This three-day course introduces participants to e-assessment concepts and techniques. It covers theories of learning and assessment, assessment technologies, question design, and developing question banks. Participants will learn to design objective tests, analyze assessment results, and apply e-assessment skills in their own contexts. The first day is online, followed by two days of classroom presentations, activities, and guest speakers discussing e-assessment applications. Successful completion enables participants to develop effective objective tests and assessment strategies using appropriate technologies.
MISD Technology Professional Development Action Planashleycoffman
The MISD Technology Professional Development Action Plan outlines goals and activities to support teachers in effectively implementing iPads and flipped classrooms at the district's four high schools. Surveys and assessments will evaluate teachers' technology skills and instructional needs. Experts in flipped instruction will provide professional development in August. Teachers will receive basic iPad training over four days in June. The plan aims to equip teachers to integrate technology into project-based learning and help students improve subject area performance.
This document is a supervisor evaluation form for an educational technology leadership internship. It consists of 8 standards and performance indicators to evaluate the intern's skills and abilities in areas such as technology operations, planning learning environments, teaching and assessment, productivity, and leadership. The supervisor rates the intern's performance as exemplary, proficient, minimally proficient, or unacceptable in each criterion and provides comments to justify their ratings.
This document outlines the technology organization chart for a school district. It shows the director of technology oversees various departments including data networks, computer repair, instructional technology, and communications. It then lists the roles and responsibilities of the positions within these departments which include network engineers, help desk technicians, and instructional technology coaches who support teachers and students.
This document provides an organizational chart for integrating technology into a school district. Key positions include the Superintendent, Assistant Superintendents of Technology and Teaching/Learning, Directors of various departments, Campus Instructional Technologists, Principals, and Teachers. The Principal plays a central role in overseeing technology purchases, staff training, and classroom integration on each campus. The chart also outlines a professional development plan to help teachers achieve higher levels of technology proficiency and develop lessons integrating technology.
The document describes an organizational chart for integrating technology in a school district. It outlines the roles and responsibilities of technology and instructional leaders at the district and campus levels. These include developing and implementing the district's technology plan, providing technical support, overseeing campus operations, and ensuring technology is used to support teaching and learning. The principal is responsible for facilitating the technology plan on their campus and aligning staff training and resources to improve student achievement based on data. The document also describes a technology integration activity where teachers analyze student performance data to identify strengths and weaknesses and develop plans to support student improvement.
The document describes an organizational chart for integrating technology in a school district. It outlines the roles and responsibilities of technology and instructional leaders at the district and campus levels. These include developing and implementing the district's technology plan, providing technical support, overseeing campus operations, and ensuring technology is used to support teaching and learning. The principal is responsible for facilitating the technology plan on their campus and aligning staff training and resources to improve student achievement based on data. The document also describes a technology integration activity where teachers analyze student performance data to identify strengths and weaknesses and develop plans to support student improvement.
This document outlines the roles and responsibilities for integrating technology across different levels of a school district. It describes how the superintendent creates a technology vision and plan implemented by principals. It also details the roles of technology specialists, teachers, principals, and others in supporting technology integration and professional development. The document evaluates technology use through student assessments, projects, teacher reports, and surveys to monitor progress and needs for improvement.
Draft Action Plan for Integrating Technologymimorales
The document outlines an organizational flow chart and implementation plan for integrating technology at the E. Tinsley Elementary School. Key roles include the Principal ensuring resources for the vision, the Technology Committee leading efforts at the campus level, and teachers being responsible for classroom implementation. An evaluation plan was also proposed to assess the effectiveness of professional development and the action plan through metrics like classroom observations, surveys, and analyzing future STaR Chart campus data.
MISD Technology Professional Development Action Planashleycoffman
The MISD Technology Professional Development Action Plan outlines goals and activities to support teachers in effectively implementing iPads and flipped classrooms at the district's four high schools. Surveys and assessments will evaluate teachers' technology skills and instructional needs. Experts in flipped instruction will provide professional development in August. Teachers will receive basic iPad training over four days in June. The plan aims to equip teachers to integrate technology into project-based learning and help students improve subject area performance.
This document is a supervisor evaluation form for an educational technology leadership internship. It consists of 8 standards and performance indicators to evaluate the intern's skills and abilities in areas such as technology operations, planning learning environments, teaching and assessment, productivity, and leadership. The supervisor rates the intern's performance as exemplary, proficient, minimally proficient, or unacceptable in each criterion and provides comments to justify their ratings.
This document outlines the technology organization chart for a school district. It shows the director of technology oversees various departments including data networks, computer repair, instructional technology, and communications. It then lists the roles and responsibilities of the positions within these departments which include network engineers, help desk technicians, and instructional technology coaches who support teachers and students.
This document provides an organizational chart for integrating technology into a school district. Key positions include the Superintendent, Assistant Superintendents of Technology and Teaching/Learning, Directors of various departments, Campus Instructional Technologists, Principals, and Teachers. The Principal plays a central role in overseeing technology purchases, staff training, and classroom integration on each campus. The chart also outlines a professional development plan to help teachers achieve higher levels of technology proficiency and develop lessons integrating technology.
The document describes an organizational chart for integrating technology in a school district. It outlines the roles and responsibilities of technology and instructional leaders at the district and campus levels. These include developing and implementing the district's technology plan, providing technical support, overseeing campus operations, and ensuring technology is used to support teaching and learning. The principal is responsible for facilitating the technology plan on their campus and aligning staff training and resources to improve student achievement based on data. The document also describes a technology integration activity where teachers analyze student performance data to identify strengths and weaknesses and develop plans to support student improvement.
The document describes an organizational chart for integrating technology in a school district. It outlines the roles and responsibilities of technology and instructional leaders at the district and campus levels. These include developing and implementing the district's technology plan, providing technical support, overseeing campus operations, and ensuring technology is used to support teaching and learning. The principal is responsible for facilitating the technology plan on their campus and aligning staff training and resources to improve student achievement based on data. The document also describes a technology integration activity where teachers analyze student performance data to identify strengths and weaknesses and develop plans to support student improvement.
This document outlines the roles and responsibilities for integrating technology across different levels of a school district. It describes how the superintendent creates a technology vision and plan implemented by principals. It also details the roles of technology specialists, teachers, principals, and others in supporting technology integration and professional development. The document evaluates technology use through student assessments, projects, teacher reports, and surveys to monitor progress and needs for improvement.
Draft Action Plan for Integrating Technologymimorales
The document outlines an organizational flow chart and implementation plan for integrating technology at the E. Tinsley Elementary School. Key roles include the Principal ensuring resources for the vision, the Technology Committee leading efforts at the campus level, and teachers being responsible for classroom implementation. An evaluation plan was also proposed to assess the effectiveness of professional development and the action plan through metrics like classroom observations, surveys, and analyzing future STaR Chart campus data.
This document provides details of a course on Information and Communication Technology in Biology, including:
1. The course discusses applications of ICT in biology education, covering topics like simulation, modeling, spreadsheets, data loggers, and interactive whiteboards.
2. Over 14 weeks, students will learn about various ICT tools, how to integrate them into lesson design, and evaluate issues related to ICT implementation.
3. Assessment includes online discussions, hands-on projects with tools like data logging and spreadsheets, and an ePortfolio.
The document outlines an organizational chart and responsibilities for integrating technology across a school district. It includes the roles of the superintendent, area superintendents, director of technology services, IT specialists, department coordinators, campus administrators, campus IT specialists, and teachers. It then provides a professional development plan focused on using data to differentiate instruction and improve technology integration, including generating ideas to incorporate technology into core subjects and training teachers to utilize programs that support differentiated learning. The principal ensures the organizational chart is implemented and the professional development plan is monitored.
The professional development plan involves several steps:
1) Administering an online survey to teachers to determine skill levels with technology and how it could be used in classrooms.
2) Developing a calendar of online courses over the summer for teachers to develop skills based on survey results.
3) Participating in online courses and trainings offered through the district and developing software trainings specific to content areas.
The document outlines a long-range technology plan for Rivera High School. It aims to enhance students' academic performance through technology and prepare them for college and careers. Goals include increasing internet access in classrooms, providing technology-integrated instruction, supporting educators' technology training, improving communication of the technology plan, and increasing the student-to-computer ratio. The plan estimates a $110,000 budget and outlines implementation, which requires collaboration between administrators, teachers, and staff. Progress will be evaluated using the STaR Chart to identify areas for improvement in future technology plans.
The document discusses starting an e-learning initiative at a college of arts and architecture. It outlines the goals of creating online courses and programs, as well as increasing online enrollments. It then discusses the key aspects of implementing an e-learning strategy, including focusing on people, process, platform, enrollment scaling, and providing incentives for faculty. The overall goal is to establish a sustainable e-learning model that fits the culture and mission of the college.
The document outlines an organizational chart and responsibilities for integrating technology into instructional and organizational leadership. The organizational chart includes the school board, superintendent, director of technology, assistant directors of technology, principal, campus technologist, and classroom teachers. It then describes the role and responsibilities of each position in supporting the district's technology goals and plan. It also discusses developing a professional development plan to improve using data to guide instruction and integrating technology based on an analysis of needs. The principal ensures the organizational chart is implemented and the technology plan is monitored.
The document discusses the e-Learning Maturity Model (eMM) which is used to assess the capability and maturity of e-learning programs. It provides an overview of the eMM, which evaluates e-learning across four dimensions: learning, development, support, and evaluation. It then shares results from applying the eMM to assess e-learning programs across universities and polytechnics in New Zealand. Overall, the findings suggest that higher e-learning capability scores correlate with greater institutional intent and allocation of resources for e-learning.
The document provides an organizational chart and professional development plan for integrating technology into an school district. The organizational chart shows that the school board establishes policies and budgets, the superintendent oversees implementation of the technology plan, and the curriculum director and technology administrator plan staff development. At the school level, the principal oversees technology integration and funding, working with the SBDM, technology integrationist and teachers to implement the technology vision. The professional development plan uses data to identify needs and outline four staff training opportunities around integrating technology into the curriculum, improving student literacy, and advancing skills in podcasting, online learning and webpages.
This summary provides an overview of a faculty development institute focused on utilizing student evaluations to improve instruction. The institute will be facilitated by Dr. Carolyn Anderson and CETL faculty from June 15-19, 2009. Faculty will engage in dialogue around classroom dynamics and receive feedback to develop improved teaching strategies. The learning experiences will address classroom management, instructional methods, student engagement, and instructional feedback. Upon completion, faculty will develop and submit a plan to improve 5 measures on student evaluations and receive a stipend.
Fayston Elementary School's 2009-2012 Technology Plan outlines goals and action steps to integrate technology into teaching and learning. The plan's goals are to: 1) focus on 21st century skills through consistent grade-level technology experiences; 2) broaden leadership in technology; 3) promote flexible learning at home and school; 4) strengthen community partnerships; and 5) evaluate the plan's effectiveness. Key actions include collecting data on technology use, developing curriculum maps and assessments, formalizing technology mentors, integrating web tools, and increasing online communication with families. The technology committee will meet twice yearly to monitor progress on goals and indicators of success.
The CNHS 2010 Year End Report summarizes the school's progress and plans for continued development. It outlines targets and strategies across several areas including special projects, student development, staff development, curriculum development, and facilities development. The report indicates that through collaboration and commitment from stakeholders, the school has integrated ICT into teaching and learning, trained teachers, and increased student achievement. It provides a guide for continuing efforts to achieve excellence through an annual implementation plan focused on innovation.
Tattape Dissertation defencing 20 September 2012Tattape
This document outlines a professional development curriculum to enhance English teachers' ability to integrate information and communication technology (ICT) into their teaching. The 3-sentence curriculum aims to 1) improve teachers' performance, understanding, and attitudes towards ICT, 2) improve their ability to integrate ICT into teaching, and 3) help them solve problems found in ICT-assisted English instruction. It consists of training units covering topics like the current ICT situation, 21st century teaching and learning visions, and teacher roles in e-learning. Teachers will complete tasks and assessments to develop knowledge and skills in areas such as creating online teaching materials and using learning management systems. The curriculum's blended approach includes both face-
This document discusses programmatic approaches to integrating e-portfolios across university programs. It describes a process for identifying pilot programs, mapping program and course structures to find opportunities for e-portfolio use, developing support materials, and implementing e-portfolios. Examples are provided of how e-portfolios have been integrated into specific courses in programs like property management and occupational therapy. Lessons learned emphasize selecting programs carefully, managing expectations of time and resources needed, and gaining support from academic leaders.
Shannan McPeak's 2010 Workshop Technology program available online. This document is a work in progress. The actual program will change continuously in an effort to improve and develop my practice.
This document provides an overview of ePortfolios, including their definition, purposes, and Newcastle University's experience with them over 10 years. EPortfolios are purposeful collections of student work and evidence of learning and competencies. They can be used formatively or summatively and can take many forms from unstructured to structured. Newcastle has used ePortfolios to support reflective learning, assessment of outcomes, and personal development planning. Engagement is higher when ePortfolios are clearly embedded in curriculum through modules and regular reference by teaching staff. The university is now developing a unified ePortfolio system to further support reflection, employability, and meetings between students and personal tutors.
Technology Integration Action Plan - Karen SmithKJSmith98
The principal plays a vital role in integrating technology at the campus level. They must communicate effectively with all technology staff and maintain training programs to teach teachers new technologies. The action plan proposes two staff development programs: 1) digital data analysis training to help staff understand assessment tools, and 2) a "technology boot camp" covering basic programs to support less experienced teachers. Evaluation of programs will include surveys, data analysis, and classroom observations to ensure ongoing improvement.
The document summarizes a training program for high school teachers in computer science conducted by the University of Versailles St-Quentin. Over two years, teachers received 168 hours of training covering topics like programming, algorithms, architecture, and networks. Most teachers were satisfied overall but felt it demanded too much work and not all aspects of the official curriculum could be covered. The trainers found it rewarding to work with teachers but noted variability in backgrounds and limitations of resources for education.
This document describes the authors' experience teaching agile software development methods to students over eight years at multiple universities. It discusses three case studies of courses taught with different structures and levels. The courses aimed to give students hands-on experience with agile practices like Scrum and Extreme Programming through team projects. Challenges included preparing students for industry needs while balancing academic requirements. Lessons learned could help improve agile software development education.
The EWITT program aims to improve student achievement in English Language Arts by training teachers to effectively integrate technology into their ELA instruction. Nearly half of students in participating schools have failed to achieve proficiency on the ELA exam. The goal is for 80% of target students to achieve at least one year of growth on the NYS ELA exam by the end of the three-year program. Teachers will receive ongoing professional development, both in-person and online, to learn how to immerse students in online resources and have them complete multimedia projects to develop writing, critical thinking, and problem solving skills.
The document provides a technology action plan for a campus that includes strategies for integrating technology into curriculum, instruction, and assessment through professional development. The plan outlines strategies such as providing new teacher orientation on technology, utilizing existing district resources, and continuous improvement through integrating technology into classroom professional development and research on technology usage. Key parties responsible for implementing the strategies include the principal, instructional technology specialists, department leaders, and teachers. The sources of funding are the campus and district budgets. The evaluation process involves qualitative feedback, surveys, administrative observations, and student performance data.
This document outlines a plan to improve technology skills and integration in a school. It includes professional development activities to instruct teachers and students on proper technology use and various media formats. It also aims to enhance critical thinking, problem solving, collaboration and individualized learning through technology simulations and projects. Progress will be assessed through surveys, walkthroughs and analysis of standardized test scores and technology proficiency data to evaluate the plan and make recommendations for the long-range technology goals.
This document outlines a plan to improve technology skills and integration in a school. It includes providing professional development for teachers on various technology tools to enhance communication, critical thinking, collaboration, and teaching/learning. It also details assessing the plan through surveys, observations, and data analysis. The plan aims to update policies and continue support through specialists to fully realize technology goals.
This document provides details of a course on Information and Communication Technology in Biology, including:
1. The course discusses applications of ICT in biology education, covering topics like simulation, modeling, spreadsheets, data loggers, and interactive whiteboards.
2. Over 14 weeks, students will learn about various ICT tools, how to integrate them into lesson design, and evaluate issues related to ICT implementation.
3. Assessment includes online discussions, hands-on projects with tools like data logging and spreadsheets, and an ePortfolio.
The document outlines an organizational chart and responsibilities for integrating technology across a school district. It includes the roles of the superintendent, area superintendents, director of technology services, IT specialists, department coordinators, campus administrators, campus IT specialists, and teachers. It then provides a professional development plan focused on using data to differentiate instruction and improve technology integration, including generating ideas to incorporate technology into core subjects and training teachers to utilize programs that support differentiated learning. The principal ensures the organizational chart is implemented and the professional development plan is monitored.
The professional development plan involves several steps:
1) Administering an online survey to teachers to determine skill levels with technology and how it could be used in classrooms.
2) Developing a calendar of online courses over the summer for teachers to develop skills based on survey results.
3) Participating in online courses and trainings offered through the district and developing software trainings specific to content areas.
The document outlines a long-range technology plan for Rivera High School. It aims to enhance students' academic performance through technology and prepare them for college and careers. Goals include increasing internet access in classrooms, providing technology-integrated instruction, supporting educators' technology training, improving communication of the technology plan, and increasing the student-to-computer ratio. The plan estimates a $110,000 budget and outlines implementation, which requires collaboration between administrators, teachers, and staff. Progress will be evaluated using the STaR Chart to identify areas for improvement in future technology plans.
The document discusses starting an e-learning initiative at a college of arts and architecture. It outlines the goals of creating online courses and programs, as well as increasing online enrollments. It then discusses the key aspects of implementing an e-learning strategy, including focusing on people, process, platform, enrollment scaling, and providing incentives for faculty. The overall goal is to establish a sustainable e-learning model that fits the culture and mission of the college.
The document outlines an organizational chart and responsibilities for integrating technology into instructional and organizational leadership. The organizational chart includes the school board, superintendent, director of technology, assistant directors of technology, principal, campus technologist, and classroom teachers. It then describes the role and responsibilities of each position in supporting the district's technology goals and plan. It also discusses developing a professional development plan to improve using data to guide instruction and integrating technology based on an analysis of needs. The principal ensures the organizational chart is implemented and the technology plan is monitored.
The document discusses the e-Learning Maturity Model (eMM) which is used to assess the capability and maturity of e-learning programs. It provides an overview of the eMM, which evaluates e-learning across four dimensions: learning, development, support, and evaluation. It then shares results from applying the eMM to assess e-learning programs across universities and polytechnics in New Zealand. Overall, the findings suggest that higher e-learning capability scores correlate with greater institutional intent and allocation of resources for e-learning.
The document provides an organizational chart and professional development plan for integrating technology into an school district. The organizational chart shows that the school board establishes policies and budgets, the superintendent oversees implementation of the technology plan, and the curriculum director and technology administrator plan staff development. At the school level, the principal oversees technology integration and funding, working with the SBDM, technology integrationist and teachers to implement the technology vision. The professional development plan uses data to identify needs and outline four staff training opportunities around integrating technology into the curriculum, improving student literacy, and advancing skills in podcasting, online learning and webpages.
This summary provides an overview of a faculty development institute focused on utilizing student evaluations to improve instruction. The institute will be facilitated by Dr. Carolyn Anderson and CETL faculty from June 15-19, 2009. Faculty will engage in dialogue around classroom dynamics and receive feedback to develop improved teaching strategies. The learning experiences will address classroom management, instructional methods, student engagement, and instructional feedback. Upon completion, faculty will develop and submit a plan to improve 5 measures on student evaluations and receive a stipend.
Fayston Elementary School's 2009-2012 Technology Plan outlines goals and action steps to integrate technology into teaching and learning. The plan's goals are to: 1) focus on 21st century skills through consistent grade-level technology experiences; 2) broaden leadership in technology; 3) promote flexible learning at home and school; 4) strengthen community partnerships; and 5) evaluate the plan's effectiveness. Key actions include collecting data on technology use, developing curriculum maps and assessments, formalizing technology mentors, integrating web tools, and increasing online communication with families. The technology committee will meet twice yearly to monitor progress on goals and indicators of success.
The CNHS 2010 Year End Report summarizes the school's progress and plans for continued development. It outlines targets and strategies across several areas including special projects, student development, staff development, curriculum development, and facilities development. The report indicates that through collaboration and commitment from stakeholders, the school has integrated ICT into teaching and learning, trained teachers, and increased student achievement. It provides a guide for continuing efforts to achieve excellence through an annual implementation plan focused on innovation.
Tattape Dissertation defencing 20 September 2012Tattape
This document outlines a professional development curriculum to enhance English teachers' ability to integrate information and communication technology (ICT) into their teaching. The 3-sentence curriculum aims to 1) improve teachers' performance, understanding, and attitudes towards ICT, 2) improve their ability to integrate ICT into teaching, and 3) help them solve problems found in ICT-assisted English instruction. It consists of training units covering topics like the current ICT situation, 21st century teaching and learning visions, and teacher roles in e-learning. Teachers will complete tasks and assessments to develop knowledge and skills in areas such as creating online teaching materials and using learning management systems. The curriculum's blended approach includes both face-
This document discusses programmatic approaches to integrating e-portfolios across university programs. It describes a process for identifying pilot programs, mapping program and course structures to find opportunities for e-portfolio use, developing support materials, and implementing e-portfolios. Examples are provided of how e-portfolios have been integrated into specific courses in programs like property management and occupational therapy. Lessons learned emphasize selecting programs carefully, managing expectations of time and resources needed, and gaining support from academic leaders.
Shannan McPeak's 2010 Workshop Technology program available online. This document is a work in progress. The actual program will change continuously in an effort to improve and develop my practice.
This document provides an overview of ePortfolios, including their definition, purposes, and Newcastle University's experience with them over 10 years. EPortfolios are purposeful collections of student work and evidence of learning and competencies. They can be used formatively or summatively and can take many forms from unstructured to structured. Newcastle has used ePortfolios to support reflective learning, assessment of outcomes, and personal development planning. Engagement is higher when ePortfolios are clearly embedded in curriculum through modules and regular reference by teaching staff. The university is now developing a unified ePortfolio system to further support reflection, employability, and meetings between students and personal tutors.
Technology Integration Action Plan - Karen SmithKJSmith98
The principal plays a vital role in integrating technology at the campus level. They must communicate effectively with all technology staff and maintain training programs to teach teachers new technologies. The action plan proposes two staff development programs: 1) digital data analysis training to help staff understand assessment tools, and 2) a "technology boot camp" covering basic programs to support less experienced teachers. Evaluation of programs will include surveys, data analysis, and classroom observations to ensure ongoing improvement.
The document summarizes a training program for high school teachers in computer science conducted by the University of Versailles St-Quentin. Over two years, teachers received 168 hours of training covering topics like programming, algorithms, architecture, and networks. Most teachers were satisfied overall but felt it demanded too much work and not all aspects of the official curriculum could be covered. The trainers found it rewarding to work with teachers but noted variability in backgrounds and limitations of resources for education.
This document describes the authors' experience teaching agile software development methods to students over eight years at multiple universities. It discusses three case studies of courses taught with different structures and levels. The courses aimed to give students hands-on experience with agile practices like Scrum and Extreme Programming through team projects. Challenges included preparing students for industry needs while balancing academic requirements. Lessons learned could help improve agile software development education.
The EWITT program aims to improve student achievement in English Language Arts by training teachers to effectively integrate technology into their ELA instruction. Nearly half of students in participating schools have failed to achieve proficiency on the ELA exam. The goal is for 80% of target students to achieve at least one year of growth on the NYS ELA exam by the end of the three-year program. Teachers will receive ongoing professional development, both in-person and online, to learn how to immerse students in online resources and have them complete multimedia projects to develop writing, critical thinking, and problem solving skills.
The document provides a technology action plan for a campus that includes strategies for integrating technology into curriculum, instruction, and assessment through professional development. The plan outlines strategies such as providing new teacher orientation on technology, utilizing existing district resources, and continuous improvement through integrating technology into classroom professional development and research on technology usage. Key parties responsible for implementing the strategies include the principal, instructional technology specialists, department leaders, and teachers. The sources of funding are the campus and district budgets. The evaluation process involves qualitative feedback, surveys, administrative observations, and student performance data.
This document outlines a plan to improve technology skills and integration in a school. It includes professional development activities to instruct teachers and students on proper technology use and various media formats. It also aims to enhance critical thinking, problem solving, collaboration and individualized learning through technology simulations and projects. Progress will be assessed through surveys, walkthroughs and analysis of standardized test scores and technology proficiency data to evaluate the plan and make recommendations for the long-range technology goals.
This document outlines a plan to improve technology skills and integration in a school. It includes providing professional development for teachers on various technology tools to enhance communication, critical thinking, collaboration, and teaching/learning. It also details assessing the plan through surveys, observations, and data analysis. The plan aims to update policies and continue support through specialists to fully realize technology goals.
The technology action plan outlines a professional development plan to train teachers on using AEIS-IT for data analysis and CSCOPE for lesson planning. Key aspects include:
1) Training district specialists who will then train campus support staff and department leaders.
2) Department leaders will train teachers, customizing for their proficiency levels.
3) Specialists will assist teachers with benchmark data analysis using AEIS-IT.
4) Lesson plans will be required to use CSCOPE and monitored for follow-up training needs.
The plan's success will be evaluated through surveys, interviews, participation records, and observing improved data analysis and technology integration in lessons.
1) Teachers met to analyze STaR Chart and AEIS data showing decreases in technology integration and discuss reasons for the changes.
2) In groups, teachers identified strengths and weaknesses, shared effective strategies, and developed new strategies and an action plan for immediate technology implementation with administrative support.
3) Teachers completed a survey, set timelines to monitor student progress after implementing new strategies, and identified additional professional development needs to improve their own technology abilities.
1) Teachers met to analyze STaR Chart and AEIS data showing decreases in technology integration and discuss reasons for the changes.
2) In groups, teachers identified strengths and weaknesses, shared effective strategies, and developed new strategies and an action plan for immediate technology implementation with administrative support.
3) Teachers completed a survey, set timelines to monitor student progress after implementing new strategies, and identified additional professional development needs to improve their own technology abilities.
1) Teachers from 10th, 11th, and 12th grades will attend a professional development session to analyze STaR Chart data and campus improvement plans in order to improve technology integration.
2) The session will have teachers examine STaR Chart data showing decreases in certain "Key Areas" and collaborate to identify possible reasons for the decreases and their impact on student progress.
3) Teachers will then develop an action plan to improve technology implementation during instruction based on analyzing the data, campus goals, and TEKS for technology.
The NBHS Technology Integration Action Plan has the goal of integrating technology into the curriculum and learning. Its objectives are to increase technology integration to improve curriculum design, development, and delivery for teachers, students, and administrators. The plan outlines professional development activities from March to May 2011 to achieve goals in areas like media literacy, critical thinking, collaboration, enhancing teaching and learning, and individualized education. It also provides for ongoing professional development and uses student performance data to assess progress towards technology integration.
The document describes an eQuality portfolio for evaluating a training program held in Prague from June 21-22, 2012. It discusses several models and methodologies for measuring training quality, including Kirkpatrick's four levels, EFQM, and EFQUEL. Survey results showed high participant satisfaction rates and improved knowledge. While the tools effectively measured quality, the training could be further improved by implementing more activities or extending its duration.
Digital Assessment Team 2022 - a day in the life.pptxMarieke Guy
The Digital Assessment Team at UCL provides support for digital assessment across all faculties. The team consists of specialists in different subject areas as well as learning technologists. They provide training to staff and departments on UCL's digital assessment platform AssessmentUCL. Additionally, the team works on improvements to the platform, investigates new assessment tools, and supports the use of other tools like Turnitin and Moodle. The team's workload is consistent throughout the year with no downtime between project sprints and ongoing support requests.
The CLHS Technology Action Plan 2011-2012 has the goals of providing professional development to increase technology integration and enhance curriculum implementation through technology. It aims to train teachers to incorporate technology into lessons to improve teaching and learning. Various professional development activities are outlined to achieve objectives like media literacy, communication skills, critical thinking, and individualized education. The plan also proposes revising the acceptable use policy to allow phones and iPods in classrooms to enhance student learning. Progress will be monitored through surveys, walkthroughs, and student performance data.
Presentation at New Zealand Moodle Moot, Auckland 27 July 2011. Includes tips to improve the course design process.
Moodle Course Design: a high-wire act #mootnz11 by Joyce Seitzinger (@catspyjamasnz)
The goal is to improve teachers' ability to integrate technology into curriculum and instruction through professional development. Teachers will be trained to incorporate technology into lessons and given time to collaborate. A common assessment tool will help evaluate professional development programs, and innovative teacher programs will be supported. A flexible online and in-person training program will prepare teachers to use technology within 18 months of employment.
Handouts New and Emerging Models for Work-based LearninNAFCareerAcads
This document defines Career Practicum as a type of work-based learning experience intended to bridge Career Exploration and Career Preparation. Career Practicum experiences provide students with practical experience interacting with industry professionals to deepen classroom learning and develop college and career readiness skills. Key aspects of Career Practicum include having clearly defined student learning outcomes, being integrated into students' academic programs, and involving direct supervision from teachers and industry professionals. The document outlines student learning outcomes supported by Career Practicum experiences and criteria for designing and assessing Career Practicum to ensure rigor and support of intended outcomes.
This document outlines a technology action plan and organizational chart for a school district. The plan aims to improve instructional technology use through professional development initiatives for teachers. Key roles in the technology department include the Chief Technology Officer, Director of Technology, campus technicians, and teachers. The principal will oversee campus-level technology implementation and budgeting. Proposed professional development includes training teachers to integrate technology into lessons, use available campus tools, and leverage online textbook resources. Progress will be evaluated through lesson plan reviews, observations, and student performance data.
Assessment and Feedback programme update (April 2012)jisc-elearning
This document provides an overview of the JISC Assessment and Feedback programme, which has three strands of projects running from 2011-2014 aimed at increasing the usage of technology-enhanced assessment and feedback practices in UK higher education. Strand A involves 8 implementation projects, Strand B includes 8 evidence and evaluation projects, and Strand C comprises 4 larger innovation projects. The programme aims to provide increased efficiencies and improvements in assessment quality, enhance the student and staff experience, and generate clear business cases and models of sustainable institutional support. It is supported by a central programme team and synthesis project to capture learning across the initiatives.
This document provides an overview of e-learning and the ADDIE model for developing e-learning courses. It discusses the basics of e-learning, comparing it to traditional learning. The ADDIE model is introduced as a process for developing e-learning that includes analysis, design, development, implementation, and evaluation phases. Examples of tasks covered in each phase are described, such as conducting needs assessments, storyboarding content, developing multimedia assets, training facilitators and learners, and performing formative and summative evaluations. Professional roles involved in e-learning development are also outlined.
The document provides an analysis of the opportunity for Project Phoenix, a proposed social learning platform. It introduces the team behind the project and recaps their mission/vision. Customer interviews with teachers, students, and parents provided feedback that was used to modify the initial business model. A market sizing analysis estimated the total addressable market for classroom software in India to be around $250 million, with a serviceable market of around $83 million for Project Phoenix. Next steps include building a higher quality prototype, creating a marketing page, finalizing an opportunity execution plan, and creating a personal business plan.
The document provides an organizational chart and descriptions for the Boerne Independent School District's technology plan. It outlines the key roles and responsibilities of the superintendent, director of technology services, instructional technology coordinator, campus instructional technologists, principals, teachers, and students. It also describes the district's approach to technology professional development for educators, including hands-on training, webinars, and requirements for reflections and evaluations.
Needs and goals to be placed on blog and discussionlgoethe
Teachers will receive training to integrate technology into teaching to enhance learning. Students and teachers will complete surveys to evaluate the professional development and its implementation. Administration will conduct classroom observations to evaluate technology use in each classroom. Teachers will receive training on proper computer, internet, and software use and instruct students on ethical technology use. Teachers will receive ongoing professional development on technology applications and complete surveys and reflections to evaluate relevance. Teachers will receive activities demonstrating technology applications to help students practice critical thinking and problem solving. Data sources will be reviewed to assess progress towards goals in the Texas Long-Range Plan for Technology.
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Technology Enhanced Learning E Assessment 12 14 July 2011
1. College of Management and Technology
Technology Enhanced Learning:
Introduction to e-Assessment
12 July Online, 13 -14 July 2011
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2. Technology
Enhanced
Learning:
Introduction to
e-Assessment
Course overview Course description Who should attend
The aim of this course is to introduce E-assessment is relevant to many roles
Entry requirements: delegates to the concepts of assessment across all sectors. This course will be of
and examine techniques for supporting interest to individuals from a variety of
Competent computer user skills and basic
and measuring learning and performance backgrounds including, but not limited to:
knowledge of web applications.
with online objective testing • Managers with responsibility for
(e-assessment). During one day of distance e-learning and e-assessment projects
Course duration:
learning and two days of classroom-based
Three days. Day one is delivered as online • Learning and development staff
presentations and activities you will be
distance learning over the week up to and • Instructional designers
introduced to a range of topics related to
including 12 June. Days two and three are e-assessment. • Training coordinators
face-to-face. • Course directors
These will include:
All practical exercises will take place in a • Teaching staff (K12 to HE)
computer suite. • Theories of learning and assessment • Corporate trainers
• Assessment technologies • Quality assurance staff
July 2011 • Question item design and analysis • Compliance officers
Sun Mon Tues Wed Thurs Fri Sat
• Web-standards, interoperability • Military directing staff
31 1 2 standards and specifications
• Question bank development and
3 4 5 6 7 8 9 maintenance; scalability, security and
authentication
10 11 12 13 14 15 16
In addition to the presentations, case
studies and hands-on practical activities,
17 18 19 20 21 22 23
guest speakers from industry and
academia will share and discuss their
24 25 26 27 28 29 30
experiences of e-assessment in practice.
The course will take a very pragmatic
approach, moving from theory to creating
Online distance learning
and applying knowledge and skills.
Face-to-face
VLE remains available
up to 29th July
3. On successful completion of this Course outline Syndicated activities will challenge
course delegates will be able to: The equivalent of the first day of the delegates to apply what they are learning.
• Design effective objective tests course is conducted online over the During the final day delegates will be
• Distinguish between formative period of one week. Delegates will introduced to the practicalities of item
and summative assessment be asked to login to a virtual learning bank development and management.
(low - high stakes) environment where they will be provided Real-world examples will be used to
• Develop assessment data collection with tutor-supported sessions on the illustrate the importance of a range of
strategies theories of learning and assessment. issues affecting systems design, item
• Analyse assessment results and the The focus will be on the possibilities and bank development and validation of
design of question items limitations of objective testing and basic question items. Presentations from invited
• Appreciate the impact of technologies question design. speakers, one from industry and one from
and standards for e-assessment Day two commences with a recap of the academia, will stimulate further discussion
• Identify the development requirements online activities and quickly moves into about how e-assessment methods can be
for large and small scale assessment extending traditional multiple choice tests deployed in practice.
projects to assess higher order thinking. During
• Map technologies to e-assessment the day delegates will be introduced to
requirements contrasting test theories, the statistical
• Apply e-assessment theory and analysis of question items and the
practical skills within their own context technologies and standards commonly
encountered in e-assessment. A case
study from industry compliance testing
in Strategic Export Controls will provide
the basis for learning about the issues of
scaling up e-assessment to cater for many
thousands of users.
4. To book your place please
complete the form below:
REGISTRATION & BOOKING
FORM
Course Director Piers MacLean
Telephone Gwen Haslett on: +44 (0) 1793 31 4532 or Mil: 96161 4532
Fax this booking form to: +44 (0) 1793 314842 or Mil: 96161 4842
Post this form to Gwen Haslett, Faculty Services
Defence Academy of the United Kingdom, College of Management and Technology,
Cranfield University, Shrivenham, Swindon, SN6 8LA
Course Title Fee Date of course No. of delegates Total
12 July Online,
Technology Enhanced Learning: Introduction to e-Assessment £640
13 -14 July 2011
CONTACT DETAILS CANCELLATIONS
(If you are paying for more than one delegate, please copy this form and complete this section for each delegate) Delegates will be charged for cancellation according to the
following scheme. 2 weeks before the course: 50% of fee
Name and Title Less than 2 weeks before the start of the course: 100% of fee
– substitution is permitted.
Job Title Please contact Gwen Haslett to advise of change.
Organisation
Address
Post code: Country:
DATA PROTECTION ACT
Tel: Fax:
Email: Web: PERSONAL DATA. If you have received correspondence from
us where the personal or company details are incorrect, please
Date of Birth: Place of Birth: contact the Course Admin so that we may update our records.
Cranfield University gathers and manages data in accordance
Male Female Nationality: with the Data Protection Act 1998. The information may be used
to update you on our other events and courses.
Special dietary requirements: Please tick this box £ if you do not wish us to do so. Cranfield
University will not share your data with other companies or
agencies offering similar services.
Please indicate if you would like information on accommodation: Local On Site (where available)
PAYMENT DETAILS VENUE
Cheque: I enclose a cheque payable to Cranfield University The course will be held at the Defence Academy of the
United Kingdom, Shrivenham.
Invoice: Please invoice me/my organisation
Purchase order number (if required)
Credit Card: Please charge my credit card:
ACCOMMODATION
Master Card Visa Switch There is on site accommodation (subject to availability), or
delegates may prefer to stay in a local hotel. A list of hotels will
Start Date: Expiry Date: Issue no: (Switch only) be sent out on request.
Card No:
MORE INFORMATION
Security no: Please visit Cranfield University’s web site at: www.
(last three digits) da.mod.uk/cmt or
Cardholder’s Name: email: ghaslett@cranfield.ac.uk
Cardholder’s Signature: Date:
Credit Card Billing address:
Registration form to be returned three
weeks prior to course start date.
Postcode: Country:
Designed by Learning Services - Cranfield University 168DS1011