Teacher Tools for Technology
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Elizabeth Helfant's slideshow presentation to Summit faculty on Professional Development Day--October 13, 2009
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Summitt
The document discusses the importance of integrating technology into education in a seamless way. It provides examples of digital tools that can be used to foster skills like inquiry, research, collaboration and creativity. It also emphasizes using formative assessments, making content relevant, and focusing on student engagement and flow.
Designing a connected future
The document discusses designing a connected future for school libraries. It proposes taking a networked learning approach framed around principles of equity, participation and social connection. This involves cultivating connections between people, information and ideas. The library should act as a hub where passion-driven learning occurs through participation, interconnection, challenge and creation. A connected future is outlined as one that values, promotes and creates an environment of connectivity by connecting students, teachers and information.
E learning concepts and forms
E-learning can take many forms and involves the use of technology to support learning. It can occur in classrooms, blended courses, online environments, or mediated distance education. E-learning has evolved from static websites and files to include learning management systems, e-portfolios, weblogs, wikis, and other collaborative tools. E-learning formats include tutorials, scenarios, simulations, and software simulations, and the pedagogical approach can range from teacher-centered to fully learner-centered.
Intro Hour
Think.com is an online community and suite of tools that facilitates project-based learning, technology use, and the development of 21st century skills for students. It provides a protected online environment for collaboration between students, teachers, and experts from around the world. Think.com is free to use, funded by the Oracle Education Foundation, and supports multiple languages. It allows for asynchronous collaboration on shared projects between students in different locations.
Ponnu
The document discusses Virtual Learning Environments (VLEs), which were introduced in the 1990s to enhance education through computers and the internet. A VLE provides teaching and learning tools to develop students' capabilities online. It offers alternative education access and contains curriculum resources, student tracking, communication tools, and links to external content. While VLEs offer conveniences like centralized course materials, their virtual nature is less effective than real-world experiences for teaching practical skills.
Icelw Schlenker
This document discusses how social learning can enhance management education. It reviews research on learning technologies to identify key questions about leveraging user-generated content. Social learning allows students and instructors to access notes from colleagues in real time. Patterns emerge from individual "Little Data" over time within and across similar topics. Social learning platforms can provide bridges between formal education and workplace challenges by enabling interactive, dynamic and mobile collaboration on notes and course materials.
Instructional design 3 connectivism slideshare
This document discusses connectivism, which is a learning theory that describes learning as a social process facilitated by making connections between ideas and information. It provides an agenda that covers what connectivism is, influential theorists, examples of connectivism in action, and a concluding reflection. As an example of connectivism in practice, it describes an activity where students work in pairs and online to construct a shared understanding of imperialism by connecting their own ideas to build a network of concepts.
Massive open online courses
This document discusses Massive Open Online Courses (MOOCs). It defines MOOCs as online courses that are open to unlimited participation and are conducted primarily through online platforms. The document outlines the history of MOOCs, which began in 2008 with a connectivist course attracting over 2,000 participants. It describes different types of MOOCs including cMOOCs based on connectivist learning theory and xMOOCs from institutions like edX focused on exploring new teaching models using technology. The document also discusses advantages and disadvantages of MOOCs for students and institutions.
Recommended
Summitt
The document discusses the importance of integrating technology into education in a seamless way. It provides examples of digital tools that can be used to foster skills like inquiry, research, collaboration and creativity. It also emphasizes using formative assessments, making content relevant, and focusing on student engagement and flow.
Designing a connected future
The document discusses designing a connected future for school libraries. It proposes taking a networked learning approach framed around principles of equity, participation and social connection. This involves cultivating connections between people, information and ideas. The library should act as a hub where passion-driven learning occurs through participation, interconnection, challenge and creation. A connected future is outlined as one that values, promotes and creates an environment of connectivity by connecting students, teachers and information.
E learning concepts and forms
E-learning can take many forms and involves the use of technology to support learning. It can occur in classrooms, blended courses, online environments, or mediated distance education. E-learning has evolved from static websites and files to include learning management systems, e-portfolios, weblogs, wikis, and other collaborative tools. E-learning formats include tutorials, scenarios, simulations, and software simulations, and the pedagogical approach can range from teacher-centered to fully learner-centered.
Intro Hour
Think.com is an online community and suite of tools that facilitates project-based learning, technology use, and the development of 21st century skills for students. It provides a protected online environment for collaboration between students, teachers, and experts from around the world. Think.com is free to use, funded by the Oracle Education Foundation, and supports multiple languages. It allows for asynchronous collaboration on shared projects between students in different locations.
Ponnu
The document discusses Virtual Learning Environments (VLEs), which were introduced in the 1990s to enhance education through computers and the internet. A VLE provides teaching and learning tools to develop students' capabilities online. It offers alternative education access and contains curriculum resources, student tracking, communication tools, and links to external content. While VLEs offer conveniences like centralized course materials, their virtual nature is less effective than real-world experiences for teaching practical skills.
Icelw Schlenker
This document discusses how social learning can enhance management education. It reviews research on learning technologies to identify key questions about leveraging user-generated content. Social learning allows students and instructors to access notes from colleagues in real time. Patterns emerge from individual "Little Data" over time within and across similar topics. Social learning platforms can provide bridges between formal education and workplace challenges by enabling interactive, dynamic and mobile collaboration on notes and course materials.
Instructional design 3 connectivism slideshare
This document discusses connectivism, which is a learning theory that describes learning as a social process facilitated by making connections between ideas and information. It provides an agenda that covers what connectivism is, influential theorists, examples of connectivism in action, and a concluding reflection. As an example of connectivism in practice, it describes an activity where students work in pairs and online to construct a shared understanding of imperialism by connecting their own ideas to build a network of concepts.
Massive open online courses
This document discusses Massive Open Online Courses (MOOCs). It defines MOOCs as online courses that are open to unlimited participation and are conducted primarily through online platforms. The document outlines the history of MOOCs, which began in 2008 with a connectivist course attracting over 2,000 participants. It describes different types of MOOCs including cMOOCs based on connectivist learning theory and xMOOCs from institutions like edX focused on exploring new teaching models using technology. The document also discusses advantages and disadvantages of MOOCs for students and institutions.
Gdl
The document discusses using digital tools and online learning to enhance collaboration and instruction in the classroom in 3 key ways:
1) It allows for group work and discussions between students outside of class time, with the teacher still monitoring discussions.
2) It supports self-directed learning as students can search for information online to solve problems.
3) It enables individualized instruction through multimodal learning and digital media that meet the needs of diverse learners.
However, student privacy and internet access need to be addressed, and teachers must still play an active role in guiding student learning.
personal learning environment
This document discusses personal learning environments (PLEs). PLEs promote self-regulation, critical thinking, being a curious researcher, and being an effective communicator. PLEs aim to analyze experience gained using Web 2.0 tools for competence development and professional networking. PLEs are based on the ideas that learning is ongoing, individuals self-organize their own learning across different contexts, and a single provider cannot provide all learning. PLEs use social web tools and recognize formal and informal learning.
What is blended learning?
K-12 online learning is growing rapidly and evolving in many directions, with blended learning being the fastest growing segment. Blended learning combines online and face-to-face instruction. There are many terms used to describe online and blended learning models without consistent definitions. Online learning generally refers to teacher-led instruction over the internet with students and teachers separated geographically, and can be synchronous or asynchronous. It may be accessed from both in and out of school settings.
Bloom’S And Technology Integration
1. Bloom's Taxonomy, developed in 1956, classified learning objectives but did not account for technology integration.
2. Lorin Anderson revised Bloom's Taxonomy in 2001 to reflect current educational practices including technology use.
3. Andrew Church further updated the taxonomy, called Bloom's Digital Taxonomy, to focus on facilitating collaborative learning through digital technologies aligned with 21st century skills standards.
Theory and e-Learning
This document discusses various theories that are relevant to e-learning, including behaviorism, cognitivism, constructivism, and social presence theory. It also addresses e-learning models, e-moderating, components of effective e-learning, whether e-learning should be technology-led or theory-led, and the need for theoretical foundations in e-learning design. Key sources are referenced at the end.
eLearning2.0
This document discusses developing competencies in higher education through virtual environments built on Web 2.0. It outlines key concepts of Web 2.0 like personalization and collaboration. It also discusses using open Web 2.0 tools to construct virtual learning environments that promote communication and collaboration. The document identifies specific competencies to develop, including e-competencies, professional competencies, and mediational competencies. It describes an experience using blended learning with university students through a virtual environment built with tools like blogs, social networks and collaborative authoring tools.
Elearning Defined
The document discusses various terms related to e-learning including web-based instruction, virtual learning, online learning, and e-learning. It provides definitions for each term from different sources. The document also discusses the success of e-learning and how it depends on motivating learners. It outlines the typical stages involved in the development of e-learning content.
The Use of Technology in the Classroom
This document discusses the use of technology in K-12 classrooms to facilitate instruction. It outlines different types of technologies used, including computers, software, the internet, and videos. Computers are highlighted as the most common technology, and their uses such as word processing, email communication, and research projects are described. The document argues that technology enhances learning by allowing students to communicate, improve writing skills, collaborate on projects, and virtually experience places from around the world.
Uwc connectivism seminar 22 aug2012-keynote
The outline of this presentation on Connectivism presented at the Teaching and Learning Research Series at the University of Western Cape (UWC) in South Africa addresses the following questions: What is it? Why is it? How is it? and Whose is it?
Issues and trends
Distance education refers to instruction that occurs when the instructor and student are separated by physical distance and technology is used to connect them. It has several key characteristics, including the use of group activities and visual materials to encourage interaction. However, there are also some common misconceptions about distance education, such as that it is easier or takes less time than traditional education. When implementing distance education, instructors need to provide frequent feedback, be skilled with educational technology, and rethink their teaching practices. Students may face challenges like a lack of interaction, motivation, and student-teacher bonding. Trends in distance education include growing enrollment, personalized learning approaches, gamification, and increased mobile learning.
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The document discusses the benefits of ICT teachers joining a MOOC. It describes what a MOOC is and explains that they are massive, online, open courses that have been redefined. MOOCs did not travel alone and were accompanied by developments in big data and learning analytics. The document considers what this means for the field of ICT and explores how MOOC platforms can support collaborative learning among professionals. It shares findings from a "Move-it-Online Challenge" that aimed to design collaborative professional development through a MOOC.
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This document provides an overview of self-guided social media training. It discusses the importance of social learning and its role in effective workforce training. Social learning allows for just-in-time training, remote access for employees working from home, global interaction, expanded resources, and alternative communication methods. It also addresses how social learning can help organizations by fostering innovative knowledge, increasing workforce quality, focusing on progress, and strengthening international relationships. The document reviews several social media tools useful for social learning, including Remind101, Schoology, VoiceThread, and TeacherTube. It concludes with references for further information.
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This new teacher orientation document provides an overview of the technology resources available to teachers at Calvary Christian School, including the school website, wiki pages, blogs, and instructional tools like Brain Pop, Discovery Education, and Voice Thread. It also reviews the technology standards for students and teachers, and shifts toward a more constructivist model of technology-integrated, student-centered instruction. Teachers are asked to explore additional applications and provide feedback on the resources and orientation.
Collaboration in the Technology Classroom
This document discusses the need for educators to equip students with skills beyond basic reading, writing and arithmetic (3Rs) and instead focus on exposing knowledge, employing information, expressing ideas compellingly, and ethics (4Es). It proposes using Web 2.0 tools like blogs and wikis can help achieve this, but also notes safety concerns. Alternatives like LL4Schools and Digital Arts Education are suggested as they provide safe online environments for collaboration and sharing student work.
Learning by Using and Sharing Internet Resources
This presentation describes preliminary results of my dissertation research exploring how students learn using informal Internet resources individually. It also explores the sharing of these resources for collaborative learning.
Connected Education. Personal Learning Environment
Connected education focuses on using social networks to allow learning from anywhere at any time. It emphasizes connecting teachers and students through new learning environments and digital tools. Teachers can design personalized learning environments to guide students and address gaps between classroom and outside learning. Students must develop essential 21st century skills like digital competence through responsible use of social networks. Personal learning environments allow expanding one's learning network by sharing knowledge, filtering information, and collaborating on projects by learning from others' experiences. Twitter can be used in the classroom for sharing materials, recommending resources, publicizing events, following hashtags, and disseminating student work.
Embedding learning technology into practice
Academic staff are often shown how to use digital tools but not how they fit into teaching models and frameworks. HCARE has delivered staff development sessions examining methods like blended learning and the flipped classroom to help connect tools to teaching paradigms. While there is a misconception that younger people are inherently better with technology, the reality is that both students and teachers can be residents or visitors in the digital world depending on their familiarity and experience with specific tools and approaches.
Educational Technology Resources New York State
The document discusses the current state of technology use in K-12 education in New York State. It notes that student computer use is limited, and that while connectivity is good, many teachers do not feel proficient in more advanced technology skills. It also finds a lack of coordination for innovative technology use across the state. The document proposes several initiatives to expand access to educational resources and professional development opportunities in order to better prepare students for the 21st century.
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The document discusses the importance of global education and collaboration in developing 21st century skills in students. It argues that global projects help students become effective collaborators, learners, and creators by developing skills like communication, cultural awareness, critical thinking, and ethics. Such projects provide authentic learning experiences and embrace how students naturally learn using digital tools and networks. The document provides tips for setting up global collaboration projects, including connecting with other classrooms, creating student work, facilitating communication, building character, and allowing choice and care in projects.
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This document discusses creating personal learning environments and tools for engagement. It recommends social bookmarks, blogs, RSS feeds, Google services like Start Pages and Reader, and accounts on services like Flickr, YouTube, and Ning for connecting with other educators. Specific educators and blogs are recommended for following. Wikis, Google Docs, video tools, and virtual worlds are presented as tools for collaboration. Assessment of student learning through transparent formative feedback, performance, inquiry-based portfolios is discussed.
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The document discusses a study called the LLiDA project which aims to understand effective learning in the digital age. It examines conceptual frameworks around digital literacies, how they are supported in higher education institutions through audits and best practices, and evidence around successful learning outcomes. It describes activities at an event to discuss definitions of digital literacies and audit tools to collect data on institutional provision. Snapshots of best practices at one institution are presented, showing uses of online forums and social media to engage students before and after enrollment.
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The document discusses using digital tools and online learning to enhance collaboration and instruction in the classroom in 3 key ways:
1) It allows for group work and discussions between students outside of class time, with the teacher still monitoring discussions.
2) It supports self-directed learning as students can search for information online to solve problems.
3) It enables individualized instruction through multimodal learning and digital media that meet the needs of diverse learners.
However, student privacy and internet access need to be addressed, and teachers must still play an active role in guiding student learning.
personal learning environment
This document discusses personal learning environments (PLEs). PLEs promote self-regulation, critical thinking, being a curious researcher, and being an effective communicator. PLEs aim to analyze experience gained using Web 2.0 tools for competence development and professional networking. PLEs are based on the ideas that learning is ongoing, individuals self-organize their own learning across different contexts, and a single provider cannot provide all learning. PLEs use social web tools and recognize formal and informal learning.
What is blended learning?
K-12 online learning is growing rapidly and evolving in many directions, with blended learning being the fastest growing segment. Blended learning combines online and face-to-face instruction. There are many terms used to describe online and blended learning models without consistent definitions. Online learning generally refers to teacher-led instruction over the internet with students and teachers separated geographically, and can be synchronous or asynchronous. It may be accessed from both in and out of school settings.
Bloom’S And Technology Integration
1. Bloom's Taxonomy, developed in 1956, classified learning objectives but did not account for technology integration.
2. Lorin Anderson revised Bloom's Taxonomy in 2001 to reflect current educational practices including technology use.
3. Andrew Church further updated the taxonomy, called Bloom's Digital Taxonomy, to focus on facilitating collaborative learning through digital technologies aligned with 21st century skills standards.
Theory and e-Learning
This document discusses various theories that are relevant to e-learning, including behaviorism, cognitivism, constructivism, and social presence theory. It also addresses e-learning models, e-moderating, components of effective e-learning, whether e-learning should be technology-led or theory-led, and the need for theoretical foundations in e-learning design. Key sources are referenced at the end.
eLearning2.0
This document discusses developing competencies in higher education through virtual environments built on Web 2.0. It outlines key concepts of Web 2.0 like personalization and collaboration. It also discusses using open Web 2.0 tools to construct virtual learning environments that promote communication and collaboration. The document identifies specific competencies to develop, including e-competencies, professional competencies, and mediational competencies. It describes an experience using blended learning with university students through a virtual environment built with tools like blogs, social networks and collaborative authoring tools.
Elearning Defined
The document discusses various terms related to e-learning including web-based instruction, virtual learning, online learning, and e-learning. It provides definitions for each term from different sources. The document also discusses the success of e-learning and how it depends on motivating learners. It outlines the typical stages involved in the development of e-learning content.
The Use of Technology in the Classroom
This document discusses the use of technology in K-12 classrooms to facilitate instruction. It outlines different types of technologies used, including computers, software, the internet, and videos. Computers are highlighted as the most common technology, and their uses such as word processing, email communication, and research projects are described. The document argues that technology enhances learning by allowing students to communicate, improve writing skills, collaborate on projects, and virtually experience places from around the world.
Uwc connectivism seminar 22 aug2012-keynote
The outline of this presentation on Connectivism presented at the Teaching and Learning Research Series at the University of Western Cape (UWC) in South Africa addresses the following questions: What is it? Why is it? How is it? and Whose is it?
Issues and trends
Distance education refers to instruction that occurs when the instructor and student are separated by physical distance and technology is used to connect them. It has several key characteristics, including the use of group activities and visual materials to encourage interaction. However, there are also some common misconceptions about distance education, such as that it is easier or takes less time than traditional education. When implementing distance education, instructors need to provide frequent feedback, be skilled with educational technology, and rethink their teaching practices. Students may face challenges like a lack of interaction, motivation, and student-teacher bonding. Trends in distance education include growing enrollment, personalized learning approaches, gamification, and increased mobile learning.
Mnet moo cs_ict-bett2015
The document discusses the benefits of ICT teachers joining a MOOC. It describes what a MOOC is and explains that they are massive, online, open courses that have been redefined. MOOCs did not travel alone and were accompanied by developments in big data and learning analytics. The document considers what this means for the field of ICT and explores how MOOC platforms can support collaborative learning among professionals. It shares findings from a "Move-it-Online Challenge" that aimed to design collaborative professional development through a MOOC.
Self guided social media training manual.2
This document provides an overview of self-guided social media training. It discusses the importance of social learning and its role in effective workforce training. Social learning allows for just-in-time training, remote access for employees working from home, global interaction, expanded resources, and alternative communication methods. It also addresses how social learning can help organizations by fostering innovative knowledge, increasing workforce quality, focusing on progress, and strengthening international relationships. The document reviews several social media tools useful for social learning, including Remind101, Schoology, VoiceThread, and TeacherTube. It concludes with references for further information.
New teacher orientation
This new teacher orientation document provides an overview of the technology resources available to teachers at Calvary Christian School, including the school website, wiki pages, blogs, and instructional tools like Brain Pop, Discovery Education, and Voice Thread. It also reviews the technology standards for students and teachers, and shifts toward a more constructivist model of technology-integrated, student-centered instruction. Teachers are asked to explore additional applications and provide feedback on the resources and orientation.
Collaboration in the Technology Classroom
This document discusses the need for educators to equip students with skills beyond basic reading, writing and arithmetic (3Rs) and instead focus on exposing knowledge, employing information, expressing ideas compellingly, and ethics (4Es). It proposes using Web 2.0 tools like blogs and wikis can help achieve this, but also notes safety concerns. Alternatives like LL4Schools and Digital Arts Education are suggested as they provide safe online environments for collaboration and sharing student work.
Learning by Using and Sharing Internet Resources
This presentation describes preliminary results of my dissertation research exploring how students learn using informal Internet resources individually. It also explores the sharing of these resources for collaborative learning.
Connected Education. Personal Learning Environment
Connected education focuses on using social networks to allow learning from anywhere at any time. It emphasizes connecting teachers and students through new learning environments and digital tools. Teachers can design personalized learning environments to guide students and address gaps between classroom and outside learning. Students must develop essential 21st century skills like digital competence through responsible use of social networks. Personal learning environments allow expanding one's learning network by sharing knowledge, filtering information, and collaborating on projects by learning from others' experiences. Twitter can be used in the classroom for sharing materials, recommending resources, publicizing events, following hashtags, and disseminating student work.
Embedding learning technology into practice
Academic staff are often shown how to use digital tools but not how they fit into teaching models and frameworks. HCARE has delivered staff development sessions examining methods like blended learning and the flipped classroom to help connect tools to teaching paradigms. While there is a misconception that younger people are inherently better with technology, the reality is that both students and teachers can be residents or visitors in the digital world depending on their familiarity and experience with specific tools and approaches.
Educational Technology Resources New York State
The document discusses the current state of technology use in K-12 education in New York State. It notes that student computer use is limited, and that while connectivity is good, many teachers do not feel proficient in more advanced technology skills. It also finds a lack of coordination for innovative technology use across the state. The document proposes several initiatives to expand access to educational resources and professional development opportunities in order to better prepare students for the 21st century.
C Lykowski~Dod Macomb Isd Aug 2008
The document discusses the importance of global education and collaboration in developing 21st century skills in students. It argues that global projects help students become effective collaborators, learners, and creators by developing skills like communication, cultural awareness, critical thinking, and ethics. Such projects provide authentic learning experiences and embrace how students naturally learn using digital tools and networks. The document provides tips for setting up global collaboration projects, including connecting with other classrooms, creating student work, facilitating communication, building character, and allowing choice and care in projects.
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Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
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Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Teacher Tools for Technology
- 2. Technology and Art The Summit School Oct 13, 2009 Elizabeth Helfant
- 4. Technology must be like Oxygen Ubiquitous, Necessary and Invisible Chris Lehmann , Science Leadership Academy http://www.slideshare.net/chrislehmann/where-does-it-live-building-systems-and-structures-around-what-you-believe http://www.flickr.com/photos/geeflex/3025253199/sizes/o/
- 5. DOMAIN 4- Made Explicit
- 6. Student Framework for Learning Is the content I am teaching essential and relevant? Am I addressing the skills my students need to be successful in life? Am I effectively assessing the learning that is taking place? Am I fostering the spirit of inquiry that will sustain learning in my students for a lifetime?
- 7. Another Model The Sweet Spot
- 8. The Skills Inquiry, Research, and Information Literacy Digital Citizenship and Personal Learning Networks Communication and Collaboration in a Global World Creativity, Inventive and Critical Thinking, and Design
- 10. Digital Bloom’s Taxonomy
- 12. AssessmentHow do we know what they know? Transparent Formative Quality Feedback Performance and Inquiry Based Portfolio Possibilities
- 14. The Fun Quotient
- 15. Curriculum Transformations Link s to some examples- still working on this