Technology In Classroom Settings 1
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The document discusses the benefits of wikis for classroom learning, allowing students to collaboratively edit and provide feedback on shared documents. It also summarizes efforts in Virginia to expand educational opportunities through iTunes U portals, which provide free access to classroom materials on mobile devices. This allows learning to extend beyond traditional boundaries and settings into outdoor environments through games and interactive activities.
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TWB Canada is a non-profit organization dedicated to closing the education divide through teacher professional development and community education. It organizes workshops to develop ICT skills for teachers in townships in South Africa and Kenya. The workshops are run by teams of Canadian and local teachers, and follow-up visits are conducted. TWB Canada also partners with local NGOs and governments. It encourages global collaboration between students using tools like wikis and video projects to promote education in developing countries.
TWB - Canada presentation
TWB Canada is a non-profit organization that aims to close the education divide through teacher professional development and community education. It organizes workshops to develop ICT skills for teachers in townships in South Africa and Kenya. The workshops are run by teams of Canadian and local teachers over 3-4 week periods. TWB Canada also partners with local NGOs and conducts needs assessments and follow up visits to participating schools. The goal is to empower teachers and students through technology and collaboration on global projects.
Personal Technology Plan
Lisa Mulka, a composition teacher at Jackson Community College, outlines her personal technology plan. She aims to incorporate more technology like instant messaging, blogs, and advanced features in Moodle to prepare students for digital citizenship. Over the past few years, she has successfully used wikis for student research projects and class discussions. Going forward, she will research new tools and refine existing uses of technology to support constructivist pedagogy and address educational needs.
LESSON 8: HIGHER THINKING SKILLS THROUGH IT-BASED PROJECTS
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Theory of class Websites
This document discusses the potential benefits of creating classroom websites for K-12 students. It argues that websites can create communities of learning where students can collaborate, share work and ideas, and learn from each other. By providing interactive features and opportunities for discussion, classroom websites allow students to develop new literacy skills with technology. They also motivate students and help create self-directed learners by expanding learning beyond the classroom. However, challenges include the time needed to build and maintain an effective site, and gaining support from parents and administrators.
A Study on Awareness and Usage of Social Network among Teachers Educators in ...
Social networks have significant impact on the changing scenario of education It is the fundamental necessity of teacher educators. Teacher educators make use of the social networking to learn and communicate. Through the social networking, the teacher educator can find knowledge resources in any discipline. They can also share their discipline. They can share their ideas in any part of the world through, World Wide Web. E mail. Facebook and whatsapp and twitter. It leads to improve thinking and learn concepts. Social networks helps to communicate with other students and teacher educators which provide sharing Of lessons or the specific classroom problems and social issues. G. Guru Prakash Raja | Dr. T. Selvaraj "A Study on Awareness and Usage of Social Network among Teachers Educators in Tirunelveli District" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-4 , June 2022, URL: https://www.ijtsrd.com/papers/ijtsrd49973.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/49973/a-study-on-awareness-and-usage-of-social-network-among-teachers-educators-in-tirunelveli-district/g-guru-prakash-raja
1 Social Media and Education Class Objectives • .docx
1
Social Media and Education
Class Objectives
• To provide an overview of the use of social media in educational institutions
• To explore how social media is used to advance education
Introduction
The internet has opened up spaces for individuals from different parts of the world,
generations, class, gender and race to gain access to higher education. These forms
of “borderless” learning platforms allow professors to facilitate linear interactions
with students as students take charge of their learning by posing questions and
posting content virtually. The popularity of online courses is demonstrated by a
study conducted by the learningSloan Foundation study consisting of more than
2,500 colleges and universities. The study findings indicated that online enrolments
were growing substantially faster than overall higher education enrolment, and the
17% growth rate in online enrolments far exceeds the 1.2% growth rate in the
overall higher education population (Allen & Seaman, 2010, cited in LeNoue, Hall,
Eighmy, 2011, pp. 4-5). Allen and Seaman classified an online course as one in which
more than 80% of content is delivered online and reported that over 4.6 million
students were taking such courses during the fall 2008 term (p.5). Clearly, online
courses are becoming a preferred means of learning mainly because of their
convenience—students are able to navigate, full time employment, family
responsibilities and other commitments. Many online instructional settings utilize
content management systems that allow for a two way communication between
students and the professor. The forums deviate from lecture structures and
professors in the online context as seen as facilitators of knowledge encouraging
active and experiential learning and teamwork to enhance cooperation and
collaboration. Would you categorize the online classes provided by UCW as a social
media forum?
Beyond online classrooms, universities use social media mainly for marketing,
communication and alumni relations. Universities now combine the use of social
media with their own homepages as a recruitment tools (For example, last year
UCW’s homepage provided access to Facebook, Twitter and YouTube). Universities
are also using social media to reach out to their alumni. A 2012 survey by the
Council for the Advancement and Support of Education (an association of university
and college professionals in development, alumni affairs and communications)
shows that 83 percent of U.S. colleges and universities are using social media to
engage alumni, with 96 percent on Facebook, 80 percent on Twitter, 73 percent on
YouTube, and 68 percent on LinkedIn (Frank, 2013). These statistics give an
illustration of how social media are used for communication between universities
and the public.
http://www.case.org/Samples_Research_and_Tools/Benchmarking_and_Research/Surveys_and_Studies/Social_Media_Survey.html�
2
Social media has also gained ...
Online Learning: Increasing Learning Opportunities
This document summarizes a conference paper on online learning opportunities in higher education. It discusses how internet and networked technologies have expanded delivery modes in education by allowing more flexible online and blended learning approaches. While online learning has grown significantly, issues like student engagement and completion rates require further consideration. Emerging technologies like social media and MOOCs also present opportunities but challenges to ensure high quality education. Overall, online learning will continue growing with universities aiming to better support students and adapt to technological changes.
From the classroom to the internet
The document discusses three technologies - Xplana, Skype Community, and virtual field trips - that allow new forms of communication and learning in classrooms. Xplana is a social networking site for students and teachers to share academic resources. Skype Community allows collaboration between teachers worldwide to share expertise. Virtual field trips use videoconferencing to give students virtual access to places around the world, breaking down geographical and cultural barriers.
Encouraging knowledge sharing using web
As the technology continuous to advance, new technologies have emerged with the capability to
revolutionize knowledge sharing practices. Web 2.0 exemplifies such new technologies, which provides
dynamic way of interactions of people and businesses. In learning environment, Web 2.0 technologies
support and enhance teaching and learning of students. Therefore, the main aim of this study focuses on the
determining the ways to encourage knowledge sharing through web 2.0 technologies from students’ point
of views. A total of 287 students responded to the online questionnaire in International Islamic University
Malaysia (IIUM). Descriptive statistics was used in data analysis. The results show that students used web
2.0 technologies in learning and sharing knowledge among them. In addition, the study found eight items
on ways to encourage and enhance knowledge sharing among students in the University. These items
include Create Awareness, Provide facilities, Internet Accessibility, Ease of use, Encourage Teamwork,
Materials Availability, Improved and Response, and Motivation.
Phonar Nation and Mobile, Connected Learning (#MINA2014)
Abstract
In this presentation, I discuss Phonar Nation, a free, open, five-week photography course that was offered twice during the North American summer in 2014 as part of the Cities of Learning initiative. Photographer and open education pioneer Jonathan Worth created and taught the non-credit course to individuals from 12-18 years of age through a website designed to work on mobile devices (http://phonarnation.org/). The author followed the course as his twelve-year-old son completed it from New Zealand. The community-based Phonar Nation initiative extends the work that Worth and his colleagues have done with Phonar (Photography and Narrative), an open, for-credit undergraduate course at Coventry University.
I argue that Phonar Nation highlights several related developments in education that are leading to innovative approaches at different levels and in different contexts. Firstly, Phonar Nation is not only open access but it also uses and produces material that is open to be shared through the use of Creative Commons Licenses. Secondly, it is collaborative, both in the way that it is produced and taught, and in the way that participants are encouraged to engage with one another in community settings and through social media sites. Thirdly, Phonar Nation exemplifies an approach to learning that advocates call Connected Learning, which is accessible, interest-driven, socially situated and geared to extending educational and economic opportunities.
Technology in the social studies curriculum
The document discusses three articles that promote incorporating technology into social studies classrooms. The first article describes an experiment using cooperative learning groups and websites to research local history. The second discusses various Web 2.0 tools for interactive student projects. The third evaluates a study where students created multimedia history documentaries and showed improved content knowledge and skills over traditional lessons. Overall, the document argues that technology keeps students engaged and motivated while enhancing learning outcomes.
Social+Networking+In+Education[1]
The document discusses the potential educational benefits of incorporating various social networking tools into classrooms. It outlines how sites like Facebook, Myspace, Elgg, Wikispaces, and Twitter could be used to enhance communication between teachers and students, provide collaborative opportunities for students, and make educational resources more flexible and accessible. While these sites are often seen negatively, the document argues they could engage students and support learning if implemented carefully in academic contexts.
DSH Evaluation 2008
An evaluation paper on the effectiveness of Digital StudyHall presented at the 2008 Annual Meeting of the American Educational Research Association.
DSH conducted this study with 4 schools over a year and found marked improvements in both teacher and student performance.
Guiding Learners Toward Digital Fluency
This document provides an overview of digital literacy and fluency. It defines key terms like digital literacy, digital fluency, and participatory culture. It discusses the importance of these concepts for learners and educators. It also outlines several models for understanding digital literacy development. Additionally, it provides examples of digital literacy skills and competencies like digital scholarship, managing online identity, and using mobile devices. It discusses some challenges to digital adoption in higher education. Finally, it describes some university initiatives to promote digital fluency among students and faculty.
Parent Night
The document discusses the benefits of using blogs and wikis in education. It notes that Web 2.0 allows for more collaboration and sharing of ideas compared to just seeking information on Web 1.0. Blogs and wikis provide opportunities for learning through real reporting, writing, and discussions with other students globally. The document hopes that blogging in education becomes more adventurous and builds a global community through digital connections between students and teachers worldwide.
Site 2010
The document discusses the need for reform in teacher education programs to better prepare teachers for 21st century classrooms. It outlines trends driving this evolution, including the growth of online education and digital learning. Innovations in teacher education programs include offering fully online degree programs and certificate courses, using new technologies like mobile learning and virtual worlds, and developing participatory online networks for collaboration.
Blendedlearning
This document provides an overview of blended learning, including definitions, models, benefits and challenges. It defines blended learning as combining face-to-face instruction with online and mobile learning to provide flexible educational experiences. Case studies from Victorian schools demonstrate blended learning approaches incorporating tools like Skype, blogs, cameras and online content. Research shows benefits for learning outcomes, student engagement and addressing disadvantage when online activities supplement traditional teaching. Effective implementation requires consideration of pedagogy, teacher support and technological challenges to realize strategic advantages for education.
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