Technology plays an important role in modern education by engaging students and preparing them for an increasingly digital world. The document discusses strategies for integrating technology in the classroom in a way that enhances but does not replace traditional teaching. Some key strategies include using technology to supplement curriculum goals, giving students hands-on experience, and linking students to online resources. The roles of both teachers and students change with technology integration, with students taking a more active role in creating and sharing information while teachers facilitate projects and provide guidelines.
Technology In Education,The Key Factors For Success by Inna Stevensguest9fb7a92
Facilitating learning and improving performance by creating, using and managing appropriate technological processes and resources.
Educational Technology includes, but is not limited to, software, hardware, as well as Internet applications and activities.
Personalisation starts with the learner. Teachers can easily support students to select appropriate eLearning tools to strengthen and demonstrate their learning within a VELS/AusVELS framework? Why would/should we personalise learning? What are the benefits for Teaching and Learning?
Technology In Education,The Key Factors For Success by Inna Stevensguest9fb7a92
Facilitating learning and improving performance by creating, using and managing appropriate technological processes and resources.
Educational Technology includes, but is not limited to, software, hardware, as well as Internet applications and activities.
Personalisation starts with the learner. Teachers can easily support students to select appropriate eLearning tools to strengthen and demonstrate their learning within a VELS/AusVELS framework? Why would/should we personalise learning? What are the benefits for Teaching and Learning?
A K-20 Creative Design Approach to Addressing Problems of Practice in a Futur...Anita Zijdemans Boudreau
Presented at the EdTech Teacher Summit, San Diego February 2016 & ORATE, WOU February 26, 2016
Learning teams work at their best when diverse perspectives, expertise, and skill sets from across all levels of the educational community unite to imagine creative ways for tackling authentic, context-specific challenges. This session describes a K-20 collaborative partnership approach to identifying and addressing problems of practice related to technology integration in schools. A creative design team—comprised of in-service teachers, pre-service teachers, a university faculty instructor, school administrator, and library & information technology teacher (LITT)—was developed to help advance the school's Future Ready mission to "maximize digital learning opportunities and help school districts move quickly toward preparing students for success in college, a career, and citizenship" (see: http://futureready.org/). Iterative design thinking was used to:
• establish a common understanding of specific challenges faced by teachers in the school;
• research, generate insights, and ideate solutions for how to address the problems using technology;
• develop and implement prototypes across different classrooms; and
• evaluate what worked and share the outcomes with the broader school community.
Some project outcomes included exploring apps for differentiating instruction, creating an open educational resource (oer) for digital citizenship, and organizing an 'hour of code' event school wide.
Presentation in the ISATT conference in Tartu, Estonia, 2014
Teachers and the use of digital technologies: from technological deficit to methodological deficit. Fernando Albuquerque Costa, Institute of Education, University of Lisbon, Portugal
The work presented herein is the result of a reflection over recent years on how Information and Communication Technology (ICT) is used in curricular practices by teachers and educators at different educational levels, and the most appropriate strategies for their professional development in this field in particular.
Given the diversity of the curricular areas in which the technologies may be used, the different phases and stages of teachers’ careers, and the wide range of perspectives they have about what teaching and learning comprises, and how to incorporate ICT into this process, we always considered it strange that these multiple factors were not specifically incorporated into teacher training.
This training on offer is usually non-systematised and does not take into account the teachers’ different characteristics and patterns of working with ICT. In the belief that these differences may be of capital importance for the impact on each teacher’s classroom practices, we propose a framework of thinking that allows us to identify and categorise four different patterns of working with ICT towards goals of a curricular nature.
Each pattern found matches each of the four quadrants defined by cross-referencing two orthogonal axes, one represented by the continuum referring to the “teacher’s teaching model” (constructivist to traditional), and another represented by the continuum referring to the “type of technology use” (teacher’s technology to pupil’s technology).
This approach leads to the conclusion that not only do clear differences exist among the four patterns of working with the technologies, but also the two types of deficit found are of a differing nature: one which is usually described as technological deficit and another that we call methodological deficit. The latter has more important implications from the curricular point of view, as it leads us to a more demanding intervention in terms of professional development, both for teachers and for those responsible for teacher training.
Exploring how technology caters to your students multiple intelligencesKelly Walsh
Instructional Uses of Technology and Gardner’s Multiple Intelligences Theory Work Hand-in-Hand
SlideShare based on article of same title, originally published on EmergingEdTech.com [URL: http://www.emergingedtech.com/2016/02/technology-caters-to-students-multiple-intelligences/]
The usage of technology has become increasingly prominent in education these days, evident by the infrastructure and facilities in schools ranging from tablets to high speed internet connectivity. This book is written to complement the effort of promoting the integration of technology with education, focusing on the basic knowledge of technology which an educator should know.
A White Paper on how technology is facilitating teaching, increasing student engagement and improving learning - co-authored with and for Themeefy Inc.
A K-20 Creative Design Approach to Addressing Problems of Practice in a Futur...Anita Zijdemans Boudreau
Presented at the EdTech Teacher Summit, San Diego February 2016 & ORATE, WOU February 26, 2016
Learning teams work at their best when diverse perspectives, expertise, and skill sets from across all levels of the educational community unite to imagine creative ways for tackling authentic, context-specific challenges. This session describes a K-20 collaborative partnership approach to identifying and addressing problems of practice related to technology integration in schools. A creative design team—comprised of in-service teachers, pre-service teachers, a university faculty instructor, school administrator, and library & information technology teacher (LITT)—was developed to help advance the school's Future Ready mission to "maximize digital learning opportunities and help school districts move quickly toward preparing students for success in college, a career, and citizenship" (see: http://futureready.org/). Iterative design thinking was used to:
• establish a common understanding of specific challenges faced by teachers in the school;
• research, generate insights, and ideate solutions for how to address the problems using technology;
• develop and implement prototypes across different classrooms; and
• evaluate what worked and share the outcomes with the broader school community.
Some project outcomes included exploring apps for differentiating instruction, creating an open educational resource (oer) for digital citizenship, and organizing an 'hour of code' event school wide.
Presentation in the ISATT conference in Tartu, Estonia, 2014
Teachers and the use of digital technologies: from technological deficit to methodological deficit. Fernando Albuquerque Costa, Institute of Education, University of Lisbon, Portugal
The work presented herein is the result of a reflection over recent years on how Information and Communication Technology (ICT) is used in curricular practices by teachers and educators at different educational levels, and the most appropriate strategies for their professional development in this field in particular.
Given the diversity of the curricular areas in which the technologies may be used, the different phases and stages of teachers’ careers, and the wide range of perspectives they have about what teaching and learning comprises, and how to incorporate ICT into this process, we always considered it strange that these multiple factors were not specifically incorporated into teacher training.
This training on offer is usually non-systematised and does not take into account the teachers’ different characteristics and patterns of working with ICT. In the belief that these differences may be of capital importance for the impact on each teacher’s classroom practices, we propose a framework of thinking that allows us to identify and categorise four different patterns of working with ICT towards goals of a curricular nature.
Each pattern found matches each of the four quadrants defined by cross-referencing two orthogonal axes, one represented by the continuum referring to the “teacher’s teaching model” (constructivist to traditional), and another represented by the continuum referring to the “type of technology use” (teacher’s technology to pupil’s technology).
This approach leads to the conclusion that not only do clear differences exist among the four patterns of working with the technologies, but also the two types of deficit found are of a differing nature: one which is usually described as technological deficit and another that we call methodological deficit. The latter has more important implications from the curricular point of view, as it leads us to a more demanding intervention in terms of professional development, both for teachers and for those responsible for teacher training.
Exploring how technology caters to your students multiple intelligencesKelly Walsh
Instructional Uses of Technology and Gardner’s Multiple Intelligences Theory Work Hand-in-Hand
SlideShare based on article of same title, originally published on EmergingEdTech.com [URL: http://www.emergingedtech.com/2016/02/technology-caters-to-students-multiple-intelligences/]
The usage of technology has become increasingly prominent in education these days, evident by the infrastructure and facilities in schools ranging from tablets to high speed internet connectivity. This book is written to complement the effort of promoting the integration of technology with education, focusing on the basic knowledge of technology which an educator should know.
A White Paper on how technology is facilitating teaching, increasing student engagement and improving learning - co-authored with and for Themeefy Inc.
Understanding Transformation and Linking Technology to Student LearningTherese Jilek
This presentation demonstrates our district’s professional development process for technology that is based on a district technology grant process. It will include the research behind the vision that I used to establish our goals for technology. I will share the continuum for learning as well as the teacher reflections throughout the process. Last, I will share how our technology integration is linked to student learning and has developed teacher leaders. This has been a 6-year process and shows how our teachers transformed from using a PC lab environment to a personalized learning environment.
The Best of 2 Worlds: Creating the Environment for 21st Century Learning
www.sblceastconn.org/nutmegbooks2009.htm
www.sblceastconn.org/scientists/scientistshome.htm
www.sblceastconn.org/smallsteps.htm
Evaluation, reflection, critics & proposals Evaluaton survey& form answers
Techedfinal
1. +
Philosophy of the
Integration of
By: AnneMarie Frascone
Technology in
Education
2. +
Technology in the Classroom
Technology has changed the Technology in Education
way students learn and it is
essential to teach students the
necessary skills to be able to
live in a world where most jobs
require the use of technology.
Many people believe that
technology has become the
way students can stay focused
on the task at hand.
Technological advances like
social media has influenced
students to be technologically
savvy at young ages.
3. +
Technology in the Classroom
In my classroom technology will be used daily. The use of
technology should become a routine within the classroom.
However, it must meet the criteria for the lesson and follow the
curriculum at hand.
“Technology is here to stay and will progress as we move
forward”
Dawn Spaar
Source:
http://www.businesswomanpa.com/issues/july_2012/continuing-
education.html
4. +
Integration Strategies
Technology can be integrated by:
First, being easily accessible and
correlating to the lesson at hand.
Additionally, the integration must
support the goals of the curriculum
and the goals of students.
The students must have a hands
on approach towards the
technology, instead of constantly
looking at technological creations
by teachers.
The integration should engage
students learning process and
supplements the curriculum.
5. +
Technology will not be used in my
classroom as a filler to a lesson or to
“just use it”.
Technology should not be used to teach
students lessons but to enhance lessons
How Technology Will taught by teachers.
Not Be Used To not replace social interaction, but to
motivate class interaction.
For example, class forums is a great
way to have students learn about other
classmates thoughts.
6. +
How Technology Enhances
Student’s Learning
Technology gains the attention of
the student more quickly than other
forms of teaching.
It links the students to valuable
information and helpful resources.
It portrays concepts visually rather
than verbally.
Can easily track the students
progress, which can motivate the
student to do better.
Additionally, provides students with
an abundant amount of tools to
benefit a lesson or concept.
An increase in motivation and self
esteem for students.
7. Students with Different
Abilities
Technology over the years has had a huge
impact on student’s with different learning
abilities.
+ A large amount of students with physical
disabilities can now read and write because of
technological advances.
There are many types of assistive technology
which are used in education settings with
people with significant disabilities.
8. Linking Students to
the Outside World
The information no longer comes just
from me. My students can find
sources from group of peers,
experts, and other areas across the
globe.
+ Students can exchange ideas,
concepts, and thoughts with other
students across the globe.
With technology, my students are no
longer limited to strictly my
knowledge and the textbook at hand.
For example, students can have
online conferences with students
from other countries on different
topics.
9. + Technology will help parents be involved
in the classroom through the class blog I
will create.
In the class blog I can:
Post daily classroom activities and
assignments.
Create different tabs of resources for
parents.
Tabs will include education videos,
games, photos, and other
Parents Involvement educational additives.
10. +
Roles of the Teacher and Student
Teacher Student
The teacher is no longer just Active role of making their own
the source of all content for the decisions on creating,
lesson. manipulating, and displaying
information.
The teacher is setting up
projects, goals, and guidelines, Students are using the skills
student group activity for they learned to make choices
students while using and think about think about
technology. information.
Teachers are also showing Additionally, students are
students new resources and setting goals for themselves
checking on every students and making decisions based on
work. the task at hand.
11. +
Assignments & Activities
Assignments Activities
Students can create presentations with
Microsoft Power Point.
Forums.
They can write papers and create tables on Group sharing.
Microsoft Word.
Peer Review.
Students can create Wordles for word Educational Games Online.
association and using different color
schemes. SMART boards
Teachers can use for
Students can create glogs to have a one lessons and integrate
page resource for a given topic.
students.
Kidspiration can be used to create maps
and projects.
Students can create their own blogs where
they can comment, post, and share their
ideas.
12. +
My Own Professional Development
My professional development
with the use of technology will
include:
Attending workshops that are
technology based.
Viewing conferences online
about different aspects of
teaching.
Learning from other educators
during webinars and online
presentations.
The site:
http://www.edtechteacher.org is
great for professional
development for technology
education.
13. “Education is the most powerful
+ weapon which you can use to
change the world.”
-Nelson Mandela
Source:
http://www.brainyquote.com/quotes/quotes/n/nelsonmand157855.html