This document provides an overview of East Stroudsburg University's Disability Services department and their plan to update assistive technology. It details the university's history and demographics. The disability services department assists about 400 students and has its own assistive technology department. The plan involves stakeholders from administration, communications, curriculum and instruction, and technology. The mission is to assist students with their assistive technology needs and the vision is to have an organized, compatible service in five years through software and hardware updates. The plan also discusses establishing partnerships to provide alternative textbook formats.
This document summarizes the technology plan of the Disability Services department at East Stroudsburg University from 2012-2015. It provides an overview of the university and department demographics, stakeholders, and an assessment of current technologies. The plan identifies goals and objectives to update hardware/software, provide laptops and training to students, and ensure staff have the skills to use assistive technologies. The budget analysis shows funding was spent on conferences, publishing, and computers. The plan aims to make education fully accessible to students with disabilities.
This document provides the syllabus for an online teaching course for adult learners. It outlines the course goals, assignments, policies and procedures. The course is designed to teach participants how to effectively teach online through exploring theories of adult learning, engaging online learners, using online tools, and designing online content. Major assignments include evaluating online courses, creating a rich media tutorial, and designing a mini online course. The course aims to prepare educators to teach online and support other teachers' professional development.
This document is a syllabus for an EDTECH 513 course during summer 2010. It provides information about the instructor, course description and objectives, required textbook, software, hardware requirements, schedule and assignments. The course will apply multimedia learning principles to software projects and teach skills in designing effective multimedia presentations and instruction using technology tools. Students will complete discussion posts and projects applying principles of multimedia learning and instructional design.
This document provides information about an online course on online course design offered at Boise State University in fall 2009. The 3-credit graduate course will be taught online using the Moodle learning management system. It will guide students through the process of designing an online course, including conducting needs assessments, defining goals and objectives, designing instructional lessons and materials, and assessments. Students will create a fully developed online course as part of the requirements. The course goals are listed as identifying best practices in online course design, applying an instructional design model to create an online course, and applying principles of visual design. Required textbooks and software are also outlined.
This document provides information about an online educational technology integration course offered at Boise State University in spring 2010. The 3-credit course examines strategies for integrating technology into K-12 classrooms using various software, the internet, and other tools. Over the course of the semester students will work on assignments to develop skills in areas like locating educational research, developing technology-supported lessons, and identifying assistive technologies. The course is taught by Dr. Jackie Gerstein and includes weekly blog reflections, development of technology resources and lessons, and a final thematic unit project. Grading policies and assignment due dates are also outlined.
This syllabus outlines an online course on technical and grant writing. [1] The course will guide students in analyzing and improving their writing styles for various online and print documents. [2] It will also cover the key elements of successful grant writing and have students design a technology project and develop a grant proposal and website to request funding for it. [3] The final project involves students creating a website to present their grant proposal.
This document provides information about the course EDTECH 505: Evaluation for Educational Technologists. The instructor is Dr. John Thompson and the course will be online. The goals of the course are for students to learn important concepts and practices in evaluation including models, data sources, analysis, and reporting results. Graded assignments include weekly discussions, assignments, an evaluation proposal, an internet sites project analyzing program evaluation sites, and a course project evaluating a real or hypothetical program. The required textbook is The ABC's of Evaluation and the course follows policies regarding communication, submissions, and academic honesty.
This document provides information about an online graduate course called "Theoretical Foundations of Educational Technology" taught in the fall of 2009. It includes the instructor's contact information, a course description, objectives, required textbooks, software and equipment needs, policies, and a student code of conduct. The course explores classic and contemporary learning theories and their application to educational technology. Students will learn to compare and apply different theoretical approaches and think critically about the field. Assignments are due weekly and original work is expected, following Boise State University's academic integrity policy.
This document summarizes the technology plan of the Disability Services department at East Stroudsburg University from 2012-2015. It provides an overview of the university and department demographics, stakeholders, and an assessment of current technologies. The plan identifies goals and objectives to update hardware/software, provide laptops and training to students, and ensure staff have the skills to use assistive technologies. The budget analysis shows funding was spent on conferences, publishing, and computers. The plan aims to make education fully accessible to students with disabilities.
This document provides the syllabus for an online teaching course for adult learners. It outlines the course goals, assignments, policies and procedures. The course is designed to teach participants how to effectively teach online through exploring theories of adult learning, engaging online learners, using online tools, and designing online content. Major assignments include evaluating online courses, creating a rich media tutorial, and designing a mini online course. The course aims to prepare educators to teach online and support other teachers' professional development.
This document is a syllabus for an EDTECH 513 course during summer 2010. It provides information about the instructor, course description and objectives, required textbook, software, hardware requirements, schedule and assignments. The course will apply multimedia learning principles to software projects and teach skills in designing effective multimedia presentations and instruction using technology tools. Students will complete discussion posts and projects applying principles of multimedia learning and instructional design.
This document provides information about an online course on online course design offered at Boise State University in fall 2009. The 3-credit graduate course will be taught online using the Moodle learning management system. It will guide students through the process of designing an online course, including conducting needs assessments, defining goals and objectives, designing instructional lessons and materials, and assessments. Students will create a fully developed online course as part of the requirements. The course goals are listed as identifying best practices in online course design, applying an instructional design model to create an online course, and applying principles of visual design. Required textbooks and software are also outlined.
This document provides information about an online educational technology integration course offered at Boise State University in spring 2010. The 3-credit course examines strategies for integrating technology into K-12 classrooms using various software, the internet, and other tools. Over the course of the semester students will work on assignments to develop skills in areas like locating educational research, developing technology-supported lessons, and identifying assistive technologies. The course is taught by Dr. Jackie Gerstein and includes weekly blog reflections, development of technology resources and lessons, and a final thematic unit project. Grading policies and assignment due dates are also outlined.
This syllabus outlines an online course on technical and grant writing. [1] The course will guide students in analyzing and improving their writing styles for various online and print documents. [2] It will also cover the key elements of successful grant writing and have students design a technology project and develop a grant proposal and website to request funding for it. [3] The final project involves students creating a website to present their grant proposal.
This document provides information about the course EDTECH 505: Evaluation for Educational Technologists. The instructor is Dr. John Thompson and the course will be online. The goals of the course are for students to learn important concepts and practices in evaluation including models, data sources, analysis, and reporting results. Graded assignments include weekly discussions, assignments, an evaluation proposal, an internet sites project analyzing program evaluation sites, and a course project evaluating a real or hypothetical program. The required textbook is The ABC's of Evaluation and the course follows policies regarding communication, submissions, and academic honesty.
This document provides information about an online graduate course called "Theoretical Foundations of Educational Technology" taught in the fall of 2009. It includes the instructor's contact information, a course description, objectives, required textbooks, software and equipment needs, policies, and a student code of conduct. The course explores classic and contemporary learning theories and their application to educational technology. Students will learn to compare and apply different theoretical approaches and think critically about the field. Assignments are due weekly and original work is expected, following Boise State University's academic integrity policy.
This was presented at the Day of Scholarship at Richard Stockton College of NJ. ITLA is the instructional technology leadership academy of the Stockton Teacher Education Program. This innovative program is designed to provide preservice teachers with advanced technology skills to help them be prepared and competitive in the teaching workforce. The presentation highlights the progress the ITLA program has made over the past 3 years and the work of the students in the current cohort.
This document provides information about a professional development program called Digital Destinations in History (DDIH). The goal of DDIH is to improve student achievement in English Language Arts by integrating project-based learning and technology into the social studies curriculum. Over three years, the program aims to train teachers to use technology as an instructional tool for social studies and to reinforce ELA skills. Teachers from 24 NYC public schools and 20 non-public schools will participate in workshops and online sessions to develop technology-integrated lessons aligned with state standards. Students will conduct research and create multimedia presentations using tools like blogs and videos.
The document outlines Sherrilleta Foster's action research plan to improve student achievement at her school by training English teachers on advanced technology usage in the classroom, presenting this plan to staff, getting input from students on interactive lessons, researching supplemental online resources and materials, and evaluating the outcomes of incorporating new technologies into the curriculum compared to traditional teaching methods. The overall goal is to use modern technology like SMART phones and interactive whiteboards to make learning more relevant and prepare students for life after high school.
This document provides an internship log summarizing the activities of an intern assisting with assistive technology (AT) at a university. Over the course of several weeks, the intern helped demonstrate various AT equipment at a workshop, took notes on training videos to learn how to use Kurzweil3000 and other programs, scheduled training sessions with students, and provided training to students on Kurzweil3000, Read and Write Gold, and other AT. The supervisors provided positive feedback and suggestions to expand the intern's knowledge of AT to better assist students.
Improving Classroom Dynamics: Click’N’Gage, a Mobile Audience Response SystemIvo Neskovic
The problem in communication between students and lecturers in large classrooms has increased substantially in last couple of years because many students do not participate in classroom discussions. To engage students into dynamic classroom participation, universities often encourage students to use audience response systems (ARS). By increasing the interactivity between lecturer and students, the dynamic student participation improves and the learning outcome is expected to rise.
The progress in the mobile technologies has influenced new approaches in developing ARS. In this paper, we discuss the need for mobile ARS and we propose a new architecture for developing those systems. Furthermore, we present details from our reference implementation of the proposed architecture, named Click’N’Gage, together with some of the crucial design decisions we took while developing the system. The paper closes with a short evaluation of the system, together with few ideas on how the system could be improved in the future.
Newcastle High School, Hunter Central Coast RegionDERNSW
The document summarizes Newcastle High School's implementation of the DER NSW laptop program from 2009-2010. In 2009, the school created a Head Teacher DER position and Team DER to lead training on the laptops and digital tools. By 2010, uptake was uneven so the program refocused on collaborative professional development. Infrastructure investments also supported adoption. The school emphasized linking professional learning and technology to ensure sustainability.
This document provides information about cyberbullying, social networking, and digital citizenship. It defines cyberbullying as repeated hostile behavior online intended to harm others. Social networking is defined as using websites to communicate and share information. The document then provides tips for safe and responsible use of social media and the internet such as not sharing personal information, using strong passwords, and avoiding inappropriate websites. It emphasizes the importance of digital citizenship.
This document contains a summary of Demetra King's graduate coursework portfolio. It includes 14 sections summarizing 11 courses taken over 2 years, focusing on instructional technology, online learning, and instructional design. The courses covered topics like using Microsoft Office, integrating technology into teaching, virtual worlds in education, and online course design. Assignments included projects like wikis, blogs, and multimedia productions. The final section describes a culminating project and capstone portfolio where Demetra compiled and reflected on her work, demonstrating the knowledge and skills gained throughout her master's program in learning technologies and instructional design.
Melanie Bergenhagen completed her Master's degree in Educational Leadership with an emphasis on technology. She took courses in emerging technologies, creating web-based curriculum, research methods, assessment strategies for technology, psychological foundations of education, leadership, law, supervision and staff development, curriculum and instruction, technology and information systems, policy and finance, and portfolio assessment. She developed various artifacts and projects in each course focused on integrating technology and leadership.
This document provides an overview and goals of the 2009-2012 NCLB Title II Part D Competitive Grants program between Districts 27 and 29. The program aims to improve student achievement in English Language Arts through enhancing teachers' abilities to effectively integrate technology into instruction. Teachers will receive professional development to develop project-based lessons incorporating technology. Students will improve writing and complete multimedia projects. The program will be evaluated through surveys, observations, interviews and requested data.
This document provides an overview of the design and development of an e-learning resource to teach students how to develop and maintain a reflective journal using Penzu and embed it into their Mahara e-portfolio. The resource was designed using the ADDIE instructional design model and delivered through Blackboard. It includes 3 units that introduce reflective journals, teach how to use Penzu, and how to embed the Penzu journal into Mahara. The resource was evaluated using a learning object review instrument.
The Digital Destinations in History program provides professional development for teachers in New York City school districts 24 and 28 to improve student achievement in English Language Arts by integrating project-based learning and educational technology into the social studies curriculum, with the goal of having 80% of target students achieve one year of growth on their NYS ELA exam scores over three years. Teachers will receive face-to-face and online training to develop lessons incorporating technology tools for student research and multimedia presentations to build social studies and ELA skills.
The document outlines an action plan for Northside ISD to improve technology integration through various professional development activities for teachers. It includes blogs, wikis, webinars, and online courses to train teachers on tools like digital citizenship. It also establishes an evaluation plan to assess progress using measures such as STaR charts, rubrics, and surveys. The goal is to enhance teaching and learning through increased technology use, online learning opportunities, and leadership support from administrators.
1) The technology action plan aims to improve student achievement through technology integration in classrooms.
2) In-service days in August will provide teachers training through sessions on various technologies including blogging, smart boards, and data analysis tools.
3) Teachers will learn to use classroom technologies like smart boards, blogs, and school web resources to create online materials for students to use both during and after school.
This project aims to create an electronic blog to help students in the Department of Instructional and Learning Technology at Sultan Qaboos University publish their work and innovations. The blog will allow students to share their graduation projects, exchange experiences, and discuss topics that could help improve their projects. A questionnaire and interviews with students found that they want ways to publish their creations and connect with other students. After implementing the blog, a second questionnaire showed students were satisfied with using it to communicate and provide feedback on projects. The blog achieved the goals of teaching students how to publish their work and creating a database of projects to benefit both current and future students.
This document outlines a study guide for a course on the Functional Masticatory System that was adapted from original course materials. The study guide breaks the course down into 4 modules that can be completed online through a learning management system. Each module is further divided into tasks, activities, and resources for students to engage with. The goal is for students to work collaboratively online to complete the activities while being moderated by an e-tutor, applying a socio-constructivist pedagogical approach. The first module focuses on healthy occlusion and defines the characteristics of ideal occlusion according to dental research literature.
This document summarizes a campus STaR Chart data analysis for Hargrave High School in Huffman ISD. The STaR Chart assessed the school in five areas related to technology integration: Teaching and Learning, Educator Preparation and Development, Leadership/Administration/Instructional Support, Infrastructure for Technology, and Student-Centered Learning. It found Leadership/Administration/Instructional Support to be the greatest strength and Educator Preparation and Development to be the greatest weakness. The author agrees with these assessments, noting strong administrative support for technology but a need for more teacher professional development, especially in basic technology skills. In online discussions, the author would introduce the Teaching and Learning area to
This document provides the schedule for Thursday of the LHCC 2015 conference. It lists the times, locations, and topics for various keynote addresses, presentations, and poster sessions taking place that day. Presentations will cover topics such as portrayals of Jewish characters on television, American mass society, the impact of different producer types on audio PSAs, and more. The schedule is broken into time slots ranging from 10:30am to 4:10pm with multiple concurrent sessions occurring in different rooms.
This study examines the experiences of two college professors integrating technology into their classrooms. The professors teach at East Stroudsburg University of Pennsylvania. Data was collected through individual interviews with each professor, observations of their classes, follow-up interviews after observations, and a focus group interview. The study aims to understand the actual experiences of these professors in integrating technology, how their teaching theories influence technology use, their understanding of technological pedagogical content knowledge, and their levels of innovativeness. Previous research has focused less on college professors' perspectives, and this study provides insights into the challenges and benefits of technology integration from their point of view.
The document discusses the benefits of meditation for reducing stress and anxiety. Regular meditation practice can help calm the mind and body by lowering heart rate and blood pressure. Making meditation a part of a daily routine, even if just 10-15 minutes per day, can have mental and physical health benefits over time by helping people feel more relaxed and better able to handle life's stresses.
This was presented at the Day of Scholarship at Richard Stockton College of NJ. ITLA is the instructional technology leadership academy of the Stockton Teacher Education Program. This innovative program is designed to provide preservice teachers with advanced technology skills to help them be prepared and competitive in the teaching workforce. The presentation highlights the progress the ITLA program has made over the past 3 years and the work of the students in the current cohort.
This document provides information about a professional development program called Digital Destinations in History (DDIH). The goal of DDIH is to improve student achievement in English Language Arts by integrating project-based learning and technology into the social studies curriculum. Over three years, the program aims to train teachers to use technology as an instructional tool for social studies and to reinforce ELA skills. Teachers from 24 NYC public schools and 20 non-public schools will participate in workshops and online sessions to develop technology-integrated lessons aligned with state standards. Students will conduct research and create multimedia presentations using tools like blogs and videos.
The document outlines Sherrilleta Foster's action research plan to improve student achievement at her school by training English teachers on advanced technology usage in the classroom, presenting this plan to staff, getting input from students on interactive lessons, researching supplemental online resources and materials, and evaluating the outcomes of incorporating new technologies into the curriculum compared to traditional teaching methods. The overall goal is to use modern technology like SMART phones and interactive whiteboards to make learning more relevant and prepare students for life after high school.
This document provides an internship log summarizing the activities of an intern assisting with assistive technology (AT) at a university. Over the course of several weeks, the intern helped demonstrate various AT equipment at a workshop, took notes on training videos to learn how to use Kurzweil3000 and other programs, scheduled training sessions with students, and provided training to students on Kurzweil3000, Read and Write Gold, and other AT. The supervisors provided positive feedback and suggestions to expand the intern's knowledge of AT to better assist students.
Improving Classroom Dynamics: Click’N’Gage, a Mobile Audience Response SystemIvo Neskovic
The problem in communication between students and lecturers in large classrooms has increased substantially in last couple of years because many students do not participate in classroom discussions. To engage students into dynamic classroom participation, universities often encourage students to use audience response systems (ARS). By increasing the interactivity between lecturer and students, the dynamic student participation improves and the learning outcome is expected to rise.
The progress in the mobile technologies has influenced new approaches in developing ARS. In this paper, we discuss the need for mobile ARS and we propose a new architecture for developing those systems. Furthermore, we present details from our reference implementation of the proposed architecture, named Click’N’Gage, together with some of the crucial design decisions we took while developing the system. The paper closes with a short evaluation of the system, together with few ideas on how the system could be improved in the future.
Newcastle High School, Hunter Central Coast RegionDERNSW
The document summarizes Newcastle High School's implementation of the DER NSW laptop program from 2009-2010. In 2009, the school created a Head Teacher DER position and Team DER to lead training on the laptops and digital tools. By 2010, uptake was uneven so the program refocused on collaborative professional development. Infrastructure investments also supported adoption. The school emphasized linking professional learning and technology to ensure sustainability.
This document provides information about cyberbullying, social networking, and digital citizenship. It defines cyberbullying as repeated hostile behavior online intended to harm others. Social networking is defined as using websites to communicate and share information. The document then provides tips for safe and responsible use of social media and the internet such as not sharing personal information, using strong passwords, and avoiding inappropriate websites. It emphasizes the importance of digital citizenship.
This document contains a summary of Demetra King's graduate coursework portfolio. It includes 14 sections summarizing 11 courses taken over 2 years, focusing on instructional technology, online learning, and instructional design. The courses covered topics like using Microsoft Office, integrating technology into teaching, virtual worlds in education, and online course design. Assignments included projects like wikis, blogs, and multimedia productions. The final section describes a culminating project and capstone portfolio where Demetra compiled and reflected on her work, demonstrating the knowledge and skills gained throughout her master's program in learning technologies and instructional design.
Melanie Bergenhagen completed her Master's degree in Educational Leadership with an emphasis on technology. She took courses in emerging technologies, creating web-based curriculum, research methods, assessment strategies for technology, psychological foundations of education, leadership, law, supervision and staff development, curriculum and instruction, technology and information systems, policy and finance, and portfolio assessment. She developed various artifacts and projects in each course focused on integrating technology and leadership.
This document provides an overview and goals of the 2009-2012 NCLB Title II Part D Competitive Grants program between Districts 27 and 29. The program aims to improve student achievement in English Language Arts through enhancing teachers' abilities to effectively integrate technology into instruction. Teachers will receive professional development to develop project-based lessons incorporating technology. Students will improve writing and complete multimedia projects. The program will be evaluated through surveys, observations, interviews and requested data.
This document provides an overview of the design and development of an e-learning resource to teach students how to develop and maintain a reflective journal using Penzu and embed it into their Mahara e-portfolio. The resource was designed using the ADDIE instructional design model and delivered through Blackboard. It includes 3 units that introduce reflective journals, teach how to use Penzu, and how to embed the Penzu journal into Mahara. The resource was evaluated using a learning object review instrument.
The Digital Destinations in History program provides professional development for teachers in New York City school districts 24 and 28 to improve student achievement in English Language Arts by integrating project-based learning and educational technology into the social studies curriculum, with the goal of having 80% of target students achieve one year of growth on their NYS ELA exam scores over three years. Teachers will receive face-to-face and online training to develop lessons incorporating technology tools for student research and multimedia presentations to build social studies and ELA skills.
The document outlines an action plan for Northside ISD to improve technology integration through various professional development activities for teachers. It includes blogs, wikis, webinars, and online courses to train teachers on tools like digital citizenship. It also establishes an evaluation plan to assess progress using measures such as STaR charts, rubrics, and surveys. The goal is to enhance teaching and learning through increased technology use, online learning opportunities, and leadership support from administrators.
1) The technology action plan aims to improve student achievement through technology integration in classrooms.
2) In-service days in August will provide teachers training through sessions on various technologies including blogging, smart boards, and data analysis tools.
3) Teachers will learn to use classroom technologies like smart boards, blogs, and school web resources to create online materials for students to use both during and after school.
This project aims to create an electronic blog to help students in the Department of Instructional and Learning Technology at Sultan Qaboos University publish their work and innovations. The blog will allow students to share their graduation projects, exchange experiences, and discuss topics that could help improve their projects. A questionnaire and interviews with students found that they want ways to publish their creations and connect with other students. After implementing the blog, a second questionnaire showed students were satisfied with using it to communicate and provide feedback on projects. The blog achieved the goals of teaching students how to publish their work and creating a database of projects to benefit both current and future students.
This document outlines a study guide for a course on the Functional Masticatory System that was adapted from original course materials. The study guide breaks the course down into 4 modules that can be completed online through a learning management system. Each module is further divided into tasks, activities, and resources for students to engage with. The goal is for students to work collaboratively online to complete the activities while being moderated by an e-tutor, applying a socio-constructivist pedagogical approach. The first module focuses on healthy occlusion and defines the characteristics of ideal occlusion according to dental research literature.
This document summarizes a campus STaR Chart data analysis for Hargrave High School in Huffman ISD. The STaR Chart assessed the school in five areas related to technology integration: Teaching and Learning, Educator Preparation and Development, Leadership/Administration/Instructional Support, Infrastructure for Technology, and Student-Centered Learning. It found Leadership/Administration/Instructional Support to be the greatest strength and Educator Preparation and Development to be the greatest weakness. The author agrees with these assessments, noting strong administrative support for technology but a need for more teacher professional development, especially in basic technology skills. In online discussions, the author would introduce the Teaching and Learning area to
This document provides the schedule for Thursday of the LHCC 2015 conference. It lists the times, locations, and topics for various keynote addresses, presentations, and poster sessions taking place that day. Presentations will cover topics such as portrayals of Jewish characters on television, American mass society, the impact of different producer types on audio PSAs, and more. The schedule is broken into time slots ranging from 10:30am to 4:10pm with multiple concurrent sessions occurring in different rooms.
This study examines the experiences of two college professors integrating technology into their classrooms. The professors teach at East Stroudsburg University of Pennsylvania. Data was collected through individual interviews with each professor, observations of their classes, follow-up interviews after observations, and a focus group interview. The study aims to understand the actual experiences of these professors in integrating technology, how their teaching theories influence technology use, their understanding of technological pedagogical content knowledge, and their levels of innovativeness. Previous research has focused less on college professors' perspectives, and this study provides insights into the challenges and benefits of technology integration from their point of view.
The document discusses the benefits of meditation for reducing stress and anxiety. Regular meditation practice can help calm the mind and body by lowering heart rate and blood pressure. Making meditation a part of a daily routine, even if just 10-15 minutes per day, can have mental and physical health benefits over time by helping people feel more relaxed and better able to handle life's stresses.
The document provides instructions for a class assignment where students will create an Excel spreadsheet compiling career and salary information from previous research. Students are asked to:
1) Launch Excel and make headers for "Careers" and "Salaries" columns.
2) Input the career names and corresponding salaries from their past research.
3) Add a header with the spreadsheet title, their name, and date.
4) Save, email, and print the completed spreadsheet to bring to the next class.
This document provides an overview of computer networking basics for teachers. It defines what a network is as two or more connected computers that share information. Networks can range in size from a local area network (LAN) within an office or home to a wide area network (WAN) connecting multiple LANs together. The document discusses key networking components like protocols, topology, hardware, and cabling that allow devices to communicate on a network and exchange information. It provides examples of different network configurations and concludes that computer networks facilitate communication, sharing of hardware and files, running applications remotely, and more.
This document outlines a lesson plan for a college-level communication theories class that utilizes a webquest and PowerPoint presentations. Students will be divided into groups, with each group assigned a different communication theory to research and present. They will use provided online resources to complete a PowerPoint summarizing the key aspects of their assigned theory. Each group will then present their PowerPoint to the class. The lesson is designed to actively engage students in constructing their own understanding of communication theories through collaborative research and presentation of content.
This document discusses the use of adjectives in the Kapampangan language. It begins with background on the Kapampangan people and the historical influences of Chinese and Spanish on the Kapampangan language. The document then classifies Kapampangan adjectives into different types, including descriptive, numerical, predicative, personal titles, possessive, demonstrative, indefinite, interrogative, comparative and superlative. For each type, examples are provided in both Kapampangan and English to illustrate how adjectives are used in Kapampangan sentences and phrases. The aims of the study are also stated as describing the different types of Kapampangan adjectives and their positioning in utterances.
This document discusses four learning theories - behaviorism, cognitivism, constructivism, and sociocultural learning theory - and their relevance to instructional technology. Behaviorism focuses on observable behaviors and consequences, cognitivism emphasizes internal mental processes, and constructivism positions the student as an active builder of knowledge based on experiences. Sociocultural learning theory builds on these by incorporating the social and cultural contexts of learning and their influence on interactions between students. The document argues this fourth theory is especially important for educating 21st century students in technology-rich environments.
The document provides a detailed lesson plan for a 2nd grade mathematics class. The objectives are to teach dividing two-digit numbers by a one-digit number without remainder through examples and practice problems. The lesson includes reviewing concepts, working through word problems as a class, demonstrating the steps to solve problems, and having students complete group activities and a game to practice their skills. The goal is for students to understand and be able to apply the process of dividing multi-digit numbers.
Learning Targets Following Bloom’s Taxonomy, Performance Checklist in Delivering an Oratorical Piece, Performance Checklist in using MSWORD in Typing, Sample Examination in Computer 1
This lesson plan provides objectives and procedures for teaching English to first year secondary students. The lesson focuses on identifying cause and effect relationships through reading a poem about a family celebrating their mother's birthday. Students will analyze how each child's actions caused their mother to feel different emotions. They will also practice pronunciation of words containing "augh" sounds. The lesson aims to help students appreciate reading poems and family values like love and affection.
This document discusses the use of information and communication technology (ICT) and constructivist methods in social science education. It outlines key aspects of constructivism, including active student involvement, democratic and interactive environments, and the teacher facilitating learning. The role of ICT is also examined, noting how tools like projectors, audiovisuals, and online resources can support project-based, experiential learning in social studies. The conclusion advocates for ICT-based and constructivist approaches as both being student-centered methods that encourage autonomy and responsibility.
This document provides a lesson plan for teaching broadcast journalism students about proper grammar and script writing. It includes analyzing the learners, justifying the use of Excel spreadsheets as the teaching method, stating objectives aligned with technology standards, selecting Excel as the medium, requiring student participation by taking a quiz and writing a script, and plans for evaluation and reflection. The goal is for students to individually identify correct grammar, differentiate right and wrong writing techniques, and improve from an initial to final quiz. Students will apply what they learn to writing their own script.
A teaching framework based on the constructivist theoryAngie Magdasoc
The document outlines a teaching framework based on constructivism. It discusses preparation involving goal setting, material selection, and assessment design. It emphasizes establishing a respectful learning environment with rules and cleanliness. Professional responsibilities like reflection, record keeping, and communication are highlighted. Instruction involves hands-on activities, questioning, and scaffolding to help students construct their own understandings. The framework aims to engage students in discovering and creating knowledge through experiences.
Network lesson plan module 3 assignmentBOXLIGHT Inc
The lesson plan introduces teachers to networks through a face-to-face course using presentation tools and a tour of the school's server room. It includes video introductions on how networks work and what the internet is, along with a PowerPoint presentation. The goals are for students to understand network basics like description, components, and purpose, and the objectives are for students to gain basic network knowledge, providing a handout to take notes on the presentation.
Constructivist teachers assess students through nonjudgmental questioning to understand their current thinking on a topic, rather than saying "no" to incorrect answers. The teacher leads students to construct new understanding and skills through this process. Constructivists believe assessment should enhance both student learning and the teacher's knowledge of the student, not be used as an accountability tool that makes some students feel good and others give up.
This document outlines a lesson plan on bar graphs for grade 4 students. The plan has the objectives of teaching students to identify parts of a bar graph, read and interpret data from a bar graph, construct a bar graph, and understand the importance of bar graphs. The lesson includes activities like group work to organize shapes into a bar graph, analyzing sample bar graphs, and applying understanding to answer questions from a bar graph. The goal is for students to understand how to properly construct and interpret information from bar graphs.
Detailed Lesson Plan in Arts for Primary Leveljanehbasto
The lesson plan aims to teach pre-school students about different shapes and colors through activities like singing, identifying shapes and colors in pictures, drawing shapes on the board and coloring them in. The teacher will motivate students with a song about colors, present pictures of different shapes and their colors, have students practice identifying shapes and colors, and evaluate their learning by having them identify different shapes.
Biology is the study of living organisms including their anatomy, physiology, and behavior. Personality is defined as distinctive characteristics that form an individual's character. The biological perspective focuses on how personality traits manifest through biological factors like genes, brain structures, and neurotransmitters. Genetics and twin studies provide evidence that personality is influenced by both genetic and environmental factors. Specific genes and areas of the brain, such as dopamine and serotonin pathways, have been associated with certain personality traits.
This document discusses technology approaches to final projects that are more engaging for students. It provides examples of video, wiki, podcast and timeline projects. Some benefits highlighted are that they foster critical thinking, are more engaging for today's students, and allow students to demonstrate multiple intelligences and creativity. Rubrics and learning objectives are important for assessment. Instructors are encouraged to provide support and options to opt for traditional papers for students less comfortable with technology.
The document discusses integrating technology into the curriculum. It provides reasons for using technology like motivating students and helping teachers be more productive. It describes attributes of information-age schools where students communicate digitally and learning is student-centered. Approaches discussed include teacher collaboration, teaching information literacy, and using software in connection with subjects. Both pros and cons of the integration are analyzed.
This document provides information for the CAT 200-004: Computer Education Applications course offered in Spring 2009 at the University of Alabama. The 3 credit hour course will be taught by instructor Chris Inman and meets various program and NETS standards. It includes an overview of assignments, assessments, policies and expectations for student work, communication, attendance and academic integrity.
This document provides an overview of a course on statistics and data analysis. It outlines the course objectives, which include describing quantitative data collection and analysis, utilizing descriptive statistics, applying hypothesis testing, and using statistical software. The course will be delivered entirely online through the learning management system Canvas. Students will complete weekly modules, assignments, and discussions. Assignments are to be submitted in APA format by the stated deadlines. The grading scale and expectations for participation are also defined.
Vermette Uf 300 syllabus hybrid fall 2013lindavermette
This document provides information about a course called UF 300 Transitional Foundations at Boise State University. The course is designed for students who have an associate's degree or have completed some foundational courses. It focuses on developing 21st century skills like critical thinking, communication, collaboration and creativity.
Some key learning activities include a technology presentation about students' intended careers, a presentation on a global issue like women's rights, an ethics reflection paper, goal setting, and developing an electronic portfolio. Students are expected to participate in weekly discussions, complete assignments, and pass a syllabus quiz for the course. Required readings include the book Half the Sky about women's issues in developing countries, and a book on professional skills.
Computers have positively impacted classroom learning in several ways:
1) They allow students to conduct extensive research online and communicate beyond the classroom.
2) Specialized software provides personalized instruction for different student needs.
3) Computers facilitate project-based learning by providing easy access to resources.
4) They enhance basic skills development through interactive games and practice tools.
The document proposes developing a peer-to-peer (P2P) network to connect engineering colleges in Kerala, India to improve collaborative learning. Currently, the education system focuses on rote learning and passing exams rather than developing skills. The proposed P2P network would provide resources, communication, and guidance to support collaborative learning. It would involve designing modules for file sharing, communication tools, and monitoring trust and reputation over the P2P network. The goal is to enhance academic quality and research through more interactive, collaborative learning.
This document provides an overview and agenda for a Title IID technology grant focusing on improving student achievement in English Language Arts through technology-infused social studies instruction. The goals are to: 1) Improve ELA performance through technology-based projects, 2) Increase teacher ability to integrate technology, and 3) Strengthen teacher collaboration. Teachers will attend professional development sessions on topics like digital storytelling and Google Maps. Students will create online history timelines and maps to demonstrate social studies understanding. The grant will provide ongoing support to help teachers and students develop technology and project-based learning skills.
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.
This document summarizes a Title IID grant program called Voices in History that aims to improve student achievement in English Language Arts through technology-infused social studies instruction. The goals are to: 1) Improve ELA performance through project-based learning using technology; 2) Increase teacher ability to integrate technology in meaningful ways; 3) Foster teacher collaboration; and 4) Develop student technology literacy. The program provides professional development for teachers in project-based learning and uses of tools like blogs and online archives. Students will create graphic novels and documentaries demonstrating social studies understanding.
This course provides an introduction to learning analytics through four units focused on common techniques in the field. Students will gain hands-on experience using various analytics tools like Tableau, NodeXL, Topic Modeling Tool, and RapidMiner. The course aims to help students better understand how to leverage educational data to improve online and blended learning environments. Students will complete small data analysis projects corresponding to each unit to develop skills in collecting, analyzing, and reporting education data.
Supporting and Promoting Faculty Use of Instructional TechnologyLisaTassinari
This document outlines Lisa Tassinari's approach to supporting and promoting faculty use of instructional technology at her institution. Her three-part approach includes: 1) Applying instructional design theories and best practices to course design, 2) Providing technical training on using technology tools like the learning management system, and 3) Introducing new technology tools on campus. She discusses challenges to faculty adoption of technology and strategies to overcome these, such as workshops, mentoring, and leading by example. The goal is to effectively introduce technologies that enhance teaching and learning.
This document provides information about the INTC 3610: Technology for Educators course offered in Spring 2011. The course is designed to teach prospective teachers how to effectively integrate a variety of technologies into their curriculum. Over the course of the semester, students will complete a series of mini-projects demonstrating their understanding of technology tools and how to apply them in lesson planning. Projects include maintaining an educational blog, creating a web quest for students, using data visualization tools, and developing interactive whiteboard lessons. Students will compile their projects into an electronic portfolio showing their technology skills. The goal is for students to be able to apply what they learn to their own future classrooms.
There are three stages of technology application in schools: using technology to do existing tasks, improving on existing tasks, and enabling new tasks not previously possible. Schools face pressure to integrate technology from various stakeholders. Technologies can be used as productivity tools to accomplish tasks more efficiently or as cognitive tools to enhance thinking. Technologies affect student learning in different subject areas such as providing simulations in science, tutorials and graphing in math, and communication tools in foreign language. Technologies also benefit students with special needs and allow distance learning. As technologies are integrated, teachers take on more of a facilitator role and emphasize formative assessment to confirm student understanding of concepts and tools. Key issues for schools regarding technology include infrastructure, budgets, professional development, equity, and
1. Students will learn to identify valid and appropriate websites for research projects in a Modern World History class.
2. Working in pairs, students will find and present two valid websites for different history units over the course of the school year.
3. Criteria for valid websites include being factually accurate and appropriate for academic research. Students will learn to evaluate websites and cite sources properly.
The document defines distance education as planned learning that occurs in a different place than teaching, requiring special course design, instruction techniques, communication technologies, and organizational arrangements. It then discusses different types of distance education institutions and programs before outlining the key components of a distance education system, including sources of knowledge, course design, delivery, interaction, learner environments, outcomes monitoring, and administration. Finally, it notes some of the benefits of distance education, such as increased access to learning resources, but also challenges like the work required of instructors, managers, and administrators.
This lesson plan outlines a 1-hour Malay language lesson for grade 1 students. Students will be divided into groups of 3-4 and use recording devices to interview subjects facing problems. They will present their videos to the class and provide feedback. Individually, students will then write a letter using MS Word discussing the issue and email it to the teacher. The lesson aims to develop students' creativity, communication, technology and problem-solving skills. Students will be informally assessed during discussions and formally through their submitted letters.
School board of palm beach county grant proposalmander5208
Jupiter High School is requesting a $2,500 grant to fund professional development for teachers on using classroom technology and purchasing new computers and software for students. The grant would enable training to ensure all English teachers know how to use available technology and model its use for other departments. It would also fund refurbished computers for student use, new Prezi software, and an online course for teachers on consistent technology use. The impact would be evaluated through student and teacher surveys and focus groups. The goal is to improve technology integration and student achievement.
This document outlines a design thinking process to increase student access to technology at a school. It discusses empathizing with students who rely on technology but have limited access. The goal is defined as facilitating learning through increased computer and internet access. Ideas are generated for obtaining more devices, sharing resources, and creating a dedicated space. A prototype would collect data on how students use provided technology. The project would be tested and improved through student and teacher feedback.
This document provides guidance on incorporating group work and technology tools into assignments using a transliteracy approach. It recommends using backward design, which involves first defining objectives, then determining appropriate activities and methods, and finally choosing an assessment. Some example activities are having students research topics using multiple media sources. The document also provides tips for facilitating group collaboration, such as using contracts, and for assessment, such as rubrics. Overall it aims to help instructors design effective assignments that build students' transliteracy skills.
This study surveyed 104 people to learn about the listenership of East Stroudsburg University's student-run radio station, WESS. Key findings include:
- Most listeners are students aged 18-25 who listen 2-3 times per week, especially in the evenings while commuting by car.
- Educational programming like the BBC and student-run shows are the most listened to.
- Listeners reported learning something, especially about the world, from WESS, though more could be done to improve awareness of local news and events.
- Future studies should find better ways to survey community members who actually listen to better understand the station's community impact.
The document outlines the responsibilities of an assistive technology coordinator which include: 1) Training students with disabilities on assistive technologies and training other students to be notetakers; 2) Ordering alternative format books and tracking equipment loans; 3) Contacting students receiving accommodations and tracking paperwork; 4) Editing the department website and creating a book order form. It also provides examples of assistive technologies used and acknowledges colleagues in the disability services office.
This document provides a syllabus for a course on contemporary broadcast news ethics. The course addresses ethical issues that have arisen in broadcast news in recent years due to changes in media landscape and the ubiquity of 24/7 news coverage. Over the course of the semester, students will analyze case studies and current events, learn principles of media ethics, and apply critical thinking to ethical dilemmas in broadcast journalism. Assessment will include participation in discussions, analysis of case studies, quizzes, two case study memos, an individual case study paper, and a culminating group project applying course concepts to a case study and code of ethics.
This document outlines the instructions for a group project on interpersonal relationship theories. Students will be assigned one of several theories and asked to research its basic assumptions, concepts, and application to communication. They must also analyze how it applies to relationships in a short story. Students will create a PowerPoint, journal article, or short movie and give a verbal presentation explaining their findings. Their work will be evaluated based on criteria like proper explanation of the theory and collaboration within their group.
This document contains a quiz about job interviews with 10 multiple choice and true/false questions. The questions cover topics like what information should be included in a cover letter and resume, what types of interview questions are legal or illegal, how long the average resume is viewed, the purpose and structure of job interviews, and establishing rapport in the opening phase. The document provides a quiz for students to test their knowledge on key aspects of the job application and interview process.
This document is a quiz with 20 true/false and multiple choice questions about communication concepts. The questions cover topics like linguistic relativity, models of memory, types of listeners, the triangle of meaning, contact vs. low-contact cultures, types of feedback, and components of meaning, smiling, empathy, and paralanguage. The quiz asks students to select the correct answers and provide their names and group number.
This document is a quiz about communication concepts. It contains 20 multiple choice and true/false questions about topics like context, feedback, perception, self-concept, noise, and selective exposure. The questions assess understanding of foundational ideas in interpersonal and intrapersonal communication.
This document provides information about a Speech Communication course at Northampton Community College. It includes details about the course such as the title, number, times, required materials, and instructor information. The course description explains that students will learn communication theory, develop speech-giving skills, and practice communicating in small groups. The course objectives are to improve students' public speaking, listening, use of persuasive strategies, and understanding of communication concepts. Course policies address attendance, late work, classroom conduct, and the academic honesty policy.
The document discusses the history of radio news from 1920 to 1950. It describes how the first radio broadcasts in the early 1920s were just brief news teasers but then expanded in the 1920s and 1930s with the introduction of daily newscasts and network news. The period from 1935 to 1950 is described as the "Golden Age" of radio news, where news became a regular part of programming and major networks developed their own news gathering operations. The summary concludes that television's rise in the late 1940s and the end of World War 2 began to taper off radio's golden age of news.
This document discusses the philosophy of instructional technology and education. It advocates for a constructivist approach to teaching and learning, where students actively construct their own knowledge with guidance from the teacher. Technology can support this approach through tools like WebQuests that allow students to learn independently and collaboratively. The document also argues that instructional technology benefits 21st century learners and students with disabilities by accommodating different learning styles and paces. It supports inclusion in the classroom and differentiated instruction to meet varied student needs.
This project aims to understand the experience of integrating technology for college professors through a phenomenological study of two professors at a university. The researcher will conduct interviews with the professors about their current technology use and observe their classroom lessons. The expected outcomes are that the professors will provide honest perspectives on their experiences with technology integration and that their views may differ. Understanding the professor's point of view could provide new insights into technology integration in higher education.
This document provides information about a research study being conducted at East Stroudsburg University. It details the study's purpose, procedures, risks/benefits to participants, and assurances that the research will be conducted according to the university's policies and applicable laws.
This document provides an overview and analysis of a Moodle module on instructional design that covers analyzing learners. It describes the introduction page which uses a Wordle to gain attention and lists objectives. It then discusses the learner analysis page, examples of PowerPoint slides used, sample quiz questions covering different styles, and a concluding webpage emphasizing the importance of learner analysis.
This proposal seeks to study the experience of integrating technology for college professors. Past research has focused on K-12 teachers, students, and pre-service teachers, but not college professors. The study will observe and interview two professors at East Stroudsburg University who teach large general education courses. Through interviews and classroom observations, the study aims to understand the professors' technology use, barriers faced, teaching philosophies, and overall experience integrating technology. Key factors that may influence their experiences include the university's aging infrastructure, policies around technology use, differences in their ages and education backgrounds, and positions on the innovation adoption curve. The goal is to gain new perspectives on what the technology integration experience is like for college professors.
This document outlines an assignment for students to research and present on communication theories. It instructs students to get into groups and be assigned one of four theories: Symbolic Convergence Theory, Social Penetration Theory, Cognitive Dissonance, or Spiral of Silence. Students are directed to research their theory, create a PowerPoint presentation, and present their findings to the class. The document provides guidance on the research, creation, and evaluation processes and aims to teach students about important communication theories.
This rubric evaluates student presentations on communication theory. It assesses them on 5 criteria: content accuracy, spelling and grammar, originality, effectiveness as a study guide, and preparation/effort for the presentation. For each criterion, it provides descriptors to evaluate the presentation at the 5, 4, 3, 2, and 1 levels. The highest level receives full points and demonstrates mastery of the criteria. Lower levels receive fewer points and are missing more key elements or contain inaccuracies.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
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How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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1. Phase
1
-‐
Prepare
to
Plan
1.1
SCHOOL
DISTRICT
AND
COMMUNITY
DEMOGRAPHICS
East
Stroudsburg
University
of
Pennsylvania
was
established
in
1893
as
a
Teacher
prep
school
called
East
Stroudsburg
Normal
School.
The
University
went
from
private
to
public
in
1920
and
changed
its
name
to
East
Stroudsburg
State
Normal
School.
In
1927
the
school
earned
the
right
to
confer
Bachelor
of
Science
degrees
in
Education
and
Health
Education.
It
then
had
the
title
of
East
Stroudsburg
State
Teachers
College.
In
1960
the
name
changed
to
East
Stroudsburg
State
College
and
became
East
Stroudsburg
University
in
1983.
The
University
is
located
in
the
Pocono
Mountains
and
is
an
hour
and
a
half
away
from
both
New
York
City
and
Philadelphia,
PA.
The
school
is
located
on
213
acres
of
land
in
the
town
of
East
Stroudsburg
and
has
63
buildings.
The
newest
academic
building
sine
1973
is
the
Science
and
Technology
building
which
was
built
in
2008.
There
are
68
Undergraduate
Degrees
and
a
19:1
student
to
teacher
ratio.
The
school
is
slightly
diverse
with
22%
of
students
being
of
another
race
besides
Caucasian.
The
University’s
Disability
Services
Department
founded
the
first
ever
Disability
Honors
Fraternity,
Delta
Alpha
Pi.
The
program
assists
about
400
students
out
of
the
school’s
7,387
students.
The
program
has
services
such
as
its
own
Assistive
Technology
Department
which
helps
students
with
not
only
alternative
technologies
to
help
them
read
and
write,
but
hires
note
takers
to
help
them
in
the
classroom.
1.2
PLAN
PROCESS
OVERVIEW
AND
STAKEHOLDERS
-‐
Administration
&
Management:
Dr.
Julie
Albiero-‐Walton,
Professor
Academic
Enrichment
&
Learning
and
Director
of
Disability
Services
Virginia
Reiner,
Professor
Academic
Enrichment
&
Learning
and
Disabilities
Specialist
-‐
Communications
:
Phyllis,
Department
Secretary
Diana,
Department
Secretary
Patrick
and
Krista,
Graduate
Assistants
-‐
Curriculum
and
Instruction
–
Dr.
Julie
Albiero-‐Walton
Jenny
Wood
Collier,
Assistive
Technology
Specialist
-‐
District
Technology
Advisory
Committee
–
Jenny
Wood
Collier
Krista
Hess,
GA
2. -‐
Hardware
&
Infrastructure
–
East
Stroudsburg
University
Computer
Specialists
1.3
TECHNOLOGY
AND
EDUCATION
REFORM
To
assist
students
with
their
school
work.
To
update
all
computer
hardware
and
software
to
be
compatible
with
our
assistive
technologies
and
the
entire
University.
Phase
2
-‐
Build
Communications
2.1
MISSION
AND
VISION
STATEMENTS
Mission
Statement:
East
Stroudsburg
University’s
Disability
Services’
Assistive
Technology
Department
is
dedicated
to
assisting
eligible
students
with
their
assistive
technology
needs.
By
employing
an
assistive
technology
specialist
and
providing
various
equipment
that
students
can
sign-‐out
for
the
semester
we
can
make
a
student’s
educational
experience
better
by
having
their
accommodation
needs
met.
Vision
Statement:
In
five
years
time,
the
Disability
Services’
Assistive
Technology
Department
will
have
an
organized
and
completely
compatible
service
with
the
University
by
keeping
an
assistive
technology
specialist
and
updating
software
and
hardware.
2.2
ONGOING
COMMUNITY
COMMUNICATION
Community
Communications
Plan
Message:
Students
in
need
of
alternative
formats
of
textbooks
Audience:
Disability
Services
Students
Methods:
Mass
email
Resources:
messages
Timeline:
Sent
to
students
at
the
beginning
and
end
of
each
semester.
Beginning
for
those
who
haven’t
ordered
books
yet.
End
for
those
who
wish
to
get
a
head
start
on
getting
their
texts.
Evaluation:
The
Technology
Specialist
and
GA.
Message:
Students
who
need
to
pick
up
books
Audience:
Students
Method:
Personalized
Phone
Call
Resources:
phone
Timeline:
Called
when
the
student
has
come
to
check
if
their
books
are
in
a
week
after
classes
start.
Also,
when
books
come
in
if
they
take
a
while.
Evaluation:
The
Technology
Specialist
and
GA
with
an
Excel
worksheet.
3. Message:
Payroll
timesheets
are
due
with
instructions
of
certain
steps
that
were
unsuccessful
the
pay
period
before.
Audience:
Student
employees
Method:
Signs
around
the
offices
and
mass
email
Resources:
printers
and
email
Timeline:
Signs
go
up
Monday
or
Tuesday
of
the
week
timesheets
are
due.
Emails
go
out
on
Wednesday,
the
day
before
timesheets
are
due
to
the
department.
2.3
PARTNERSHIPS
AND
COMMUNITY
LINKAGES
Investigation
of
Potential
Partnerships
List
A.
Alternative
Textbook
Formats
Name:
AccessTextNetwork
Contact
Name:
Accesstext.org/providers.php
Contact
Phone:
(866)
271-‐4968
Description
of
Potential
Partnership:
Students
are
required
to
buy
the
hard
copy
of
the
textbook.
Then,
they
put
in
the
order
to
the
Technology
Specialist
to
get
an
alternative
text
and
the
specialist
puts
in
an
order
to
AccessText.
AccessText
requires
a
membership
from
the
school
to
do
so.
Possible
Benefits
to
School:
Less
interference
for
professors
and
students
in
the
classroom.
Possible
Benefits
to
Group
or
Organization:
Better
graduation
rates
Potential
Contribution
to
Technology
Planning
Effort:
Encourages
students
to
take
classes
they
may
not
have
before.
B.
Businesses-‐
Business
Name:
Texthelp
Systems
Inc.
Contact
Name:
?
Contact
Phone:
888-‐248-‐0652
Description
of
Potential
Partnership:
The
Company
provides
us
with
a
100
computer
subscription
to
read
and
write
gold
that
we
pay
for.
They
provide
us
with
30
day
demos
for
PCs
and
Mac
OS.
Also,
we
receive
a
code
to
give
to
students
for
a
discounted
personal
copy
of
R&WG.
Possible
Benefits
to
School:
Save
money,
students
do
better
on
homework
and
tests.
Possible
Benefits
to
Group
or
Organization:
Students
are
more
confident
in
their
work
and
with
independence.
Potential
Contribution
to
Technology
Planning
Effort:
?
Business
Name:
Learning
Ally
(Previously
RFB&D)
Contact
Name:
National
Headquarters
Contact
Phone:
800-‐221-‐4792
4. Description
of
Potential
Partnership:
Learning
Ally
sends
a
Newsletter
written
almost
entirely
in
Braille
every
month.
We
also
have
access
to
their
70,000
audio
recordings
of
text.
Possible
Benefits
to
School:
More
options
for
students
who
are
blind.
Possible
Benefits
to
Group
or
Organization:
We
have
more
opportunities
to
make
sure
our
students
graduate.
Potential
Contribution
to
Technology
Planning
Effort:
We
will
keep
this
partnership.
Phase
3
-‐
Assess
Current
Status
3.1
SUCCESS
OF
PREVIOUS
PLAN
-‐Technology
Policies
and
Acquisition
Strategies
3.2
CURRICULUM
AND
STUDENT
ACHIEVEMENT
First
ever
Disability
Services
Honor
Society
in
the
nation
was
founded
here.
These
students
act
as
mentors
to
incoming
students
in
the
Disability
Services
Department.
Graduation
Rates:
95%
of
students
who
receive
help
from
the
Disability
Services
Department
graduate.
3.3
STUDENT
AND
STAFF
TECHNOLOGY
SKILLS,
KNOWLEDGE,
AND
USAGE
The
Head
of
the
Department,
the
Assistant
Head,
Assistive
Technology
Specialist,
and
GA
took
the
TSAT.
- All
4
checked
all
A1
Standards
- Section
A2:
One
did
not
check
the
first
2
of
A2
or
A2.5
and
A2.7.
Another
said
A2.2
was
“N/A”.
- Section
A3:One
did
not
mark
A3.1
Only
two
continued
to
do
the
entire
TSAT.
-‐
Section
B1:
One
did
not
check
the
standard
between
B1.4
and
5,
B1.8&
9,
or
B1.12.
The
other
checked
all
standards.
-‐
Section
B2:
One
did
not
check
B2.2
or
4.
The
other
checked
all.
-‐
Section
B3:
One
did
not
check
B3.2,
3,
5,
6,
or
8.
The
other
checked
all
but
B3.3.
So,
both
have
a
problem
with
identifying
and
locating
technology
resources,
including
online
curriculum
resources.
At
this
point,
one
is
below
Proficient.
- Section
C1:
One
did
not
check
C1.7
through
9,
11
&
12.
The
other
did
not
check
C1.8.
Both
have
trouble
with
Differentiating
between
formulas
with
absolute
cell
references
and
relative
cell
references
in
a
spreadsheet.
- Section
C2:
One
did
not
check
C2.2
or
3.
The
other
checked
all
3.
- Section
C3:
Both
checked
C3.10,
11,and
13.
All
others
were
only
checked
by
one
or
the
other
or
neither.
Neither
checked
C3.3,
7,
or
8.
5. Technically,
neither
are
qualified
to
go
on
to
the
advanced
section.
- Section
D1:
One
did
not
check
any
and
the
other
only
left
D1.5
unchecked.
- Section
D2:
One
did
not
check
any
here
either,
the
other
checked
all.
- Section
D3:
One
left
all
unchecked
but
D3.7
and
the
other
checked
all
but
D3.5,
8,
and
9.
3.4
TECHNOLOGY
INVENTORY
Room
Device
Category
Age
of
Device
Assistive
Technology
Office
-‐GA
Computer
Instructional
Both
are
less
than
-‐Specialist
Administrative
5
years
old
Computer
Training
Room
Computer
Other
2-‐3
years
Laptops
Instructional
4-‐5
years
Smart
Pens
Instructional
1
year
or
less
Scanner
Other
6
months
CCTV
Instructional
5+
years
Director
office
Computer
Administrative
3
or
less
years
Assistant
Director
Office
Computer
Administrative
3
+years
CATEGORY
A-‐
Instructional
CATEGORY
B-‐
Administrative
CATEGORY
C-‐
Other
3.5
FACILITIES
-‐
Assistive
Technology
Office:
Two
computers.
Each
has
a
back
up
drive,
are
password
protected,
and
are
in
a
locked
office.
-‐
Training
Room:
One
computer
and
other
assistive
technologies.
Computer
is
password
protected,
all
small
technologies
are
in
locked
cabinets.
The
keys
are
in
another
office’s
desk.
The
door
to
the
room
is
locked.
Only
the
locked
door
protects
the
scanner
and
CCTV.
-‐
Director
and
Assistant
Director
offices:
One
computer
each.
A
key
locks
each
room
and
computers
are
password
protected.
3.6
DISTRICT
INFRASTRUCTURE
PLAN
AND
DESIGN
All
computers
in
the
director
offices
and
Assistive
Technology
office
are
connected
by
network
to
the
secretary
office.
All
computers
can
share
files
between
one
another.
The
Assistive
Technology
Specialist’s
computer
is
connected
by
network
to
the
Director’s
computer
to
share
confidential
files.
Otherwise,
all
communication
is
done
through
email.
3.7
TECHNOLOGY
SUPPORT
SERVICES
-‐The
Assistive
Technology
office
is
supported
by
the
University’s
Computing
Department.
All
the
computers
that
are
in
labs
across
campus
have
an
Assistive
Technology
on
them
that
needs
to
be
watched.
Also,
they
handle
our
many
external
drives
and
networking
issues.
-‐
The
Assistive
Technology
office
tends
to
act
as
support
for
the
rest
of
the
employees
in
the
department.
The
GA
helps
with
many
software
issues.
6. 3.8
STAFF
DEVELOPMENT
To
achieve
an
organized
and
completely
compatible
service
with
the
University,
first
we’ll
need
to
ensure
there
will
be
an
Assistive
Technology
Specialist
kept
in
the
department.
This
role
in
the
department
needs
at
least
one
person
that
focuses
solely
on
this
job.
Also,
some
computers
in
the
department
are
older
than
computers
in
the
University’s
computer
labs.
These
will
need
replacements
so
there
are
no
computers
with
XP
or
older
Operating
Systems.
The
computers
in
the
offices
will
need
updated
Microsoft
Office,
Assistive
Technology
software,
and
Adobe
suites.
Also,
the
scanners
will
need
to
be
replaced
with
Read
and
Write
Gold
compatible
scanners.
Most
importantly,
the
Assistant
Director
will
need
to
take
a
basic
computing
course
or
an
instructional
technology
course
to
learn
the
basic
software
and
their
uses
better.
The
Director
and
Assistive
Technology
Specialist
will
take
a
remedial
course
to
brush
up
on
some
skills
and
catch
up
on
some
they
have
missed.
This
way,
they
will
be
of
some
help
with
the
support
that
is
needed
for
all
the
technologies
the
students
use
in
the
department.
Also,
the
Graduate
Assistant
that
comes
in
to
the
position
will
either
need
to
be
an
Instructional
Technology
Student
or
have
a
specified
amount
of
computer
literacy.
3.9
CURRENT
TECHNOLOGY
BUDGET
ANALYSIS
Collier,
Jennifer
:
PATTAN
conference:
$117
$149
$146
Franklin
Electronic
Publishers:
$338
$34
$229
Scientific
Calculator:
$325
$7
Amazon
Computing
Center:
$187
$297
$16
$30
$30
$12
LENOVO:
$175
$515
$24
$77
$25
$30
$613
APPLE
COMPUTER,
INC.
$599
$1,398
$138
Shi
International
Corp
$415
$421
TOTAL:
$6,307