Slideshow summarizing information from chapter seven of the book Integrating Technology and Digital Media in the Classroom by Shelly, Cashman, Gunter and Gunter.
Slideshow summarizing information from chapter seven of the book Integrating Technology and Digital Media in the Classroom by Shelly, Cashman, Gunter and Gunter.
Presentation on ICT for Education – Successful Integration with Open Education Resources OERs. Looks at what is necessary and should be in place for ICT Integration to be successful in the education system.
A White Paper on how technology is facilitating teaching, increasing student engagement and improving learning - co-authored with and for Themeefy Inc.
Presentation on ICT for Education – Successful Integration with Open Education Resources OERs. Looks at what is necessary and should be in place for ICT Integration to be successful in the education system.
A White Paper on how technology is facilitating teaching, increasing student engagement and improving learning - co-authored with and for Themeefy Inc.
Dr. Timothy Gadson - Leveraging Technology in Education: Empowering Educators...Timothy Gadson
Explore the dynamic world of educational technology alongside Dr. Timothy Gadson in this enlightening presentation, "Leveraging Technology in Education: Empowering Educators and Students." Delve into cutting-edge strategies and practical insights designed to equip educators with the tools they need to effectively integrate technology into their teaching practice. Discover how technology can be leveraged to engage students, personalize learning experiences, and promote equity in education. From digital resources to innovative teaching methods, this presentation covers a wide range of topics to inspire and empower educators to harness the full potential of technology in the classroom.
Empowering educators on technology integrationCarlo Magno
This presentation answers the following questions: (1) What is the status of technology integration among private schools? (2)What is needed among teachers to implement well technology integration? (3) What is needed among school administrators to make technology integration work? (4) What are the indicators of successful practice in ICT integration?
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.
8 BENEFITS OF TECHNOLOGY IN CURRENT AND FUTURE EDUCATION.pptxnavabharathschool99
Technology in current education has become a pillar for continuity and excellence in the holistic training of different generations. Its importance became more visible as a result of the COVID 19 pandemic and today many are already noticing its benefits. This time we will tell you more about the role that technology plays in the educational framework and its main benefits. The role of technology in education today and in the future. Technology in current education has become a facilitator of changes, especially those promoted by the health situation. With your contribution, we can not only develop distance learning, but we are competently preparing new generations to take on the challenges of the present and the future.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
8. Technology integration
http://babieswithipads.tumblr.com
•
Planned and purposeful
•
Part of the culture/environment of the classroom or
program
•
Supports learning objectives
•
Used mostly by the students to create, construct,
and connect knowledge
•
Used to facilitate collaboration
10. 5 levels of technology integration
fcit.usf.edu/matrix
fcit.usf.edu/matrix
Transformation
Transformation
Instructor encourages the innovative use of tech
Instructor encourages the innovative use of tech
Infusion
Infusion
Instructor provides the learning contexts & students choose the tech to achieve the
Instructor provides the learning contexts & students choose the tech to achieve the
outcome
outcome
Adaptation
Adaptation
Instructor facilitates students exploring and independently using tech
Instructor facilitates students exploring and independently using tech
Adoption
Adoption
Instructor directs students in conventional, procedural use of tech
Instructor directs students in conventional, procedural use of tech
Entry
Entry
Instructor uses tech tools to deliver content
Instructor uses tech tools to deliver content
11. 5 essential elements of meaningful
learning with technology
(Jonassen et al 2008)
(Jonassen et al 2008)
14. Content
•
What do you expect the students to learn?
•
What skills and knowledge do you want them to
have by the end of the course?
•
What teaching strategies will best help your
students achieve those objectives?
15. Students
•
What are the students' expectations of technology?
•
What are the students' experience with technology?
•
Can all students access the technology?
•
How will technology affect the roles and
responsibilities of the students?
•
What factors may influence student perception and
use of technology?
16. Technology Adoption Model
Davis et al, 1989
Davis et al, 1989
Perceived
Perceived
Usefulness
Usefulness
External
External
Variables
Variables
Perceived
Perceived
Ease of Use
Ease of Use
Behavioral
Behavioral
Intention to
Intention to
Use
Use
Attitude
Attitude
Towards
Towards
Using
Using
Actual Use
Actual Use
17. Instructor
•
How much skill/experience do you have using
technology?
•
How much time do you have?
•
What is your role as an instructor?
•
What are your expectations of technology?
18. Institution
•
Is the infrastructure in place for students to use the
technology?
•
What support services are available for the students
and instructor?
•
What is the technology "culture" of the institution?
19. Technology tools
•
Communication & collaboration
•
Presentation & information sharing
•
Information searching & resource management
•
Learning management systems
20. ASSURE good learning
Smaldino et al (2012)
Smaldino et al (2012)
A — Analyze learners
S — State standards & objectives
S — Select strategies, technology, media & materials
U — Utilize technology, media & materials
R — Require learner participation
E — Evaluate & revise
21. Evaluation
•
Did the use of technology help students achieve
objectives?
•
How did the use of technology help change
students' engagement in learning?
•
How did the use of technology change teaching
behaviors and practices?
•
Did the technology improve teaching effectiveness
and efficiency?
25. Social media integration
A — Analyze learners
S — State standards & objectives
S — Select strategies, technology, media & materials
U — Utilize technology, media & materials
R — Require learner participation
E — Evaluate & revise
40. Selected references
1. Churches A. (2009) Bloom's Digital Taxonomy.
http://edorigami.wikispaces.com/file/view/bloom%27s+Digital+taxonomy+v3.01.pdf
2. EDUCAUSE: www.educause.edu
3. Florida Center for Instructional Technology http://fcit.usf.edu
4. Kathy Schrock's Guide to Everything http://www.schrockguide.net
5. Jonasson et al (2008) Meaningful Learning with Technology.
6. McKeachie's teaching tips, 14th ed (2013)
7. Mishra & Koehler (2006) Technological Pedagogical Content Knowledge: A Framework for Teacher
Knowledge. Teachers College Record. 108(6): 1017-1054.
8. Ruben R. Puentedura's Weblog http://www.hippasus.com/rrpweblog/
9. Siemens (2004) Connectivism: A Learning Theory for the Digital Age.
http://www.elearnspace.org/Articles/connectivism.htm
10.Smaldino, S.E., Lowther, D.L., & Russell, J.D. (2012). Instructional technology and media for learning
(10th ed.)
11.University of Michigan Center for Research on Learning and Teaching:
http://www.crlt.umich.edu/teaching-technology/gettingstarted
Editor's Notes
Entry - instructor uses tech tools to deliver content, teacher is in control
Adoption - instructor directs students in conventional, procedural use of tech, teacher makes decisions about when/how students use the technology, students need a procedural understanding
Adaptation - instructor facilitates students exploring and independently using tech, teacher guides the students in using tech, students are able to use the tech independently without procedural instruction and begin to explore the technology
Infusion - instructor provides the learning contexts and students choose the tech to achieve the outcome, a range of tech tools are integrated flexibly into the classroom, students make decisions about how to use technology
Transformation - instructor encourages innovative use of tech, students are self-directed in using tech to facilitate higher order thinking and to complete learning activities not possible before
Developed by Univ of Southern Florida for K-12 education. TIM focuses on pedagogy NOT tech tools.
As you move up the levels, there is greater student ownership of learning, and a shift from procedural to conceptual understanding, a move from conventional to complex use, a shift from lower-order to higher-order thinking and skills
Active - students are actively engaged in using tech
Cooperative - students use tech to collaborate with others
Constructive - students use tech to connect new information to their prior knowledge
Authentic - students use tech to link learning activities to the "real world"
Intentional - students use tech to set goals, plan activities, monitor progress, and evaluate results
Big mistake - assuming students are "digital natives" and will just get it. Digital native coined by Marc Prensky in 2001. Although this terminology is thrown about frequently in popular media, it is at best simplified and at worst inaccurate. Studies show that there continues to be a "digital divide" among young people (usually due to access or parental restrictions) and that young people who do use tech use it in a very narrow way (texting, gaming, media consumption such as watching movies).There may not be as vast a difference between old and young generations as we once thought, and students certainly continue to need teachers to guide them in using tech in a relevant way.
Available IT resources and support
Wireless internet access and capacity on campus
How apps will be purchased and distributed (for iPads)
ASSURE starts with looking at the learner in detail. Define your audience. Understand their general characteristics Nothing you plan or design is effective unless you have taken the time to look at the learners. Knowing as much as possible about your learners is critical to design and implementation of instruction.
Second, the second letter in ASSURE, S, refers to knowing the intended outcomes or expectations. No instruction should begin without everyone having a clear understanding of what is supposed to happen in the instruction. Objectives should be stated in terms of what the learner will do.
The second S refers to selecting your media and materials. In steps 1 and 2, you have defined the beginning point (audience characteristics and skills) and end point (outcomes). Now you have to build an instructional bridge to connect those two points.
The next step is Using your media and materials. Preview and practice yourself, then roll out the lesson with students.
Require learner performance. Students need to actively use the tech, practice, and receive feedback.
The final component is to evaluate and revise. Evaluate the entire process. Gather data on outcomes and impressions from the learners. Did the learners meet the objectives? Were the media and materials effective? Did the learners use the materials properly? Identify discrepancies between what you intended and what actually happened, and make revisions.
Quickly define:
LinkedIn - professional networking
Facebook - social network
Twitter - microblog
Tumblr - blogging site
SAMR to guide learning activities
Simplification, but illustrates
A — Analyze learners: learners are changing. Started with only 3 on Twitter and a handful with smartphones. Now majority on Twitter & almost all with smart phone, tablet, or both.
S — State standards & objectives - reviewed with SAMR
S — Select strategies, technology, media & materials - discussed
U — Utilize technology, media & materials - discussed
R — Require learner participation - have done this. Always offer alternatives, never any push back on the front end.
E — Evaluate & revise - early objectives to inc engagement and learning outcomes. Did not show inc. Evolved to be about online professionalism communication, and considering one's digital "footprint." We are well-aligned with that goal now. None of these tools can replace an LMS - learning how to integrate these tools with Blackboard
Content - prof/Clin Ed was a better fit than ped PT
Instructor - I had to know the platforms, difficulty with integration across courses due to diff instructor skill sets, various levels of interest & support from CIs
Institution - wireless good on campus, but issues with blocked sites or wifi access at clinical sites
Students - students know FB, but need to be taught other sites. Various levels of skill and interest. Access not an issue.
Technology - concern with privacy, prof/pers boundaries
Pedagogy should drive tech use, not the other way around.
If you are using tech well, you should leverage it to increase interaction w/ students
Content knowledge (CK) is knowledge about the actual subject matter that is to be learned or taught
Pedagogical knowledge (PK) is deep knowledge about the processes and practices or methods of teaching and learning and how it encompasses, among other things, overall educational purposes, values, and aims.
Technology knowledge (TK) is knowledge about standard technologies.
PCK - knowledge of pedagogy that is applicable to the teaching of specific content. This knowledge includes knowing what teaching approaches fit the content, and likewise, knowing how elements of the content can be arranged for better teaching. This knowledge is different from the knowledge of a disciplinary expert and also from the general pedagogical knowledge shared by teachers across disciplines.
Technological content knowledge (TCK) is knowledge about the manner in which technology and content are reciprocally related. Although technology constrains the kinds of representations possible, newer technologies often afford newer and more varied representations and greater flexibility in navigating across these representations. Teachers need to know not just the subject matter they teach but also the manner in which the subject matter can be changed by the application of technology.
Technological pedagogical knowledge (TPK) is knowledge of the existence, components, and capabilities of various technologies as they are used in teaching and learning settings, and conversely, knowing how teaching might change as the result of using particular technologies. This might include an understanding that a range of tools exists for a particular task, the ability to choose a tool based on its fitness, strategies for using the tool’s
affordances, and knowledge of pedagogical strategies and the ability to apply those strategies for use of technologies.
Technological pedagogical content knowledge (TPCK) is an emergent form of knowledge that goes beyond all three components (content, pedagogy, and technology). TPCK is the basis of good teaching with technology and requires an understanding of the representation of concepts using technologies; pedagogical techniques that use technologies in constructive ways to teach content; knowledge of what makes concepts difficult or easy to learn and how technology can help
redress some of the problems that students face; knowledge of students’ prior knowledge and theories of epistemology; and knowledge of how technologies can be used to build on existing knowledge and to develop new epistemologies or strengthen old ones.
Instructivism
Teacher- and institutionally-centered. Knowledge is created by instructors and institutions and is delivered to students. Teachers and institutions create the processes and conditions for success.
Constructivism
Teacher moves into facilitator role, promoting peer-to-peer learning. Students create and construct their own knowledge, building on foundations of previous learning.
Knowledge is socially constructed
Knowledge is external to the user and learning is the act of internalizing knowledge
Learning is a social process
Meaning is created by the learner
Connectivism
Lots of overlap with constructivism. Relationships and networks are a primary source of learning. Focuses on building a network of knowledge sources to access whenever you need them.
Knowledge rests in diversity of opinions
Learning is a process of connecting information sources & may reside in non-human devices
Capacity to know is more critical than what is known
Nurturing and maintaining connections is needed to facilitate continual learning
Ability to see connections between fields, ideas, and concepts is a core skill
Decision-making itself is a learning process. Choosing what to learn and the meaning of incoming information is seen through the lens of a shifting reality (meta-cognition).
Instructivism
Teacher- and institutionally-centered. Knowledge is created by instructors and institutions and is delivered to students. Teachers and institutions create the processes and conditions for success.
Constructivism
Teacher moves into facilitator role, promoting peer-to-peer learning. Students create and construct their own knowledge, building on foundations of previous learning.
Knowledge is socially constructed
Knowledge is external to the user and learning is the act of internalizing knowledge
Learning is a social process
Meaning is created by the learner
Connectivism
Lots of overlap with constructivism. Relationships and networks are a primary source of learning. Focuses on building a network of knowledge sources to access whenever you need them.
Knowledge rests in diversity of opinions
Learning is a process of connecting information sources & may reside in non-human devices
Capacity to know is more critical than what is known
Nurturing and maintaining connections is needed to facilitate continual learning
Ability to see connections between fields, ideas, and concepts is a core skill
Decision-making itself is a learning process. Choosing what to learn and the meaning of incoming information is seen through the lens of a shifting reality (meta-cognition).
Bloom's to guide objectives
SAMR to guide learning activities
Open and showcase Explain Everything.
YouTube channel
