t’s no secret that education is changing. Discover how schools are harnessing the power of games based learning and real-time reporting to facilitate dynamic change and raise attainment for the new breed of 21st century learners.
Digital learning, which uses technology to enhance education, is becoming increasingly important as the world advances more rapidly than improvements in schools. While schools still provide quality education, they are not fully preparing students for success in a global economy that relies heavily on technology. It is vital that schools embrace digital learning and technology to adapt to this changing world in order to remain competitive and to give students opportunities to thrive. Doing so may be disruptive but finding a middle ground that incorporates the best of digital and in-person learning can help schools flourish. It is important to make changes now to utilize data and technology to improve education.
The document discusses principles to guide education companies and teachers in embracing online content, technology, and student-centered learning. It notes that life has become an open-book test and schools risk irrelevance if they don't change. Teachers should develop networks to collaborate and learn from others, and encourage students to take ownership of their learning by letting them fix their own mistakes. Resources alone are not enough - teachers need time, support and training to effectively integrate new approaches.
The document discusses some of the issues and challenges with integrating information and communication technology (ICT) into teaching and learning in Malaysian schools. It notes that while ICT integration can help develop students' innovative and creative skills, many teachers do not utilize ICT facilities in their classrooms. Some reasons cited include lack of basic ICT skills among senior teachers and heavy workloads that leave little time for teachers to learn new technologies. A second issue is unequal access to ICT - facilities are more common in urban versus rural schools. This can disadvantage students and teachers in rural areas. To ensure successful ICT implementation, the educational department needs to address these problems and challenges to improve the system for the future.
Learning at ODM Public School is inspired from technology, practical lessons, and more. Co-curricular activities are as important as the curriculum. Get your child enrolled today!
This document discusses the growth and increasing popularity of an online learning platform called eCommunity/Moodle in the Peace Wapiti School Division from 2007-2009. Some key points:
- Usage of the platform has grown dramatically, with over 500 class areas now and 1200 daily logins on average.
- Teachers are using it for many collaborative purposes like discussion areas, self-checks, and online assignments beyond just sharing links and information.
- Usage occurs both during and after school hours, helping to connect classroom work and home life.
- Schools are also using it to share news/achievements and promote events.
- Feedback from teachers is very positive, praising the support and training
This document summarizes the story of Neha, a 10-year-old girl from a disadvantaged background who dreams of becoming a computer teacher. Despite her family struggles, including an alcoholic father and mother who works as a domestic helper, Neha joined computer training workshops and was transferred to a private English medium school after showing her energy and willingness to learn. She is now the topper of her class. The document notes that only half of girls in India can turn on a computer or read a presentation. It introduces Empowerment Bitiya, an initiative that provides digital literacy, education, skills training, and job creation for girls and women aged 8 to 50. The goal is to educate 20,000 girls by 2020
This document discusses the challenges of implementing smart schools in Malaysia. It begins with defining smart schools as learning institutions that have been reformed to prepare students for the digital age using technologies like multimedia. The goals of smart schools are outlined as developing well-rounded individuals, nurturing strengths, creating a tech-savvy workforce, increasing education access, and encouraging stakeholder participation. Some challenges are resistance from senior teachers accustomed to traditional methods, lack of infrastructure in rural schools, insufficient technical support staff, unwilling parents, and students wanting spoon-fed learning instead of discovery. Overcoming these obstacles requires commitment from the Ministry of Education to provide resources, training teachers, gaining parent cooperation, and adapting student expectations.
Digital learning, which uses technology to enhance education, is becoming increasingly important as the world advances more rapidly than improvements in schools. While schools still provide quality education, they are not fully preparing students for success in a global economy that relies heavily on technology. It is vital that schools embrace digital learning and technology to adapt to this changing world in order to remain competitive and to give students opportunities to thrive. Doing so may be disruptive but finding a middle ground that incorporates the best of digital and in-person learning can help schools flourish. It is important to make changes now to utilize data and technology to improve education.
The document discusses principles to guide education companies and teachers in embracing online content, technology, and student-centered learning. It notes that life has become an open-book test and schools risk irrelevance if they don't change. Teachers should develop networks to collaborate and learn from others, and encourage students to take ownership of their learning by letting them fix their own mistakes. Resources alone are not enough - teachers need time, support and training to effectively integrate new approaches.
The document discusses some of the issues and challenges with integrating information and communication technology (ICT) into teaching and learning in Malaysian schools. It notes that while ICT integration can help develop students' innovative and creative skills, many teachers do not utilize ICT facilities in their classrooms. Some reasons cited include lack of basic ICT skills among senior teachers and heavy workloads that leave little time for teachers to learn new technologies. A second issue is unequal access to ICT - facilities are more common in urban versus rural schools. This can disadvantage students and teachers in rural areas. To ensure successful ICT implementation, the educational department needs to address these problems and challenges to improve the system for the future.
Learning at ODM Public School is inspired from technology, practical lessons, and more. Co-curricular activities are as important as the curriculum. Get your child enrolled today!
This document discusses the growth and increasing popularity of an online learning platform called eCommunity/Moodle in the Peace Wapiti School Division from 2007-2009. Some key points:
- Usage of the platform has grown dramatically, with over 500 class areas now and 1200 daily logins on average.
- Teachers are using it for many collaborative purposes like discussion areas, self-checks, and online assignments beyond just sharing links and information.
- Usage occurs both during and after school hours, helping to connect classroom work and home life.
- Schools are also using it to share news/achievements and promote events.
- Feedback from teachers is very positive, praising the support and training
This document summarizes the story of Neha, a 10-year-old girl from a disadvantaged background who dreams of becoming a computer teacher. Despite her family struggles, including an alcoholic father and mother who works as a domestic helper, Neha joined computer training workshops and was transferred to a private English medium school after showing her energy and willingness to learn. She is now the topper of her class. The document notes that only half of girls in India can turn on a computer or read a presentation. It introduces Empowerment Bitiya, an initiative that provides digital literacy, education, skills training, and job creation for girls and women aged 8 to 50. The goal is to educate 20,000 girls by 2020
This document discusses the challenges of implementing smart schools in Malaysia. It begins with defining smart schools as learning institutions that have been reformed to prepare students for the digital age using technologies like multimedia. The goals of smart schools are outlined as developing well-rounded individuals, nurturing strengths, creating a tech-savvy workforce, increasing education access, and encouraging stakeholder participation. Some challenges are resistance from senior teachers accustomed to traditional methods, lack of infrastructure in rural schools, insufficient technical support staff, unwilling parents, and students wanting spoon-fed learning instead of discovery. Overcoming these obstacles requires commitment from the Ministry of Education to provide resources, training teachers, gaining parent cooperation, and adapting student expectations.
Connected learning for today's students must...
Merge digital and physical world.
Provide full engagement for learning.
Give content integrated authentic meaningful experiences.
Result in...Powerful ideas, powerful exploration, powerful PBL, powerful perseverance, and powerful practice.
Common Core State Standards - How Much Do Principals Workmillerjtx
With the Common Core State Standards upon us it is as important as ever that school principals maximize all the time available to them to visit classrooms and give their teachers feedback.
Principals average nearly 60 hours per week, but very little of that time is spent in classrooms. What little time is spent in classrooms rarely results in useful feedback. One recent study found that walk throughs without feedback has a negative impact on student achievement.
This new iPad app from Think Strategy, LLC aims to reduce the time principals spend making observations leaving them more time to give useful feedback.
SimplyCircle is an online parent communication platform designed to increase parental engagement at schools. It replaces multiple communication tools like email, paper, websites and blogs with a single platform where parents can access all information. The platform allows schools to create circles or groups to share content and communicate with parents. Parents receive daily digest emails with school updates and can access content on any device through mobile apps or online. The goal is to make communication more convenient and reduce information overload for parents. Schools report increased parental involvement when using SimplyCircle to engage parents on their terms in one centralized location.
The document discusses the purpose of the Interactive School of Intelligent Learning project. It outlines three assumptions about how the modern school system is failing: 1) It fails to meet the individual needs of students. Teachers have too many students to properly assist each one. 2) It fails to provide adequate academic satisfaction and environment to families and students. 3) It fails to cultivate enough skilled human resources for society as some students lack motivation and reasoning skills, hindering their ability to find jobs related to their education.
Joy Street - Olympics of Digital Games and EducationJoy Street SA
(1) The document discusses how gamification through Joy Street's Olympics of Digital Games and Education (OJE) platform can transform school learning. (2) OJE is an online learning challenge that increases student and teacher engagement through educational games that mirror curriculum subjects. (3) Studies show OJE improves academic performance and correlates with exam scores, while also strengthening student-teacher relationships.
Paul Hodkingson & Philip Smith, ITSS, Durham CountyHandheldLearning
County Durham is a rural county in the UK with around 500,000 residents. The county has higher than average unemployment and lower than average educational attainment. A project was launched to improve literacy and numeracy using mobile devices with 700 devices distributed across 17 schools. Schools that made best use of the devices saw improved pupil engagement, better home-school links, and higher exam results. Factors like strong technical support, teacher buy-in, and consistent use contributed to success. Unexpected benefits were found for pupils with special educational needs.
This document discusses the importance of technology in education. It notes that technology is integrated into many aspects of our lives, including how we learn. Technology can help create a more creative and engaging classroom environment. It allows teachers to introduce topics in a variety of ways to keep students interested. Technology also expands learning beyond the classroom by enabling communication outside of class time. Both teachers and students can stay updated on current events through social media. Technology also makes it easier to assess students and connect classrooms globally, giving students exposure to different cultures and perspectives. It provides convenient access to information and makes education more enjoyable for both teachers and students.
This document outlines the principles and approach of the Kindergarten Stallions program. It emphasizes putting students first and building their perseverance through failure. The program takes a STEAM approach to integrate subjects and solve real-world problems. It utilizes learner-active and technology-infused classrooms. Kindergarteners will learn social and self-awareness skills, as well as responsibility and teamwork, through authentic learning units.
XPlore is a social learning platform inspired by games and sports that aims to incentivize learning for students. It allows teachers to assign challenges and track student progress, while students can earn points, badges and rewards for their accomplishments. The platform connects everyone in the school community, including teachers, students, and parents. It stores user data securely in the cloud. XPlore combines game mechanics with a social network to motivate students to learn in a fun and engaging way.
The document discusses challenges in implementing information and communication technology (ICT) in Malaysian smart schools. Key challenges include lack of technological infrastructure and teaching materials, especially in rural schools; lack of experienced teachers skilled in using ICT; and problems engaging students in the new learning approaches of smart schools. To address these issues, the document recommends increasing funding to improve infrastructure and teacher training, as well as better preparing students mentally and physically for changes in learning with ICT.
A study on impact of ict in teaching economics during covid 19Dr. C.V. Suresh Babu
Presentation, International virtual conference 2021 on Post COVID global scenario: Threats and Opportunities organized by St. Joseph's College, Irinjalakuda, Kerala in collaboration with Graduate Business, Christian Brothers University, USA on 27th - 29th January 2021
This document discusses issues and challenges with integrating information and communication technology (ICT) into teaching and learning in Malaysian schools. It notes that ICT has become an important part of education but integrating it faces problems. Specifically, it identifies issues like ensuring ICT's effectiveness and computers' inability to interact personally. Challenges include lack of ICT access in remote schools, distracting designs in presentations, boredom from repetitive aids, slow replacement of equipment, and insufficient skills and motivation among senior teachers.
This document discusses issues and challenges with integrating information and communication technology (ICT) into teaching and learning in Malaysian schools. It notes that ICT has become an important part of education but integrating it faces problems. The key issues are effectiveness of ICT, its inability to interact personally, and over-reliance on visuals hindering manual skills. Major challenges include lack of ICT access in remote schools, distracting designs, repetition boring students, slow replacement of equipment, and insufficient training for senior teachers.
This document discusses the need for schools, teachers, students, and parents to evolve to meet the demands of the digital age (Web 2.0 world). It describes a high school in Serbia that has transitioned to School 2.0 by providing each student a computer and internet access. As a Teacher 2.0, the author engages students by having them create teaching materials using wikis. This empowering approach motivates and engages the creative students. However, some students still lack technology access and skills. The goal is to create a learning environment for Student 3.0 by empowering teachers and students. Parents must also evolve to Parent 3.0 to fully support students in this new digital world.
Here is Anne-Louise Payne's and Keith Halsey's presentation from the National Learning Platforms Conference.
Ann-Louise and Keith spoke in the Adopt session 'Access to learning anytime, anywhere’.
Here is Clive Wright’s presentation from the National Learning Platforms Conference.
Clive spoke in the Transform session 'Maximising teaching time by making the most of technology'.
Holmes Chapel Comprehensive School PresentationFrogEducation
Here is Jeff Sharp's presentation from the National Learning Platforms Conference.
Jeff spoke in the Adopt session 'Access to learning anytime, anywhere’.
Cramlington Learning Village Presentation 2FrogEducation
Here is Phil Spoors and Graham Quince’s presentation from the National Learning Platforms Conference.
Phil and Graham spoke in the Transform session 'Maximising teaching time by making the most of technology’.
View the presentation used by Gareth Davies (Frog) and Billy Downie (The Streetly School) at the opening of the Education Leaders Conference at this years BETT Show.
Haybridge High School and Sixth Form PresentationFrogEducation
Here is Paul Evason's presentation from The National Learning Platforms Conference 2011.
Paul spoke in the Discover session titled 'Ease of using tools to create resources for your lessons'
Howard of Effingham School Presentation from #frog12FrogEducation
The document discusses Howard of Effingham School's use of the virtual learning environment (VLE) Frog to improve teaching, learning, and engagement over a 3-year period. The school aims to make students more independent learners by providing quality online resources through Frog, which is used by 100% of teachers, 70% of support staff, and 96% of students. Frog allows staff to set up workspaces for classes, tutor groups, and clubs, and encourages setting homework assignments. It also enables students to set targets and parents to access homework, behavior reports, and attendance information to better engage parents. Support staff were also trained to use Frog by creating their own department websites.
Connected learning for today's students must...
Merge digital and physical world.
Provide full engagement for learning.
Give content integrated authentic meaningful experiences.
Result in...Powerful ideas, powerful exploration, powerful PBL, powerful perseverance, and powerful practice.
Common Core State Standards - How Much Do Principals Workmillerjtx
With the Common Core State Standards upon us it is as important as ever that school principals maximize all the time available to them to visit classrooms and give their teachers feedback.
Principals average nearly 60 hours per week, but very little of that time is spent in classrooms. What little time is spent in classrooms rarely results in useful feedback. One recent study found that walk throughs without feedback has a negative impact on student achievement.
This new iPad app from Think Strategy, LLC aims to reduce the time principals spend making observations leaving them more time to give useful feedback.
SimplyCircle is an online parent communication platform designed to increase parental engagement at schools. It replaces multiple communication tools like email, paper, websites and blogs with a single platform where parents can access all information. The platform allows schools to create circles or groups to share content and communicate with parents. Parents receive daily digest emails with school updates and can access content on any device through mobile apps or online. The goal is to make communication more convenient and reduce information overload for parents. Schools report increased parental involvement when using SimplyCircle to engage parents on their terms in one centralized location.
The document discusses the purpose of the Interactive School of Intelligent Learning project. It outlines three assumptions about how the modern school system is failing: 1) It fails to meet the individual needs of students. Teachers have too many students to properly assist each one. 2) It fails to provide adequate academic satisfaction and environment to families and students. 3) It fails to cultivate enough skilled human resources for society as some students lack motivation and reasoning skills, hindering their ability to find jobs related to their education.
Joy Street - Olympics of Digital Games and EducationJoy Street SA
(1) The document discusses how gamification through Joy Street's Olympics of Digital Games and Education (OJE) platform can transform school learning. (2) OJE is an online learning challenge that increases student and teacher engagement through educational games that mirror curriculum subjects. (3) Studies show OJE improves academic performance and correlates with exam scores, while also strengthening student-teacher relationships.
Paul Hodkingson & Philip Smith, ITSS, Durham CountyHandheldLearning
County Durham is a rural county in the UK with around 500,000 residents. The county has higher than average unemployment and lower than average educational attainment. A project was launched to improve literacy and numeracy using mobile devices with 700 devices distributed across 17 schools. Schools that made best use of the devices saw improved pupil engagement, better home-school links, and higher exam results. Factors like strong technical support, teacher buy-in, and consistent use contributed to success. Unexpected benefits were found for pupils with special educational needs.
This document discusses the importance of technology in education. It notes that technology is integrated into many aspects of our lives, including how we learn. Technology can help create a more creative and engaging classroom environment. It allows teachers to introduce topics in a variety of ways to keep students interested. Technology also expands learning beyond the classroom by enabling communication outside of class time. Both teachers and students can stay updated on current events through social media. Technology also makes it easier to assess students and connect classrooms globally, giving students exposure to different cultures and perspectives. It provides convenient access to information and makes education more enjoyable for both teachers and students.
This document outlines the principles and approach of the Kindergarten Stallions program. It emphasizes putting students first and building their perseverance through failure. The program takes a STEAM approach to integrate subjects and solve real-world problems. It utilizes learner-active and technology-infused classrooms. Kindergarteners will learn social and self-awareness skills, as well as responsibility and teamwork, through authentic learning units.
XPlore is a social learning platform inspired by games and sports that aims to incentivize learning for students. It allows teachers to assign challenges and track student progress, while students can earn points, badges and rewards for their accomplishments. The platform connects everyone in the school community, including teachers, students, and parents. It stores user data securely in the cloud. XPlore combines game mechanics with a social network to motivate students to learn in a fun and engaging way.
The document discusses challenges in implementing information and communication technology (ICT) in Malaysian smart schools. Key challenges include lack of technological infrastructure and teaching materials, especially in rural schools; lack of experienced teachers skilled in using ICT; and problems engaging students in the new learning approaches of smart schools. To address these issues, the document recommends increasing funding to improve infrastructure and teacher training, as well as better preparing students mentally and physically for changes in learning with ICT.
A study on impact of ict in teaching economics during covid 19Dr. C.V. Suresh Babu
Presentation, International virtual conference 2021 on Post COVID global scenario: Threats and Opportunities organized by St. Joseph's College, Irinjalakuda, Kerala in collaboration with Graduate Business, Christian Brothers University, USA on 27th - 29th January 2021
This document discusses issues and challenges with integrating information and communication technology (ICT) into teaching and learning in Malaysian schools. It notes that ICT has become an important part of education but integrating it faces problems. Specifically, it identifies issues like ensuring ICT's effectiveness and computers' inability to interact personally. Challenges include lack of ICT access in remote schools, distracting designs in presentations, boredom from repetitive aids, slow replacement of equipment, and insufficient skills and motivation among senior teachers.
This document discusses issues and challenges with integrating information and communication technology (ICT) into teaching and learning in Malaysian schools. It notes that ICT has become an important part of education but integrating it faces problems. The key issues are effectiveness of ICT, its inability to interact personally, and over-reliance on visuals hindering manual skills. Major challenges include lack of ICT access in remote schools, distracting designs, repetition boring students, slow replacement of equipment, and insufficient training for senior teachers.
This document discusses the need for schools, teachers, students, and parents to evolve to meet the demands of the digital age (Web 2.0 world). It describes a high school in Serbia that has transitioned to School 2.0 by providing each student a computer and internet access. As a Teacher 2.0, the author engages students by having them create teaching materials using wikis. This empowering approach motivates and engages the creative students. However, some students still lack technology access and skills. The goal is to create a learning environment for Student 3.0 by empowering teachers and students. Parents must also evolve to Parent 3.0 to fully support students in this new digital world.
Here is Anne-Louise Payne's and Keith Halsey's presentation from the National Learning Platforms Conference.
Ann-Louise and Keith spoke in the Adopt session 'Access to learning anytime, anywhere’.
Here is Clive Wright’s presentation from the National Learning Platforms Conference.
Clive spoke in the Transform session 'Maximising teaching time by making the most of technology'.
Holmes Chapel Comprehensive School PresentationFrogEducation
Here is Jeff Sharp's presentation from the National Learning Platforms Conference.
Jeff spoke in the Adopt session 'Access to learning anytime, anywhere’.
Cramlington Learning Village Presentation 2FrogEducation
Here is Phil Spoors and Graham Quince’s presentation from the National Learning Platforms Conference.
Phil and Graham spoke in the Transform session 'Maximising teaching time by making the most of technology’.
View the presentation used by Gareth Davies (Frog) and Billy Downie (The Streetly School) at the opening of the Education Leaders Conference at this years BETT Show.
Haybridge High School and Sixth Form PresentationFrogEducation
Here is Paul Evason's presentation from The National Learning Platforms Conference 2011.
Paul spoke in the Discover session titled 'Ease of using tools to create resources for your lessons'
Howard of Effingham School Presentation from #frog12FrogEducation
The document discusses Howard of Effingham School's use of the virtual learning environment (VLE) Frog to improve teaching, learning, and engagement over a 3-year period. The school aims to make students more independent learners by providing quality online resources through Frog, which is used by 100% of teachers, 70% of support staff, and 96% of students. Frog allows staff to set up workspaces for classes, tutor groups, and clubs, and encourages setting homework assignments. It also enables students to set targets and parents to access homework, behavior reports, and attendance information to better engage parents. Support staff were also trained to use Frog by creating their own department websites.
St Simon Stock School Presentation from #frog12FrogEducation
This document outlines the 5 stages of implementing a new virtual learning environment called Frog at St Simon Stock Catholic School from 2010-2012:
1. Groundwork from Sept 2010-Jan 2011 included designing Frog for the school website, recruiting champions, and promoting Frog.
2. Champion training in Feb 2011 involved introductory and advanced training sessions to prepare champions to trial Frog.
3. Planning and construction from Mar-Sept 2011 had champions trial Frog features with students and build out department websites and a rollout plan.
4. Staff launch from Oct 2011-Feb 2012 included a 4-stage rollout training all staff on Frog features and requiring homework be submitted on Frog.
5. Consolidation
Technical Workshop: FrogOS - the journey beginsFrogEducation
For those wanting to learn how to use FrogOS. Our FrogOS champion schools will share their initial experience of using our latest product. Perfect for new users, or those thinking of switching to FrogOS, this workshop will teach you the tools and skills you need to get started.
Cramlington Learning Village adopted Frog in 2008 but switched to FrogLearn in September 2014 to better manage their extensive intranet of over 2,200 students from years 7 to 13. Within less than 12 months of using FrogLearn, they created over 2,500 lesson sites and saw benefits from integrating FrogLearn, Google Apps, and Chromebooks. They aim to expand the 1:1 Chromebook scheme and investigate using FrogProgress and Frog Feedback more extensively.
Grove Primary School Presentation from #frog12FrogEducation
Grove Primary School wanted to integrate new technology into the classroom but teachers had limited time to learn the new systems themselves. The school addressed this by creating tutorials for teachers and pre-made resources so that teachers could gain confidence using the new technology without spending a long time teaching themselves. As a result, teachers were able to effectively use the new Frog platform in their lessons while saving preparation time.
Frog 15 - One App...Hundreds Of Uses (Kirkburton Middle School)FrogEducation
FrogSnap is a photo sharing platform that allows teachers and students to instantly upload and share photos from school activities and trips securely. It protects children's privacy by not requiring permission lists, and parents can view photos of their children through the Frog school site or website. FrogSnap also allows teachers to capture student work and activities through photos to provide feedback and examples for Ofsted, and students and teachers can access photos globally for portfolios, planning, and collaboration even from home.
Teach Talk: Devices are taking over the classroom - so what next?FrogEducation
The revolution has arrived. Mobile devices are in our classrooms, but after technical issues have been resolved, how do you actually use devices as a teaching resource? Hear how schools are using devices in the classroom to improve learning and increase student engagement.
Frog 15 - Let the Student Lead (The Streetly School Digital Leaders)FrogEducation
Digital Leaders @StreetlyAcademy is seeking applicants to advise the large secondary school on its digital strategy through activities like organizing conferences on technology in education, presenting a proposal to provide Chromebooks to all students, and helping to live stream events. The school has over 1,250 students in years 7 through 13 who use Chromebooks and an online learning platform called Frog, and it aims to expand its use of technology through the Digital Leaders program.
Frog 15 - Let the Students Lead (Arden Academy Digital Leaders)FrogEducation
The document outlines the Arden Student Digital Leaders program which trains students to provide technology support and leadership within their school. The Digital Leaders receive training to help teachers with email, the school's learning platform Frog, and apps of the week. They also build Frog sites, help with homework, and make support videos. Additionally, the students engage in activities like making videos, presenting at conferences, and promoting online safety. The benefits of the program include developing student leadership skills, providing technology expertise, and positively impacting the school.
Frog 15 - Flipping Out (Britannica Digital Learning)FrogEducation
Flipped learning is a teaching method where direct instruction moves from the group learning space to the individual learning space, commonly outside of the classroom, so that class time can be used for students to apply concepts, engage in problem-solving, and participate in collaborative activities. Surveys show that flipped learning improves standardized test scores and student attitudes, and case studies found failure rates dropped significantly when flipped learning was adopted. Flipped learning allows for easier differentiation of lessons, promotes group work, and provides more opportunities for formative assessment.
Online Collaborative Learning Group 25 ( Oclg25 )Melissa Luster
The document discusses daily professional communication practices that are efficient, effective and collaborative among diverse colleagues and community members. It describes assisting crew members with electronic job tasks and time entries, as well as documenting work incidents, complaints and hazards electronically in a timely manner. Communication with supervisors and the public about current work is also addressed.
Lucy Gray gave a presentation at the Midwest Educational Technology Conference in February 2013 about modernizing education in the 21st century. She discussed how technology and connectivity are changing the world and learning environments. Gray advocated for schools that value intellectual curiosity, empower teachers through professional development, engage students in their learning, use progressive teaching practices including technology, and build authentic communities. While opportunities exist, schools also face challenges from the political context of education policy, evolving technological landscapes, and managing generational diversity. Educational institutions must thoughtfully evolve to meet the needs of 21st century learners.
The document discusses best practices for implementing e-learning in schools in a sustainable way. It defines e-learning as learning facilitated by information and communication technologies. It emphasizes shifting from teaching about technology to teaching with technology to improve student achievement. It provides 10 questions for ensuring e-learning is embedded in the school curriculum. It also stresses the importance of developing a shared vision for e-learning that involves teachers and the whole school community.
State of Teaching and Learning in the 21st CenturyLucy Gray
Lucy Gray gave a presentation on current trends in 21st century teaching and learning. She discussed four key themes converging in education: the growth of social media, focus on developing 21st century skills, valuing skills like collaboration, and providing learning environments conducive to education. Gray used The School at Columbia as an example that embodies these themes through its constructivist curriculum and emphasis on technology, long-term planning for skills, and collaborative environment.
The challenges and possibilities of using social media for educational purposestbirdcymru
This document summarizes a workshop on using social media for educational purposes. It discusses teachers' varying experiences with and attitudes towards social media, from enthusiasts to conscious luddites. While some teachers find benefits to using tools like Twitter in the classroom, others have concerns about issues like online bullying. The document also examines students' social media use and outlines approaches like flipped classrooms and lesson study that could help teachers explore social media's potential in a collaborative way while addressing risks.
The document discusses the future of education. Key points include:
- Teaching, training, and learning are changing substantially with technology and innovation driving new educational approaches.
- Skills like digital literacy, creativity, problem solving, teamwork and communication will be essential in the 21st century.
- Learning is increasingly happening individually beyond formal educational settings, requiring teachers to facilitate learning rather than just impart information.
- Predictions for the future of education include competency-based learning, personalized learning through technology, and a shift to more online corporate learning.
This document discusses the evolution of technology in schools and ideas for creating future-focused schools. It summarizes:
1) Schools have progressed from standalone computers in the 1980s to school networks in the 1990s-2010s and now ubiquitous mobile devices that students use to meet their expectations of personalized, autonomous learning.
2) Effective teaching encourages higher-level thinking, uses real-world sources, and allows student dialogue and autonomy. Schools now focus on learning experiences rather than just delivery of information.
3) To create future-focused schools, teachers must promote connectedness for students through networked collaboration and adapt practices to student expectations of choice, relevance, challenge, and opportunities to explore at their own pace. Schools
One School's Journey to Outstanding | Whole Education Annual Conference 2013Wholeeducation
The document summarizes information about Shireland Collegiate Academy, an inner city school in the West Midlands serving a highly deprived area. It discusses the school's starting point of low average achievement scores and its need to be radical in its approach. Key strategies discussed include outstanding teaching, radical curriculum changes using technology, high expectations, and extra support for lower achieving students. The school has achieved top results nationally with rapid progress rates and top GCSE and A-Level results in recent years.
Echo presentation hierarhical process modelling case studyRuth Deakin Crick
A case study of the application of HPM and Perimeta to school leadership in three English Academies...<a><img src="http://i.creativecommons.org/l/by-nc-sa/4.0/88x31.png" /></a><br />This work is licensed under a <a>Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License</a>.
Discover Key Data Points from Project Tomorrow Report on Social LearningJulie Evans
The webinar discussed key findings from Project Tomorrow's Speak Up research on social learning. It highlighted students' vision for more digitally-rich, un-tethered, and social-based learning. While students see value in social learning tools, administrators and parents still have concerns around safety, privacy, and ensuring academic use. New technologies will need to address these concerns while providing features students want for collaborating with classmates and personalizing learning.
This document discusses the importance of incorporating hybrid and online learning into elementary classrooms to prepare students for their futures. It notes that technology skills are necessary for many careers now. It also outlines benefits of hybrid classes like equal participation and continuous access to materials. The document proposes establishing a vision team of teachers, parents, and administrators to guide the implementation of online learning. It stresses the importance of supporting parents who may lack technology skills and providing training. Finally, it discusses how learning management systems and games can help motivate students and promote social engagement in a hybrid environment.
Lakshmipat Singhania Academy held several inter-house competitions in December, including chess and shadowgraphy. The chess competition was for classes 6-8 and saw enthusiastic participation from students competing online. Prithvi house ultimately won the competition. The shadowgraphy competition had students from classes 6-12 performing social messages through hand shadow figures. Prithvi house also won this competition, strengthening its lead on the house scoreboard. The newsletter provides updates on the school's activities and competitions to engage and unite the community during the pandemic.
The document discusses research into the impacts of Cambodia's educational system at primary schools. It aims to identify factors limiting the system's effectiveness and quality of student learning. Through interviews, several key issues were identified. Teachers sometimes lack attention to student needs and clear lesson delivery. Students may struggle due to physical, mental or social factors like domestic responsibilities or neighborhood influences. Parents also may not prioritize supporting education. The educational system remains limited due to issues with teachers, students/families, and social environments. Improving teacher skills, student support at home, and social conditions could enhance the primary school system.
The document is the 2010 Annual Report for the Trillium Lakelands District School Board. It summarizes various initiatives undertaken by the Board to improve student achievement, including early reading intervention programs, full-day kindergarten, the School Effectiveness Framework review process, and dual credit/pathways programs in secondary schools. It also provides statistics on student enrollment and EQAO assessment results. The overall message is that the Board is taking a holistic, collaborative approach to connecting various improvement initiatives and engaging stakeholders at all levels to enhance learning opportunities for students.
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Teach Talk: 21st century learning - harnessing the power of games
1. 21st century learning- harnessing the power of
games
Oasis Academy Mayfield
Simon Poole-Anderson, VLE & Digital Media
Greenwood Academy
Laurence Cole, Greenwood Academy
Archbishop Ilsley Catholic School & Sixth Form
Glen Alexander, Head Teacher
Teach Talk
2.
3. 21st century learning - Harnessing the power of games
Key Concepts
① Marc Prensky defines young people as ‘digital natives’ but it’s his ‘digital immigrants’ that make the
decisions and shape the learning environment in schools today.
② Digital natives are massively engaged by and motivated to use interactive online games. This enduring and
evidenced behavior can be harnessed by educators for 24/7 learning.
③ I Am Learning’s game based system incorporates wider social preferences for interactive engagement and
instant gratification. These compelling factors are then focused on education to raise attainment and
promote independent learning.
Simon Poole-Anderson
VLE & Digital Media
Oasis Academy Mayfield
Southampton
4.
5. ‘…deep, radical and urgent (digital)
transformation is required in higher
education as much as it is in school
systems. Our fear is that, perhaps as a
result of complacency, caution or
anxiety… the pace of change is too slow
and the nature of change too
incremental.’
An Avalanche is
Coming, UKIPPR, March, 2013.
6. Learning Technologies (such as VLEs) have
increasingly featured in Ofsted reports ‘in
line with (our) increased emphasis on
improvements’ and ‘references on the
effective use of VLEs have been rising…up
from about 20% pre 2009 to around 40%
having comment in 2012’
Ofsted, January, 2013.
7.
8. Engagement - Motivation - Confidence
Interactivity
Engagement
MotivationProficiency
Confidence
Digital Natives & New Media
13. ① Marc Prensky defines young people as ‘digital natives’ but it’s his ‘digital
immigrants’ that make the decisions and shape the learning environment in schools
today.
② Digital natives are massively engaged by and motivated to use interactive online
games. This enduring and evidenced behavior can be harnessed by educators for
24/7 learning.
③ I Am Learning’s game based system incorporates wider social preferences for
interactive engagement and instant gratification. These compelling factors are
then focused on education to raise attainment and promote independent learning.
Interactivity
Engagement
MotivationProficiency
Confidence
16. TeachFirst 2011
NQT – Teacher of ICT last year
Appointed E-Learning Co-ordinator in
Autumn Term
Asked to look at the way the school uses
E-Learning, particularly with regards to
assessment
Given possible pieces of software to look
at and a budget to play with
Background
18. SLT
“These teachers
just do not assess
regularly
enough, or set
nearly enough
homework! What
are we going to do
when OFSTED
arrive?!”
19. Teachers
“There is already
enough marking and
paperwork without
carrying out more
assessment and
setting more
homework…but I do
still want reasons to
be able to praise the
pupils”
39. Statistics
• Students have done 3250:46:37 hours of
revision
• School is 10th highest using school in the
UK
• 709 students (99%) use I am learning
outside of school hours
Day offWill be nice to speak for 10-15 minutes without 30 14-year-olds speaking over me
Going to talk to you about a case study of a school which is using technology to nurture learning in the 21st century and how we are doing it
Record pupil talking to attach to this slide
1. More useful, relevant homeworkStudents needed to improve independent learning skillsLots of students not progressing at required rateSLT and parents needed to see teachers were making every effort to push students
2. Something which would not increase workload for teachersTeachers were already being put on enough with paperworkTechnology needed to be used to the teachers’ advantage, rather than just to log everything
3. More regular formative assessmentEssential to know where your students are atDiagnostic assessment needed so that students know how to improveNeed to prove that progress is being made (SLT, OFSTED)
4. Pupils to enjoy learningPupils were not doing homework as they did not enjoy it and they did not see the benefit in itNo love of learning in the school
Needed to find something which would satisfy all 4 needs and also keep all 3 groups happy
We did a few things to address this in terms of our use of technology, but perhaps the most ground-breaking, interesting and effective measure was to introduce “I Am Learning”.What is I Am Learning? According to the company themselves, it is a “games-based revision and assessment system which engages learners, making them want to learn both in and outside of school”
Setrelevant exercise to what you have been studying. You can also choose to use unofficial exercises which have been created by other schools using the “community” section of the site. This is great as there are loads of ready-made exercises which you can choose from, thereby minimising the teacher workload.
What the student sees at the end – completely self marking as well as ready-made, thereby minimising teacher workload. Can revisit any questions they got wrong or skipped (they can also do this as they go through using the retry button if they get a question wrong) – can also view their progress in an easy red/amber/green chart on the left.. Makes progress clear. Formative assessment as it shows them the correct answers to the questions they got wrong.
What the teacher can see – Assessment – can see an overview but can then also click on individual studentsNo need to collect homework in, easy to see who has not completed it, who has put in the most time, if they didn’t do very well, was it because they did not spend enough time on it? Easy RAG scheme. Easy to give praise to students who have put in a lot of effort or shown a good understanding of the topic.Good to see progress, evident that they have set homework, more data to back them up and to keep SLT happy for when OFSTED arrive
Most commonly incorrectly answered questions – helps you see what parts of the topic have been taught better than others
When you click on an individual student – proving progress, evidence of formative assessment
When you click on an individual attempt – see which parts of the topic that student is struggling with, how much effort they have put into the assignment.
All of the students have their own log in to I Am Learning. When they log in this is what they see. Pupil interface – one of the most important things about the product.
Statistics are available on your home screen
Technology needs to be used to our advantage in assessment and proving progress, but most of all we need to use technology to instil a love of learning within the pupils, and only then will we truly have “nurtured learning in the 21st century”.