An outline of the purpose of technology in education, pedagogical approaches to the integration of technology and a range of tools that are suitable for primary and secondary languages learners.
Scope of Integration Technology Enabled Learning In Academic Programmefaizan faizan
Scope of Integration Technology Enabled Learning In Academic Programme a PhD seminar presented by Faizan Ulhaq Faizan in Agricultural Extension Division at Indian Agricultural Research Institute, New Delhi India
The Department of Organizational Leadership, Policy and Development (OLPD) will be a campus-wide leader in the use of technology to enhance students’ educational experiences, academic praxis, and intellectual pursuits.
To achieve this vision, we aim to co-develop a culture within OLPD that anticipates and embraces technological change and encourages the use of existing and emerging technologies to support innovation and constructive collaboration among students, faculty and staff.
Scope of Integration Technology Enabled Learning In Academic Programmefaizan faizan
Scope of Integration Technology Enabled Learning In Academic Programme a PhD seminar presented by Faizan Ulhaq Faizan in Agricultural Extension Division at Indian Agricultural Research Institute, New Delhi India
The Department of Organizational Leadership, Policy and Development (OLPD) will be a campus-wide leader in the use of technology to enhance students’ educational experiences, academic praxis, and intellectual pursuits.
To achieve this vision, we aim to co-develop a culture within OLPD that anticipates and embraces technological change and encourages the use of existing and emerging technologies to support innovation and constructive collaboration among students, faculty and staff.
Exploring how technology caters to your students multiple intelligencesKelly Walsh
Instructional Uses of Technology and Gardner’s Multiple Intelligences Theory Work Hand-in-Hand
SlideShare based on article of same title, originally published on EmergingEdTech.com [URL: http://www.emergingedtech.com/2016/02/technology-caters-to-students-multiple-intelligences/]
Engaging students in practical authentic learning situations using social net...Edu Nile
Engaging students in practical authentic learning situations using social networks in ESL contexts. A presentation at the TESOL in Qatar conference October 2011.
Exploring how technology caters to your students multiple intelligencesKelly Walsh
Instructional Uses of Technology and Gardner’s Multiple Intelligences Theory Work Hand-in-Hand
SlideShare based on article of same title, originally published on EmergingEdTech.com [URL: http://www.emergingedtech.com/2016/02/technology-caters-to-students-multiple-intelligences/]
Engaging students in practical authentic learning situations using social net...Edu Nile
Engaging students in practical authentic learning situations using social networks in ESL contexts. A presentation at the TESOL in Qatar conference October 2011.
Meaningful Use: Getting the Most out of Your Digital Education Programdigedu
www.digedu.com
How do we bridge the gap between procuring devices and seeing truly meaningful use by students and teachers? We've reached a point in education where not just teaching models but also teaching tools are in flux - both the rules of the game and the equipment are changing with each day. This is a big shift for schools, teachers, and students, and in many cases, what's missing is the training and support necessary to meaningfully use technology in the classroom. Come away from this presentation with a new understanding of meaningful technology use and of what steps you can take to ensure students are getting the most out of your digital education program.
www.digedu.com
Role of Technology in influencing teaching and learning in K-12 spaceAmina Charania
Technology inclusion in schools often go as a welcome of resources. Are the teachers and administrators equipped to ask the right questions, choose and participate in what technology is used in their classrooms? This presentation highlights some of the frameworks as guidelines to educators, teachers and administrators in making technology integration decisions for their schools and classrooms.
Common tech tools to create a better learning environment in classrooms: 1. Learning Management Systems (LMS) 2. Interactive Whiteboards 3. Educational Apps 4. Online Collaboration Tools 5. Digital Resources
Technology integration in instructional ProcessKennerGarcia2
A 15 slides powerpoint presentation about the integration of technology in the educational or instructional process together with its types and frameworks.
Made by
Garcia, Kenner C.
Gonzales, Gwendalyn
Gallego, April Joy Christine
Salenga, Jerusha Joy
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
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.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
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.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
1. Technology in languages education
Kristyn Paul
Project Manager
Languages R-12
Teaching & Learning Services
5th Floor
Education Centre
31 Flinders Street
Adelaide SA 5000
http://www.slideshare.net/kristynpaul/technology-in-languages-
education
3. Yet, technology is more than just a
motivational tool
The purpose of technology is to:
• give students opportunities
to participate in purposeful,
motivating activities built
around their interests.
• personalise and connect the
learning for students.
• provide more learner choice
and control and allow for
differentiated instruction
rather than a one size fits all
approach.
4. While students may
initially love technology
based lessons simply
because they are different
from traditional paper-driven
work, the novelty of
these new tools wears off
quickly. Students quickly
realise it’s the same old
boring content just
presented differently.
5. It’s what you do with the tools and not
the tools themselves that is important!
6. Technology should not be used for its
own sake.
• Students should be given opportunities to use technology to
demonstrate their learning and to share that learning with
others.
• Teachers should use technologies that facilitate the learning
process.
• Such technology should be more than simply using apps to
play games, replace worksheets and kill & drill activities -
Teachers must think about what they want to achieve through
the use of technology.
• Teachers must focus on the transformative and pedagogical
use of technology.
7. Pedagogical approaches to technology
integration
• Technology integration in teaching and learning
programs requires much more than just digital literacy
and technical knowledge, it requires foresight, clear
intentions, and well planned goals. Its purpose is to
meet students learning needs and as such, technology
is only a means to an end and not the end itself.
8. Australian Curriculum: General Capabilities
Currently ICT is one seven general capabilities that
support and enhance student learning across all areas of
the curriculum. Learning areas provide the content and
contexts within which students develop and apply the
knowledge, skills, behaviours and dispositions that
comprise the ICT capability.
Check out this capability online and think about its scope
in relation to the Languages learning area:
http://www.australiancurriculum.edu.au/generalcapabilit
ies/information-and-communication-technology-capability/
introduction/introduction
9. Pedagogical models
• There are a number of models that teachers can use to
assess and evaluate the technology they use in their
classroom.
• The most well known of these models are TPACK and
SAMR.
10. TPACK (Technological, Pedagogical and
Content Knowledge) model
• TPACK is a model that combines
three knowledge areas:
– technological knowledge
– content knowledge
– pedagogical knowledge.
• TPACK looks at how the trio
work together to increase
students’ motivation and make
the content more accessible.
11. TPACK in 2 minutes
Content Knowledge:
This is the subject matter that is being taught such as Japanese, music,
physics etc. It's the what.
Pedagogical Knowledge:
This is the how - the tools or methodologies teachers use in their
teaching and learning program such as direct instruction, inquiry based
teaching, group discussion, debate etc.
Technological knowledge:
This is the partner. It looks at the digital tools (iPad apps, Smart boards
etc. ) that teachers can use to make content accessible to students
These three elements also overlap.
12. For more information …
Watch the video in the link below to learn more about
TPACK: https://www.youtube.com/watch?v=FagVSQlZELY
Check out also the Teaching Teachers for the Future project:
http://www.ttf.edu.au/
13. SAMR model
The Substitution
Augmentation Modification
Redefinition Model (SAMR)
developed by Dr. Ruben
Puentedura shows a four
stage progression that
adopters of educational
technology typically follow.
14. Steps of the SAMR model
Step 1: Substitution
At the substitution level, students are using technology to replace
traditional ways of doing things, for instance, using Google Docs to
replace Microsoft Word. The task (writing) is the same but the tools
are different.
Step 2: Augmentation
This step is still in the substitution mentality but this time with added
functionalities. Again using the example of Google docs, instead of
simply writing a document, manually saving it and sharing it with
others, Google Docs provides extra services like auto saving, auto
syncing, and auto sharing in the cloud.
15. The SAMR model cont.
Step 3: Modification
In this step technology is used more effectively not just as a substitution
for other tools but to redesign parts of the task, transforming student
learning in the process. An example of this is using the commenting
service in Google Docs, for instance, to collaborate and share feedback
on a given task.
Step 4: Redefinition
In this step students are using technology in completely new ways. An
example of redefinition is when students connect with their sister school
and use Google docs to each write about a shared cultural event (such as
Christmas) They then use the chat and comment section to discuss the
differences in cultural practices. Later they might record voice comments
about these differences and embed them in the class website.
16. Transformative use of technology
Check out the Padagogy wheel by Allan Carrington, Learning Designer
at the University of Adelaide in which he looks at Learning Design and
its connections with attributes, capabilities and motivation through
the SAMR model.
This taxonomy is targeted at university teaching but is equally relevant
to K-12 classrooms – Allan’s message for educators is don't jump into
learning outcomes, activity design and selecting technology without
first reflecting on student attributes and capabilities, then on how to
improve motivation and engagement.
Check out this pinterest board for links to other sites that focus on the
transformative use of technology:
http://www.pinterest.com/kristynpaul/samrtransformative-use-of-technology/
17. Connecting digital technologies with Bloom's
Taxonomy & Gardner's Multiple Intelligences
A number of educators have developed check lists of iPad apps that
correspond with each level of Bloom’s Taxonomy. Kathy Schrock for
example has developed a number of visuals with clickable hotspots:
http://www.schrockguide.net/bloomin-apps.html
Similarly, educators have developed interactive visuals that contain a
wide range of iPad apps aligned with the different intelligences
theorised by Howard Gardner. The following link is an example of one
such visual: http://ipadders.eu/apps-for-multiple-intelligences/
Check out this pinterest board for links to other sites that focus on
Bloom’s and Gardner’s:
http://www.pinterest.com/kristynpaul/bloomgardner-and-languages-education/
18. Keeping up with technology
There has been an explosion
of technology tools over the
last 5 years ranging from
interactive whiteboards to
laptops and most recently
iPads and tablets. With the
plethora of tools to choose
from, budget and time
limitations, it’s no wonder
that teachers can feel
overwhelmed!
21. Students need the knowledge and skills to
compete in the 21st century
Students today have greater access to technology and
information than any previous generation.
Until more recently this access was terminated when they
entered the four walls of the classroom.
These ‘switched-on’ students learn more effectively when their
teacher presents information in an interesting and interactive
manner that keeps them involved, challenged and motivated.
The challenge for teachers is how to develop competency that
goes beyond the mere consumption of technology.
22. How can teachers develop “competency”?
Establish professional learning networks:
• Sign up with Twitter (follow me @kristynpaul)
• Follow some educational hashtags such as #mfltwitterati
• Check out other hashtags/uses of Twitter at my pinterest board
Get ideas and resources from other teachers through Scootle Community:
https://community.scootle.edu.au and the DECD Languages Facebook
page: https://www.facebook.com/LanguagesDECDTLS?ref=bookmarks
Subscribe to blogs written by technology leaders such as Richard Byrne:
http://www.freetech4teachers.com / http://ipadapps4school.com
Subscribe to YouTube feeds from educators such as iPadagogy:
https://www.youtube.com/channel/UCRBmjKsbYGEcbYZz49hKTUA
23. Favourite apps: primary
Presentation tool: ScreenChomp
Voice recording: Audioboom & Morfo
Story maker - Photos + narration: Tellagami
Book/story maker – Photos + text: Book Creator
Cartoon maker: Strip designer ($2.99)
Flashcard maker: Kids Flashcard Maker ($5.49)
Animated puppet show: Toontastic
Check out more apps, organised by skill type, in this wiki:
http://web2-4languageteachers.wikispaces.com
24. Favourite apps: secondary
Presentation tool: Educreations
Voice recording: Soundcloud, VoiceThread
Story maker - Photos + narration: Tellagami
Book maker – Photos + text: Creative Book Builder
Cartoon maker: Strip designer ($2.99)
Flashcard maker: A+ FlashCards Pro
Animated puppet show: Toontastic
Interactive images: Thinglink
Check out more apps, organised by skill type, in this wiki:
http://web2-4languageteachers.wikispaces.com
25. Favourite apps: Teacher tools
Dropbox
Evernote
Class Dojo
Edmodo
Socrative (requires student version also)
Apps Gone Free
TeacherKit (but currently not available from the app store!)
Check out more teacher apps, organised by category, in this wiki:
http://web2-4languageteachers.wikispaces.com
26. Favourite web 2.0 tools
Avatar maker: Voki
Animated video: GoAnimate
Storytelling: Storybird, StoryJumper
Interactive poster: Glogster/Edu
Comic maker: Toondoo
Flashcard maker: Quizlet
Note maker: Evernote
Wiki maker: Wikispaces
Blog maker: Edublogs
BackChannel feedback: Today's meet, Padlet
Check out more web 2.0 tools, organised by skill type, in this wiki:
http://web2-4languageteachers.wikispaces.com
