Technology in the classroom
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This document outlines best practices for integrating technology into the classroom. It discusses using technology to directly teach skills or support constructivist learning. Some uses of technology include remediation, promoting automaticity, accommodating learning styles, and generating motivation. The document also describes common classroom technologies and a three-phase process for effective integration: analyzing needs, planning integration, and post-instruction analysis. The goal is to determine the most appropriate technology approach and successfully achieve learning objectives.
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This document summarizes two educational technology studies. The first study investigated factors that affect 3G adoption using surveys with a 7-point Likert scale. The second study examined the effects of implementing webinar training from the perspective of student-trainers. It used qualitative methods including observation, surveys, focus groups, and recording webinar training sessions to understand how webinar tools can be successfully integrated into online learning.
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The document discusses several topics related to integrating technology into classroom instruction including cooperative learning, the role of computers depending on how many are available, the KWL/KWHL instructional planning tool, and the ASSURE model for designing technology-integrated lessons. The ASSURE model involves analyzing learners, stating objectives, selecting methods and materials, utilizing them, requiring learner participation, and evaluating and revising.
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This document provides guidance for teachers on integrating technology into the classroom. It discusses selecting topics and dividing tasks among students based on their abilities. It also outlines steps for planning a technology-rich lesson, including choosing a unit of study, identifying a lesson, selecting appropriate technology tools, assessing student learning of content and technology skills, and managing technology resources and student use. The overall goal is to enhance learning and connect students to the curriculum through meaningful use of educational technology.
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The document discusses technology integration in curriculum through Welliver's 5-stage model of technology adoption by teachers. It moves from familiarization to utilization to full integration of technology as an invisible tool seamlessly woven into teaching and learning. Authentic learning demonstrates real-life connections by associating concepts to situations, like students building electric cars. Participatory learning engages students in inquiry, reflection, problem-solving and collaboration. Curriculum standards are designed at various levels from US Department of Education to state and local districts.
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The document discusses the importance of technology integration in the classroom. It notes that students are comfortable with technology, but teachers often lack training and resources to implement it effectively. The document advocates for technology use because it can enhance lessons and help students develop 21st century skills. Some challenges to integration are lack of current technology, time for proper implementation, and not enough resources for whole classes. Strategies are provided for teachers to observe technology use, attend training, and get assistance to overcome barriers to integration.
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This document describes the Technology Integration Model (TIP) which is a 5-phase process for integrating technology into teaching based on the work of M.D. Roblyer. The 5 phases are: 1) Determine relative advantage of using technology; 2) Decide on objectives and assessments; 3) Design integration strategies; 4) Prepare the instructional environment; 5) Evaluate and revise integration strategies. Each phase involves answering key questions to guide teachers through planning, implementation, and evaluation of technology integration. The goal is to ensure efficient and successful use of technology to address instructional problems and meet learning objectives.
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This document describes the Technology Integration Model (TIP) which is a 5-phase process for integrating technology into teaching based on the work of M.D. Roblyer. The 5 phases are: 1) Determine relative advantage of using technology; 2) Decide on objectives and assessments; 3) Design integration strategies; 4) Prepare the instructional environment; 5) Evaluate and revise integration strategies. Each phase involves answering key questions to guide teachers through planning, implementation, and evaluation of technology integration. The goal is to ensure efficient and successful use of technology to address instructional problems and meet learning objectives.
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Integrating technology with teaching means using technological tools to introduce, reinforce, and expand upon skills being taught. Exemplary technology users conduct their classes differently - student computer use is seamlessly integrated into the teaching patterns, and software serves as a natural extension of students' tools. For example, a teacher may use a computer and projection software to display photos from a social studies class more clearly, leading to an enhanced class discussion. Another teacher may use trigonometry software projected in class to supplement a lecture, allowing for interactivity. A teacher also assigned group work to create newsletters about a region using computers, increasing students' social and computer skills through collaborative planning and creativity.
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The document summarizes research on how teachers design lessons that integrate technology. It finds that teachers integrate technology in varying degrees and are influenced by their pedagogical beliefs, contextual factors, and backgrounds. The researcher observed teachers as they designed lessons, analyzed the lessons, and interviewed the teachers. The results showed that teachers focused more on teacher-based strategies than student-centered ones and used technology mostly for lower-level thinking. Teachers' technology integration was also affected by the support and priorities in their schools. The researcher suggests improving pre-service teacher education and in-service professional development focused on effective technology integration.
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The document outlines the stages of technology integration in education: entry, adoption, adaptation, appropriation, and invention. It discusses barriers to integration like time, training, resources, and support. The entry stage involves using basic text materials and traditional instruction. Later stages incorporate more technology into lessons, projects, and new teaching styles as teachers' understanding grows. The goal is for technology to enhance learning and allow students to demonstrate knowledge in new ways.
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The document discusses several topics related to technology integration in education, including spending time playing computer games in cafes, supplying one computer unit per public school, and technology in the third world. It also provides basic concepts on integrating technology in instruction, noting that technology integration means using learning technologies to introduce, reinforce, and extend skills in a way that improves instruction. Finally, it lists some external manifestations of effective technology integration, such as conducting classes differently and using technology to address specific instructional issues.
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The document discusses exemplary technology integration in classrooms. It describes how technology should be woven into teaching patterns, not just used for rest periods or solely to teach computer skills. It also discusses helping teachers effectively integrate technology by learning the basics, using technology to support instruction, integrating new tools, and focusing on cooperative projects with technology as one of many tools. Technology integration takes time and progresses from basic to more complex uses as teachers advance in their skills.
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This document discusses integrating technology into instruction. It defines integrating technology as using it to introduce, reinforce, supplement and extend skills. It emphasizes that merely using computers does not mean technology is integrated; teachers must plan how and when it fits into the learning process. Technology integration is developmental and takes gradual mastery. Levels of integration range from basic uses like presenting lessons to more advanced uses where technology plays a pivotal role and substantially changes the learning process. Teachers should guide students on appropriate uses of technology to aid in completing curriculum assignments and integrating it into the learning process.
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Integrating technology into instruction means using learning technologies to introduce, reinforce, supplement, and extend skills, not just using computers. True integration requires a change in how classes are traditionally conducted that improves instruction to a higher level not possible without technology. It involves teachers planning how and when technology fits into the teaching and learning process, setting instructional strategies to address specific issues, and using technology to provide opportunities to respond to these issues.
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This document discusses key concepts for integrating technology into instruction. It defines integration as using technology to introduce, reinforce and extend skills, rather than just as a break for students. True integration requires planning how technology fits into and improves the teaching and learning process. It also describes three levels of integration - simple, where technology does not play a pivotal role; middle, where technology purposefully supports key areas; and higher, where technology is central to instruction.
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สไลด์นี้เป็นเนื้อหาเกี่ยวกับคอมพิวเตอร์เพื่อการเรียนรู้ที่เป็นกิจกรรมหนึ่งในการเรียนการสอนรายวิชา นวัตกรรมและเทคโนโลยีสารสนเทศสำหรับครู
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The document outlines four principles of effective technology integration in the classroom:
1. Effective technology integration involves students actively using technology, not just the teacher.
2. Technology should be essential, not peripheral, to the learning activity. It should not just be an add-on or used solely for motivation.
3. The focus should be on the learning task, not the technology itself. Technology should serve as a tool to help achieve learning goals.
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3. Connection to multiple learning styles - Different technologies support visual, auditory, and hands-on learners through tools like SMART Boards and online materials.
4. Learning abilities of students with impairments - Technology helps students with visual and hearing impairments participate in individual and group learning.
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Educational Technology 2 Lesson 4
Integrating technology with teaching means using technological tools to introduce, reinforce, and expand upon skills being taught. Exemplary technology users conduct their classes differently - student computer use is seamlessly integrated into the teaching patterns, and software serves as a natural extension of students' tools. For example, a teacher may use a computer and projection software to display photos from a social studies class more clearly, leading to an enhanced class discussion. Another teacher may use trigonometry software projected in class to supplement a lecture, allowing for interactivity. A teacher also assigned group work to create newsletters about a region using computers, increasing students' social and computer skills through collaborative planning and creativity.
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The document summarizes research on how teachers design lessons that integrate technology. It finds that teachers integrate technology in varying degrees and are influenced by their pedagogical beliefs, contextual factors, and backgrounds. The researcher observed teachers as they designed lessons, analyzed the lessons, and interviewed the teachers. The results showed that teachers focused more on teacher-based strategies than student-centered ones and used technology mostly for lower-level thinking. Teachers' technology integration was also affected by the support and priorities in their schools. The researcher suggests improving pre-service teacher education and in-service professional development focused on effective technology integration.
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The document outlines the stages of technology integration in education: entry, adoption, adaptation, appropriation, and invention. It discusses barriers to integration like time, training, resources, and support. The entry stage involves using basic text materials and traditional instruction. Later stages incorporate more technology into lessons, projects, and new teaching styles as teachers' understanding grows. The goal is for technology to enhance learning and allow students to demonstrate knowledge in new ways.
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The document discusses several topics related to technology integration in education, including spending time playing computer games in cafes, supplying one computer unit per public school, and technology in the third world. It also provides basic concepts on integrating technology in instruction, noting that technology integration means using learning technologies to introduce, reinforce, and extend skills in a way that improves instruction. Finally, it lists some external manifestations of effective technology integration, such as conducting classes differently and using technology to address specific instructional issues.
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The document discusses exemplary technology integration in classrooms. It describes how technology should be woven into teaching patterns, not just used for rest periods or solely to teach computer skills. It also discusses helping teachers effectively integrate technology by learning the basics, using technology to support instruction, integrating new tools, and focusing on cooperative projects with technology as one of many tools. Technology integration takes time and progresses from basic to more complex uses as teachers advance in their skills.
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The document discusses the importance of integrating technology into the teaching and learning process. It provides definitions of technology integration, including that it occurs when technology is used to introduce, reinforce, supplement and extend skills. The document also lists several external manifestations of effective technology integration, such as changes in how classes are conducted, improved instruction, teachers planning how and when technology fits into lessons, and technology enabling teachers to address instructional issues. Overall, the document advocates for technology to have a clear role in the instructional process and emphasizes that becoming proficient in integration takes time and gradual mastery.
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The document discusses technology integration into classroom instruction. It notes that there is a change in how classes are traditionally conducted when technology is integrated. The quality of instruction is also improved to a higher level not possible without educational technology. There is planning by teachers on how and when technology fits into the teaching-learning process. Teachers set instructional strategies to address specific issues that technology can help solve. The document provides examples of how teachers can start with basic technology integration and advance over time to more complex uses that engage students in team-based learning.
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Ruth ppt copy
Integrating technology into instruction means using learning technologies to introduce, reinforce, supplement, and extend skills, not just using computers. True integration requires a change in how classes are traditionally conducted that improves instruction to a higher level not possible without technology. It involves teachers planning how and when technology fits into the teaching and learning process, setting instructional strategies to address specific issues, and using technology to provide opportunities to respond to these issues.
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This document discusses key concepts for integrating technology into instruction. It defines integration as using technology to introduce, reinforce and extend skills, rather than just as a break for students. True integration requires planning how technology fits into and improves the teaching and learning process. It also describes three levels of integration - simple, where technology does not play a pivotal role; middle, where technology purposefully supports key areas; and higher, where technology is central to instruction.
Computer assisted instruction strategy
Computer Assisted Instruction (CAI) uses computers and technology to convey instructional material to students through tutorials, drills, simulations, and games. It allows students to learn at their own pace and in a self-directed manner while engaging multiple senses. Research shows CAI improves learning rates, retention, motivation, and collaboration compared to traditional instruction alone. CAI is particularly effective for younger students, those from lower economic backgrounds, and teaching basic cognitive skills. It can be customized to individual student needs and has proven effective for students with disabilities like learning disabilities or emotional/behavioral disorders.
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This document outlines the topics to be covered in a Computer Assisted Language Learning (CALL) lecture, including:
- Theories of CALL such as behaviorist, communicative, and integrative CALL and how they relate to language learning.
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คอมพิวเตอร์เพื่อการเรียนรู้ (Computers for learning)
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The document outlines four principles of effective technology integration in the classroom:
1. Effective technology integration involves students actively using technology, not just the teacher.
2. Technology should be essential, not peripheral, to the learning activity. It should not just be an add-on or used solely for motivation.
3. The focus should be on the learning task, not the technology itself. Technology should serve as a tool to help achieve learning goals.
4. Technology should enable activities that would be difficult or impossible without it. It should add value to the learning process.
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This document discusses how different teachers integrated technology into their classroom instruction in various ways. Ms. Cruz used a computer and projector to enlarge photos for her social studies class. Ms. Dela Cruz created spreadsheet worksheets for her students to complete and submit electronically. Mr. Obispado used instructional simulation software to motivate students learning about geography. The document provides several other examples of how teachers incorporated computers and software into their lessons across various subjects.
Presentation1-Leah Nagel
This document discusses how technology can positively impact student learning and achievement. It notes that students who use technology in the classroom can progress 3-5 weeks ahead of peers who do not. Teachers receiving professional training on integrating technology see students progressing 13 weeks above grade level. Studies show students in 4th-8th grade using technology at school see gains on standardized tests. The document advocates for technology as an essential classroom tool that can enhance learning through multimedia, group projects, and engagement.
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This document outlines recommendations for improving teaching and learning through technology integration. It suggests beginning with a shared vision of how technology can enhance education and developing efficiencies in cost and scalability. The document also stresses identifying ways to meet individual learner needs, providing continuous faculty support, and ensuring online and in-person learning are appropriately integrated.
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คอมพิวเตอร์เพื่อการเรียนรู้ (Computers for learning)
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คอมพิวเตอร์เพื่อการเรียนรู้ (Computers for learning)
คอมพิวเตอร์เพื่อการเรียนรู้ (Computers for learning)
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This document provides details for a course on Technology in Education. The course aims to help students understand how technology can enhance learning and prepare them for future jobs. It will cover topics like the concepts, principles, and historical developments of technology in education. The course is one semester long and will use a variety of teaching methods like lectures, tutorials, presentations, and gamified learning. Students will be assessed through an online exam, quizzes, coursework in the form of an ePortfolio, and a class presentation. Upon completing the course, students will be able to discuss key concepts and advances in educational technology and how it benefits students.
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3. The program used a three-pronged approach: the DETAILS framework to assess teachers' technology skills, the IMPACT model for technology training and support, and the NTeQ model for hands-on technology instruction integrated with subject matter. It involved summer training and ongoing weekly sessions throughout the year.
Instructional tech best_practices
The document discusses instructional technology best practices. It defines instructional technology as using technology like multimedia and computers to improve learning. It also defines instructional best practices as effective teaching principles based on studying instruction and learning. The document recommends integrating technology into a three step process of planning, implementing, and assessing to ensure successful student learning. It provides guidance for each step, emphasizing the importance of planning technology use, using technology to achieve learning goals, and systematically assessing technology's impact on learning.
Clickers
1. UMD sought to adopt a personal response system ("clickers") to increase student engagement and learning in large lecture classes.
2. An initial pilot program tested different clicker systems, but different departments choosing different systems created support issues.
3. UMD then decided to choose a single campus-wide clicker system. Various clicker systems were demonstrated and evaluated based on factors like cost and ease of use.
4. After selecting a system, integration work and training helped campus-wide adoption, though the document notes that formal assessment of impact is still needed.
Designing Hybrid Courses
The document discusses reasons for designing hybrid courses, which combine both in-person and online learning. It provides several benefits of hybrid courses, including flexibility for students, incorporating multiple modes of communication, and taking advantage of opportunities for learning both in and out of the classroom. The document also discusses several models for hybrid course design, including the supplemental, replacement, and emporium models. It emphasizes analyzing goals and learning outcomes, using appropriate methods, and considering institutional and student readiness when designing hybrid courses.
Technology in Teaching and Learning.pptx
This document discusses the International Society for Technology in Education (ISTE) standards. ISTE is a nonprofit organization that promotes using technology to support teaching and learning. The document outlines ISTE standards for students, educators, and administrators. It also discusses the Substitution, Augmentation, Modification, Redefinition (SAMR) model, which provides a framework for integrating technology into education. Finally, the document describes the five stages of the SAMR model: Entry, Adoption, Adaptation, Appropriation, and Invention.
Slideshow Presentation
This document discusses the importance of effective professional development for teachers to successfully integrate technology into their classrooms. It notes that while teachers have access to technology, few use it appropriately. Effective professional development demonstrates why technology integration is important, teaches educators how to integrate it, and offers diverse training methods. It is important for professional development to assess teacher needs, set goals, and identify funding. When done poorly, professional development can negatively impact teacher attitudes towards technology integration.
Effective Professional Development for Successful Technology Integration
This document discusses the importance of effective professional development for teachers to successfully integrate technology into their classrooms. It notes that while teachers have access to technology, few use it appropriately. Effective professional development demonstrates why technology integration is important, teaches educators how to integrate it, and offers diverse training methods. It is important for professional development to assess teacher needs, set goals, and identify funding. When done poorly, professional development can negatively impact teacher attitudes towards technology integration. Overall, the document stresses that with proper training, teachers can maintain positive attitudes and effectively incorporate technology.
Reflection Questions 5.pptx
Teaching can be supplemented, supported, adopted and integrated with technology so as to actively engage students in the learning process and better understand the subject matter. To fully realize technology’s potential for improving learning, Davies & West (2013) suggested that addressing : one-to-one computing initiatives, integration of open educational resources, various methods of teacher professional development, ethical issues affecting technology use, emerging approaches to technology integration that emphasize pedagogical perspectives and personalized instruction, technology-enabled assessment practices, and the need for systemic educational change.
Action Research Proposal Presentation - DRAFT
This document provides an overview of a proposed action research project to improve teacher implementation of classroom technology at a suburban high school. The project will assess teachers' technology skills and practices, provide training using a constructivist model, and involve weekly technology-integrated lessons with support from a technology team. The goal is to determine how to better support teachers in using technology to enhance student learning.
Smart Classroom Evaluation
The document summarizes an evaluation project of smart classrooms at a university. Data was collected through a focus group and survey of faculty to understand challenges in using smart classrooms and support needs. The evaluation found that while many faculty are using technology in teaching, there is a need for more training, technical support, and equitable access to smart classrooms across departments. Faculty identified timely support, training, and consistent equipment as important for effective use of smart classroom technology.
Instructional Continuity Planning Overview.pptx
The document provides an overview of an agency's Instructional Continuity Planning framework to support districts in launching at-home schools during periods of high absenteeism or school closures. The framework involves four phases: 1) assessing technology access and resources, 2) designing an at-home curriculum model, 3) operationalizing the at-home model, and 4) providing ongoing support. The agency has created planning resources and guidance documents aligned to each phase to help districts develop strong continuity plans that maximize instructional time and student learning.
Technology integration in teaching and learning
The document discusses the importance of integrating technology into teaching and learning. It argues that technology provides motivation for students, offers unique instructional capabilities, and supports new instructional approaches like cooperative learning. It also notes that technology skills are required for students to be productive members of an information-driven society. The document then provides a step-by-step approach for how teachers can integrate technology into their classrooms, including planning lessons with and without technology, assessing the technology component, and ensuring the focus remains on student learning rather than the technology itself.
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Technology in the classroom
- 1. TECHNOLOGY IN THE CLASSROOM By: Erin Schmidt
- 2. Direct Teaching uses of Technology Remediates weaknesses or skill deficiencies Promotes skill fluency or automaticity Supports self-paced learning Supports self-paced review of concepts
- 3. Constructivist Uses of Technology Fosters creative problem solving Supports metacognition To help build mental models Increases knowledge transfer Can foster group collaboration skills Helps accommodate multiple learning styles
- 4. Additional Uses of Technology Generates motivation to learn Helps to remove logistical hurdles to learning Helps develop information literacy Helps meet the needs of special students
- 5. Types of Technology in the Classroom Computers with access to various internet sites and audio books Interactive Boards Videoconferencing (Skype) Document Cameras Skill development programs Simulation programs
- 6. How to Integrate Technology into the Classroom 3 phases to integrating technology in the classroom Phase 1: Analysis of Learning and Teaching Needs Phase 2: Planning for Integration Phase 3: Post-Instruction Analysis and Revisions
- 7. Phase 1: Analysis of Learning and Teaching Needs Determine the advantages to using technology to teach a particular lesson or unit Determine what type of technology integration is best for the given situation: a direct approach or a constructivist approach Estimate the impact versus the costs in resources and time Asses your ability to meet the content, pedagogy and technology goals
- 8. Phase 2: Planning for Integration Decide on objectives and assessments of these objectives Determine the type of assessments: higher achievement, cooperative learning improvements, attitude changes, motivational changes Determine Integration strategies and prepare instructional environment: hardware/software needs, time and resources, needs of special students
- 9. Phase 3: Post-Instruction Analysis & Revisions Were the objectives achieved? How did the students react to this newly integrated technology approach? Could more be done to improve the results? Could more improvements be made to the instructional environment? Did I integrate technology well? Make appropriate adjustments.
- 10. Congratulations! You have successfully integrated technology into your classroom!
- 11. Resources Doering, A. H., & Roblyer, M. D. (2010). Integrating educational technology into teaching. (Sixth ed.). New Jersey: Pearson.