technology plays an important role in education but can also be misused, so students need guidance to stay on the right track. Technology integration into teaching and learning can enhance students' cognitive skills through hands-on activities.
The document discusses the author's portfolio in educational technology. It provides biographical information about the author and discusses several topics related to integrating technology into teaching and learning, including how technology can help make tasks easier and engage students. It also covers concepts like cooperative learning with computers and the role of the computer as a tutor, teacher's tool, and in supporting student-centered learning.
CapTechTalks Webinar Slides June 2024 Donovan Wright.pptxCapitolTechU
Slides from a Capitol Technology University webinar held June 20, 2024. The webinar featured Dr. Donovan Wright, presenting on the Department of Defense Digital Transformation.
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
How Barcodes Can Be Leveraged Within Odoo 17Celine George
In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
2. Our Mission
• We aim to bring mobile
technology to students in rural
Tanzania to increase learning,
reduce the achievement gap and
bridge the digital divide.
• But, we have learned that
hardware alone is not enough.
• We couple mobile technology
with innovative pedagogical
practices to improve the
learning environment as well as
students’ engagement and
achievement.
3. Inquiry Based Learning
• Being told something is not the same as knowing it.
• Teachers lecturing does not necessarily lead to student learning.
• Memorization is not an education – you cannot memorize the
information you need in life.
• Creativity, problem-solving, and critical thinking are the most
important skills we can develop among children.
• Children learn best by doing – by asking and answering
questions they engage with their own learning, and begin to
teach themselves.
4. The SMILE Project
• SMILE is an assessment tool and inquiry maker which
allows students to quickly create own inquiries based on
their own ideas, curriculum and curiosity.
• SMILE runs as an application on smart phones.
• Two versions of SMILE (SMILE ad-hoc and SMILE
Global).
• SMILE ad-hoc can be set up to run on mobile phones in
physical classrooms (off line).
• SMILE Global uses the Internet to connect to other students’
globally.
8. Benefits of SMILE
• Provides a technological platform to promote student-
centered learning
• Creates highly interactive learning environment
• Engages learners in analyzing their own learning
• Allows students to generate, share, and evaluate
multimedia-rich inquiries
• Facilitates evaluation of peer inquiries
• Encourages team collaboration and competition
10. SMILE-Tanzania
• One pilot school in Newala District, which is one of the
poorest and least resourced regions in country.
• As part of the Seeds’-Stanford SMILE project, we
provide notebook computers, one projector, and 25 smart
mobile phones to the school.
• We worked with the school and teachers to run a 10-day
workshop that introduces devices and student-centered
pedagogical practices.
• Project carried out in partnership with Jiamini, a local
NGO.
11. Nangwanda Secondary School
• Nangwanda Secondary School serves ~600 students,
in Form 1-6.
• 73% of Form 4 students fail, of those who pass, all
receive Division IV. (35 pass, 94 fail).
• School ranked 2774/3108 in Tanzania.
• Nangwanda Secondary is representative of many of
the issues teachers and students face in Tanzania.
12. Who are the students?
Sample Group: 139 students from Form 1
Age: 14.4, ranging from 12-18
Males: 71 males (51.1%)
Females: 68 females (48.9%)
16. What we do…
1) Technology Infusion
2) Student Centered Pedagogy
3) SMILE Mobile Application
3) Teacher Technology Trainings
4) Follow-Up
The SMILE –Seeds’ Team with School
Principal and participating English teachers.
17. Technology Infusion…
Before
• Electricity wired in only one
classroom
• No laptops
• No desktop computers
• No projector
• No speakers
After
• 3 Notebook ($350 ea.)
• 2 Local Routers ($70 ea.)
• 25 LG Android mobile
phones loaded with ~50
educational applications
($100 ea.)
• 1 Projector ($340 ea.)
• Internet USB (Airtel)
• Headphones ($5 ea.)
• PA system ($150 ea.)
Bridging the Digital Divide
18. Encouraging Creativity
We ask students to read stories and write their
own stories.
Mobile Exploration
We ask students to explore mobile devices. We
do not teach them how to use them initially.
This encourages curiosity and discovery.
Team Collaboration and Competition
We encouraged small group work and
organized small group collaborations.
Student Centered Pedagogies
19. Encouraging Question-Making
We ask students to write their own
multiple choice questions.
We run small competitions between
peers to evaluate and rate each
others’ questions. This encourages
self-reflection.
Inquiry is not a pedagogical practice
encouraged in most classrooms in
Tanzania, but with some practice,
students became more creative and
incorporated pictures and drawings
into their questions.
Student Centered Pedagogies
20. Using SMILE to ask questions….
Students compose questions in English and
KiSwahili. They type them into the program.
They solve each others questions.
21. SMILE: Inquiry, Collaboration,
Competition, Responding, and Reflection
• Student inquiry promotes creativity and
thinking.
• Collaboration encourages teamwork and
sharing of ideas during the inquiry process.
• Competition in small groups encourages
students to do their best in group activities.
• Responding to student generated questions
encourages students to review material, and
pushes their thinking.
• Evaluating quality of all questions
encourages reflection of what makes a good
question.
22. Teacher Training
• We ran a series of teacher
training workshops every
afternoon.
• We gave an overview of
laptop computers, email,
mobile devices, SMILE
applications.
• We encourage teachers to
innovate with their use of
technological resources.
23. How did students and teachers respond?
• Teachers were able to take over running
sessions after observing 3 sessions.
• Students able to grasp the mechanical
aspects of the technology, quickly. It took
about 3 sessions for students to feel
comfortable navigating smart phones.
• Students were able to take photos and
videos and add them into their inquiries.
• Teachers were active in coming up with
their own ideas about how to use the
technology in their classrooms.
25. Sample Student Questions
Question:
What is science?
Teacher:
Leads discussion on whether
this is a good question, asks:
is it properly written in
English, is it creative?
26. Follow – Up
• Teachers and Principal have agreed to carry out a
SMILE workshop at least once a week for the next
six months, in different classrooms.
• Stanford will monitor how technology is being used
and how student inquiry improves over time.
• Stanford provides regular email support and support
with any troubleshooting of technology
• One follow-up visit to Tanzania is planned in 6-
months.
27. Takeaways
• SMILE is simple enough to work in under-resourced areas.
• Relatively rapid deployment, even when students have never
touched smart phones.
• Replicable and scalable
• SMILE facilitates a paradigm shift by combining technology
and pedagogy.
• Teachers are willing and able to take it on; teachers have
innovative and creative ways of using technology (video,
capturing tools)
28. Takeaways
• Mobile phones are relatively easy to maintain;
durable in areas with fewer resources.
• Mobile phones are less susceptible to electrical
failure and environmental challenges.
• Relatively cost-effective, when compared to
computer labs.
• 100,000+ free mobile applications from open source
network, easy to target to local needs
29. Looking to the Future
The critical elements needed to incorporate SMILE into
schools:
• Mobile devices: SMILE is highly effective even with a ratio
of one device per three learners.
• Application localization and development (translation and
development).
• Facilitator workshops to train and empower teachers to use
technology.
• Monitoring and evaluation.
• SMILE works best when it is a collaborative effort between
Ministry officials, civil society organizations and universities.