This document provides an overview of integrating technology and project-based learning into the English Language Arts classroom. It begins with some questions about barriers that may have prevented teachers from incorporating technology. It then discusses the importance of technology in engaging students and developing 21st century skills. The bulk of the document outlines the key aspects of designing and implementing a project-based learning unit, including establishing an essential driving question, planning assessments and resources, providing reflection opportunities for students, and ensuring the project addresses standards. Examples of various technologies and online tools that can be used to support project-based learning are also provided. The document emphasizes that effective technology integration requires careful planning and understanding how technology can enhance learning rather than simply having students complete assignments online.
Zoho University - A Meaningful Alternative to conventional College EducationRajendran Dandapani
What is Zoho University? What makes it tick?
A parallel between a decade-old experiment at Zoho Corporation and Dr. Abdul Kalam's latest book "Advantage India".
Zoho University - A Meaningful Alternative to conventional College EducationRajendran Dandapani
What is Zoho University? What makes it tick?
A parallel between a decade-old experiment at Zoho Corporation and Dr. Abdul Kalam's latest book "Advantage India".
Web 2.0 infomral online learning professional development program conducted as a trial at TNQIT - this presentation nwas made to the Ve-Mentoring netywork of TAFE Qld Australia
Implementing successful ed tech projects don't forget the pedagogyRich McCue
Are new educational technologies more effective in helping students achieve learning objectives than the old technology they replace? How IT professionals implement educational technologies, and how instructors use the technology can mean the difference between no impact on student achievement, and higher grades with more engaged students.
While some educational technology projects aim to lower costs and others to increase access to education, this session will explore the intersection of educational technology and pedagogy (teaching methods). We will look at the relative effectiveness of educational technology implementations as varied as: Digital Textbooks, Clickers, Streaming Video Lectures, Mobile Learning, Virtual Labs, Collaboration Suites, and Learning Management Systems (LMS). Session participants will leave with a better understanding of how to assess the value of educational technology / pedagogy pairings. They will also have a better understanding of what key features make for successful EdTech projects.
MOOCs, 1 to 1 Laptop Programs, Flipped Classrooms & iPad Programs - is Educat...Rich McCue
For many technically savvy educators, myself included, the excitement and newness of a recently developed educational technologies are hard to resist. Whether it be true or not, there is usually an expectation that the new technology will perform better than the old. For example, newly released computers and smartphones are invariably faster and more capable than their predecessors. Can the same be said for new educational technologies? The short answer is no. New educational technologies alone do lead to higher student test scores, in the same way that this year’s more capable smartphone does not typically make better voice calls than a previous year’s model even though they may possess new features and functionality.
http://richmccue.com/2014/02/28/new-educational-technology-old-pedagogy-no-significant-difference/
2015 NMC Conference: Full STEAM Ahead via Change Management: David W. DeedsDavid W. Deeds
David W. Deeds' 2015 New Media Consortium Conference presentation: Full STEAM Ahead Via Change Management. We need teachers to change! What we need to do is start applying successful change management principles and techniques. David spent 15 years as a corporate trainer and says education folks could learn a lot from the business world when it comes to employee professional development and overall major transitions.
Web 2.0 infomral online learning professional development program conducted as a trial at TNQIT - this presentation nwas made to the Ve-Mentoring netywork of TAFE Qld Australia
Implementing successful ed tech projects don't forget the pedagogyRich McCue
Are new educational technologies more effective in helping students achieve learning objectives than the old technology they replace? How IT professionals implement educational technologies, and how instructors use the technology can mean the difference between no impact on student achievement, and higher grades with more engaged students.
While some educational technology projects aim to lower costs and others to increase access to education, this session will explore the intersection of educational technology and pedagogy (teaching methods). We will look at the relative effectiveness of educational technology implementations as varied as: Digital Textbooks, Clickers, Streaming Video Lectures, Mobile Learning, Virtual Labs, Collaboration Suites, and Learning Management Systems (LMS). Session participants will leave with a better understanding of how to assess the value of educational technology / pedagogy pairings. They will also have a better understanding of what key features make for successful EdTech projects.
MOOCs, 1 to 1 Laptop Programs, Flipped Classrooms & iPad Programs - is Educat...Rich McCue
For many technically savvy educators, myself included, the excitement and newness of a recently developed educational technologies are hard to resist. Whether it be true or not, there is usually an expectation that the new technology will perform better than the old. For example, newly released computers and smartphones are invariably faster and more capable than their predecessors. Can the same be said for new educational technologies? The short answer is no. New educational technologies alone do lead to higher student test scores, in the same way that this year’s more capable smartphone does not typically make better voice calls than a previous year’s model even though they may possess new features and functionality.
http://richmccue.com/2014/02/28/new-educational-technology-old-pedagogy-no-significant-difference/
2015 NMC Conference: Full STEAM Ahead via Change Management: David W. DeedsDavid W. Deeds
David W. Deeds' 2015 New Media Consortium Conference presentation: Full STEAM Ahead Via Change Management. We need teachers to change! What we need to do is start applying successful change management principles and techniques. David spent 15 years as a corporate trainer and says education folks could learn a lot from the business world when it comes to employee professional development and overall major transitions.
21st century student engagement and success through collaborative project-bas...Beata Jones
How do we empower our students to thrive in the 21st century? How do we design student-centered learning environments in our courses that take advantage of the best, still relevant aspects of the Industrial Age education and infuse them with the necessary elements for our undergraduates to thrive in the Robotic Age? The presentation will explain the framework for course design and classroom strategies to aid in successful implementation of such student-centered, collaborative project-based learning environment in university courses.
Final-Developing Surface and Deep Level Knowledge and Skill through Project B...mmcdowell13
The following presentation is centered on supporting educators who are working towards ensuring students are developing mastery in content, cognate, and cognitive learning outcomes in their classroom. The presentation focuses on strategies, underpinned by research, that elevate a teachers practice to inspect daily instructional and assessment strategies, build and inspect curriculum to enable surface and deep level knowledge construction, and to design a learning environment that builds the capacity of and involves learners in understanding their learning and taking action to constantly improve.
The slide deck goes further, providing guidance to site and district leaders to develop systems of deeper level learning.
Core outcomes of the presentation:
- Understand specific practices that limit the impact potential of problem and project based learning in the substantial enhancement of student learning
- Understand specific practices that have a high probability of enhancing student learning in the learning environments that utilize problem and project based learning.
- Understand underlying cognitive principles and specific strategies teachers may utilize to create a learning community to discuss learning, design and implement projects to ensure surface and deep level knowledge, and work collaboratively to review the impact of learning with students.
- Understand key tactical approaches that support site and district leaders in building and sustaining deeper learning systems.
Project based learning - a teaser (2015 05 29) Reuter & BusanaRobert Reuter
Project-Based Learning (PBL) is currently one of the big buzz words in education. To some it is like a "magical wand” that transforms everything and turns dull classes into rich and deep learning experiences. Others think that PBL is just a waste of time and that the return on investment is not worth trying.
In order to give you a better understanding of this pedagogical approach, I will (1) define what Project-Based Learning is, (2) what it is not, (3) what scientific research tells us when it works and when it does not work, (4) which educational challenges teachers and students have to face when using PBL in classes and (5) which theories of learning & teaching help us explain and understand why and how PBL works. Finally, I will give you a very personal account of PBL based on my teaching experiences in a higher education setting.
I modified a presentation I found on Edutopia with my original guidelines, procedures and pics.
I will be sharing this via Elluminate with teachers in Alabama who are part of the 21st Century Teaching and Learning project funded by a grant from Microsoft.
a teaching method in which students “acquire knowledge and skills in the course of designing, planning and producing multimedia product”
( Simkins, et al, 2002)
TECHNOLOGY-ENHANCED LEARNING WITH THE IPADMadden-a
In 2015, Kanda Institute of Foreign Languages’ EIC Department (English for International Communication) introduced iPads into the curriculum. iPads were distributed to over 100 EFL teachers and over 1800 students. Embracing technology-enhanced learning has led to many benefits.
This workshop aims to demonstrate what has been a successful model for teacher leadership of the Digital Education Revolution in secondary schools. Through informal discussion and demonstration of specific software and Web 2.0 applications, participants will be introduced to a variety of strategies that have been used to overcome barriers to success that confront teachers.
The aim of this presentation is to facilitate discussion and provide participants with a toolbox of strategies to bring about a 21st Century shift in pedagogy, learning styles and learning environments. Both presenters are leaders of DER within their schools and have collaborated on a number of inter-school projects promoting the innovative integration of technology into the 21st century classroom.
As museums increase access to collections through Web-based digitization projects and create accompanying educational activities, it is important to consider the success of these as teaching tools in classrooms. This paper examines the pedagogical integration of museum Web resources through teacher surveys, focus groups, classroom observations and a case study from the Museum of London. This variety of qualitative sources, coupled with Web site statistics, helps build a picture of classroom practice. Understanding how teachers use digital assets and interactives in planning and instruction provides useful insight when developing resources for school audiences. An example of how these considerations were put into practice is explored through the Museum of London's development of the Great Fire of London Web site (www.fireoflondon.org.uk) .
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.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
13. Your smartphone is millions
of times more powerful than
all of the computers used by
NASA in 1969.
Link
14. Table of Contents
1. Questions
2. Statistics
3. Evidence
4. A Starting Point
5. 21st Century Learning
6. PBL overview
7. My PBL Unit
8. PBL resources
15. Questions
Have you ever wished you had time to integrate technology into your
lessons? What might have kept you from doing so?
Have you ever been hesitant to integrate technology into your lessons?
What might have kept you from doing so?
Have you ever found yourself repeating the same lessons year after year,
in exactly the same way?
Link
1.
16. 2.
Possibilities
● Lack of access to technology.
● Lack of access to reliable technology.
● Time constraints.
● Lack of training or understanding.
Many of us have had to deal with at least one of these issues.
18. “Digital writing differs from conventional composition in ways that can spur
student engagement and creativity. By design, pen-and-paper composition is a
one-person undertaking. But digital writing is often collaborative.
Writing re-launched: Teaching with digital tools. Education Week.
4.
19. “Computers seem to motivate reluctant writers. Students are more willing to
engage and sustain in writing activities when they use a computer.
The effect of computers on student writing: A meta-analysis of studies from 1992-2002
5.
20. “Reflection continually emerges as a suggested way of helping practitioners better understand what
they know and do as they develop their knowledge of practice through what they learn in practice.
Reflection places an emphasis on learning through questioning and investigation to lead to the
development of understanding.
Effective reflective practice: In search of meaning in learning about
Teaching.
6.
21. Where should you start?
www.freetech4teachers.com - Blog with practical suggestions for
technology use in the classroom.
www.edutecher.net - Classifies apps and sites by subject matter.
www.bie.org - Buck Institute for Education (PBL)
Resources list
7.
22. Students today expect more from their teachers.
21st Century Learning
Direct teaching is necessary at times, but making lessons more student-oriented
and interactive increases student interest and engagement.
Collaboration, critical thinking and real-world problems are keys to keeping
students engaged and interested.
8.
23. 1. Effective integration of
technology is NOT simply having
students complete an
assignment online. Instead, it
requires carefully planned
lessons, well-conceived
questions (HOTS),
demonstrations of mastery
(formative and summative), and
reflective learning (blogs).
Things to remember
2. Technology must be used to
increase student engagement,
collaboration and learning.
3. This is a way to differentiate, meet
the needs of GT students, etc.
9.
24. Google Docs and Google Slides
Students can share their
screens and edit
together in real-time.
Students can post their
work to Edmodo for
review by the class and
the instructor.
Chat box (Google
Docs). Google Slides
has same feature.
Overview of Google
Docs / Google Slides
10.
27. Place your screenshot here
Edmodo
Class blog for students
and teachers.
Requires a code for
students to join.
Surveys, polls, upload
assignments, store work.
Link
13.
28. Place your screenshot here
Presentation
sites
Glogster
Create interactive posters.
Can be shared to
Edmodo.
Overview of Glogster
14.
29. Place your screenshot here
Piktochart
Infographics quickly
convey a great deal of
information.
Necessary for STAAR
assessment.
Overview
15.
30. Place your screenshot here
Powtoon
Animated presentations
(free). Student example.
Overview
16.
31. Place your screenshot here
Screencasts
Students can watch them at any time. They can
also create them to demonstrate mastery.
Good for absent students, students who do not
understand concepts, and those who want to get
ahead.
Example
Overview
17.
33. Place your screenshot here
Quizlet / Kahoot
Vocabulary flashcards.
Upload images and definitions.
Games for review.
Overview (Quizlet)
Overview (Kahoot)
19.
34. Place your screenshot here
Edublogs
Students can reflect on
work.
Good for them to do so.
Link
Overview
20.
38. Place your screenshot here
Project-based learning
This type of learning helps
students develop skills for living in a
knowledge-based, highly technological
society.
21st century learning:
● Personal and social responsibility
● Reasoning and creativity
● Strong communication skills
● Visualizing and decision making
● Knowing how / when to use
technology and which to choose
https://www.edutopia.org/project-based-l
earning-guide-importance
What PBL is not
24. Video
39. Place your screenshot here
Project-based learning
Essential project design
checklist
http://www.bie.org/object/docume
nt/pbl_essential_elements_chec
klist
25.
40. Place your screenshot here
Project-based learning
How to do PBL
http://www.bie.org/tag/how+to+d
o+PBL
26.
42. 1. Introduction: Provides background information and
explains what teaching is like in a PBL classroom.
2. Spotlight: Six sample projects from various schools,
subject areas, and grade levels.
3. Getting started: the process of developing ideas,
setting goals, and writing a driving question.
28.
43. 4. Planning and preparing: How to design the tasks and products
students will complete, assess their work, launch the project, etc.
5. Managing your project: what to do once the project is underway,
how to build the right classroom culture, manage day-to-day tasks,
etc.
6. Reflect and perfect: how to reflect on results after the project
is over.
7. After the last bell: things to consider before doing another
project.
8. Useful stuff: planning forms, rubrics, etc.
29.
44. The driving question
1. Clearly states the purpose of the project.
2. Phrased as a question to drive inquiry.
3. It is at the heart of the culminating projects and
performances.
4. Relevant, important, urgent or otherwise
interesting.
5. Open-ended and complex: Requires higher-level
thinking.
6. Linked to the core of what you want students to
learn.
30.
55. Let’s review some concepts
Technology is not a panacea.
Effective use of technology requires
planning and a great deal of
understanding of what one is trying
to accomplish.
Fear factor
Some may resist integrating
technology because of lack of
training or familiarity with the way
they have always done things.
Blended Learning
A combination of learning in the
classroom and online. Students can
teach themselves about concepts
and then the teacher enhances
through guided practice.
Digital Learning Experience
A type of digital experience meant
to enhance student inquiry and
require critical thinking.
Project-Based Learning
Well-planned unit that requires
critical thinking, student
responsibility, and a great deal of
foresight. Formative and Summative
assessments. Culminating
presentation.
Getting started is the hardest
part.
However, it is worth it. Student
engagement and interest are
greatly increased.
40.
