Technology Presentation
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Edinburg High School analyzed technology trends from 2006 to 2009 and found declining performance, which was attributed to overcrowded classrooms that hindered innovative instruction. To address this, the school proposed lowering student-teacher ratios, increasing teacher professional development, and improving the computer to student ratio to better accomplish their goal of having teachers facilitate technology-enabled, collaborative learning experiences for students.
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There is a problem in the school district where some students are unable to communicate in the classroom due to a lack of assistive technology devices. The district does not have enough devices like Apple's portable products to support the number of students who need them, preventing those students from fully participating and learning. Allowing teachers to have mobile Apple devices in their classrooms could help address this problem and ensure all students can access education.
Technology in the classroom
A 2000 study found that students from preschool through high school who learned in a technology-rich environment saw significant gains in achievement across subjects. Technology is now prevalent in classrooms, with students using tools like blogs, online tests, and SAT preparation. Computer technology can also help teach limited-English proficient students. Administrators must continually train faculty and staff on the latest technology through workshops covering topics like basic computer skills and data management to improve student outcomes. While technology implementation requires significant investment, administrators must still support effective instruction with technology despite budget constraints and can seek grants to maintain classroom tech resources.
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The DigiLit Leicester project is a two year collaboration between Leicester City Council, De Montfort University and 23 of the city’s secondary schools . The project focuses on supporting secondary school teaching and teaching support staff in developing their digital literacy knowledge, skills and practice, and their effective use of digital tools, environments and approaches in their work with learners.
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http://lccdigilit.our.dmu.ac.uk/2014/07/21/training-teachers-in-mobile-learning-final-update/
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There is a problem in the school district where some students are unable to communicate in the classroom due to a lack of assistive technology devices. The district does not have enough devices like Apple's portable products to support the number of students who need them, preventing those students from fully participating and learning. Allowing teachers to have mobile Apple devices in their classrooms could help address this problem and ensure all students can access education.
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The DigiLit Leicester project is a two year collaboration between Leicester City Council, De Montfort University and 23 of the city’s secondary schools . The project focuses on supporting secondary school teaching and teaching support staff in developing their digital literacy knowledge, skills and practice, and their effective use of digital tools, environments and approaches in their work with learners.
This presentation provides a high-level summary of the city-wide findings of the 2014 DigiLit Leicester survey, contributing to a clearer understanding of the current digital literacy confidence levels of secondary school staff, providing comparisons against last year's survey findings, and recommendations that the project team will be taking forward within Leicester schools.
More information about the findings, including details of the methodology and analysis of the survey data, can be found in our 2014 Survey Results report: http://lccdigilit.our.dmu.ac.uk/2014/09/02/digilit-leicester-2014-survey-results/
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More information about the project can be accessed at:
http://lccdigilit.our.dmu.ac.uk/2014/07/21/training-teachers-in-mobile-learning-final-update/
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Embracing digital technology to enhance pedagogical practice and delivery methods
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Using online storage and shared video platforms for improved accessibility for all users
Embracing digital technologies such as; smartphones, tablets, computers, etc. to improve interactivity with subjects and provision of a flexible approach for creating engaging video content
Adopting a flipped/blended learning approach for advanced teaching/learning in the classroom.
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The document discusses the need for increased technology integration in K-12 classrooms. It presents research showing a correlation between technology use and improved student achievement. However, surveys found that while most teachers use technology for administrative tasks, only about half integrate it into lessons. The document argues that providing teachers with professional development, including hands-on practice and curriculum-specific training, can help address this issue. It also references the US Department of Education's technology plan, which sets goals for students to become self-directed learners who can use technology effectively and for teachers to integrate technology into their everyday teaching.
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The document outlines a school's strategy to enhance teaching and learning through technology. It aims to provide students and teachers access to technology anywhere and anytime. Younger students have access to a range of technologies, while older students have a 1:1 iPad program or bring their own device. The school also seeks to implement a learning management system and equip both teachers and students with the skills and confidence to use technology effectively and responsibly for lifelong learning.
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Speakers:
Dan Beale, vice principal, Havant and South Downs College
Kevin Bradshaw, digital learner designer, Havant and South Downs College.
Lizz Cook, digital learning design apprentice, Havant and South Downs College
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These areas will include:
Embracing digital technology to enhance pedagogical practice and delivery methods
Inclusive learning for all students to engage and improve skills and knowledge, whilst empowering them to create their own learning resources
Using online storage and shared video platforms for improved accessibility for all users
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Adopting a flipped/blended learning approach for advanced teaching/learning in the classroom.
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The document discusses the importance of technology in education. It argues that technology can act as an equalizer for disadvantaged students, help prepare students for their future careers or education, and allow for greater collaboration through mobile devices. Additionally, technology can motivate students by tracking their progress, enable healthy competition, and help schools save costs compared to traditional materials.
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The document discusses Humble ISD's technology plan and goals. The plan aims to integrate technology into teaching and learning, improve staff training, and enhance technology resources. It identifies ways teachers can help meet the district's goals, such as completing surveys, attending professional development, and using technology in the classroom. The document also mentions the E-rate program as a potential funding source to support the district's technology objectives.
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The document discusses the need for increased technology integration in K-12 classrooms. It presents research showing a correlation between technology use and improved student achievement. However, surveys found that while most teachers use technology for administrative tasks, only about half integrate it into lessons. The document argues that providing teachers with professional development, including hands-on practice and curriculum-specific training, can help address this issue. It also references the US Department of Education's technology plan, which sets goals for students to become self-directed learners who can use technology effectively and for teachers to integrate technology into their everyday teaching.
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This document discusses the advantages of using information and communication technologies (ICT) in learning and teaching processes. It notes that ICT has a positive impact on student performance, especially in English, and that schools with higher ICT resources and maturity see greater improvements. ICT helps students with special needs, promotes teamwork, and increases student motivation. Teachers can also plan lessons more efficiently using ICT and enhance their teaching methods. The increasing use of ICT in UK education is aimed at keeping students engaged in modern society and enhancing teaching quality to improve student outcomes. ICT additionally helps students develop new skills like writing and encourages independent learning.
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Bridge City ISD approved a $939,292 technology plan for 2010-2013 to improve access to technology, provide staff development, and build infrastructure. The plan allocated funding each year to achieve goals like integrating technology into instruction, using online resources, and ensuring students graduate ready for future careers. Staff would receive training on curriculum initiatives while students gain experience with interactive technologies.
Erate
Bridge City ISD approved a $939,292 technology plan for 2010-2013 to improve access to technology, provide staff development, and build infrastructure. The plan allocated funding each year to achieve goals like integrating technology into instruction, using online resources, and ensuring students graduate ready for future careers. Staff would receive training on curriculum initiatives while students gain experience with interactive technologies.
STaR Chart
The document discusses the purpose and use of the Texas STaR Chart, which is a survey that assesses educators' technology proficiency based on the Texas Long-Range Plan for Technology. It is used for teacher professional development, documenting school data, and determining funding priorities. The document also outlines sections of the long-range plan, levels of progress measured by the STaR Chart, data from a sample campus, and recommendations to improve that campus's technology integration.
Technology in the classroom
A 2000 study found that students from preschool through high school who learned in a technology-rich environment saw significant gains in achievement across subjects. Technology is now commonly used in classrooms, with students using tools like online tests, blogs, and social websites. Computer technology can also be a powerful tool for teaching limited-English proficient students. Administrators must continually train faculty and staff on the latest technology through trainings covering basic computer skills, grading software, and data analysis tools to improve student outcomes. While technology implementation requires significant investment, administrators must still support effective instruction with technology despite budget constraints and can seek grants to maintain classroom tech resources.
Technology in the classroom
A 2000 study found that students from preschool through high school who learned in a technology-rich environment saw significant gains in achievement across subjects. Technology is now commonly used in classrooms, with students using tools like online tests, blogs, social media for learning. Computer technology can also be a powerful tool for teaching limited-English proficient students. Administrators must continually train faculty and staff on the latest technology through workshops covering topics like basic computer skills and data management to improve student outcomes. While implementing technology requires significant investment, administrators must still support effective technology-driven instruction despite budget constraints and can seek grants to maintain classroom technology.
Connect project
This document discusses St Aidan's Community School, which has 445 students and 60 teachers. It participated in a project called CONNECT that provided laptops and other technologies. The goals were to improve attendance, engagement, and educational outcomes. Teachers received training to integrate technology into lessons. Results included improved student participation, independent learning, and exam scores. However, teachers did not fully utilize all technology capabilities and pedagogy guided the technology integration.
Star Chart
John B. Hood School has analyzed its technology capabilities using the STaR chart benchmark. While some areas have seen increases in scores over time, the school remains at the "developing technology" level overall. Key needs identified include designing more classroom technology use, improving staff technology training, clarifying the school's technology vision, and enhancing infrastructure like computer and portable device access. The conclusion is that all four STaR chart areas require development to better support students' technology proficiency.
Technology implementation
The document outlines Nixon-Smiley Middle School's technology implementation plan presented by Anita VanAuken. It discusses applying for E-Rate discounts to access affordable telecommunications, how the technology plan was developed using a survey and goal setting, and lists 5 goals: ensuring access and equity for students, providing staff training, integrating technology into learning, providing community involvement opportunities, and maintaining necessary infrastructure. The plan aims to equip students with 21st century skills through technology integration across all subjects.
Opal
The OPAL Project aims to improve student academic performance through technology-infused instruction and professional development for educators. The project will provide blended professional development for teachers to develop technology-rich, project-based learning units and student e-portfolios. It will also explore online learning opportunities for students. The goals are to improve student performance on state assessments, especially for English language learners and students with disabilities, and provide sustained, high-quality technology training for educators. Participating schools and educators are expected to fully support and collaborate with the project.
Technology Action Plan
This document outlines a technology action plan for Oak Ridge High School. It aims to integrate technology into teaching and learning to enhance student achievement. Key goals are to provide professional development for teachers to effectively use technology, and support the use of technology in the curriculum. Responsibilities are defined for the Instructional Technology Coordinator, Campus Instructional Technologist, and Principal to facilitate achieving the goals of the plan.
OPAL Welcome
The OPAL Project is a 3-year Title II Part D competitive grant that aims to improve student academic performance in core subjects through effective technology integration and professional development for educators. The project will provide blended professional development for teachers to develop project-based learning units and student e-portfolios. It will also explore online learning opportunities for students. The goals are to improve student performance on state exams and provide sustained, high-quality professional development for educators to infuse technology into instruction. Participating schools must work collaboratively with project staff to support the goals of improving instruction with technology.
UpdatedCV
Colette Babe has over 15 years of experience as a Head of Computer Science and Careers, leading departments and managing curriculums. She possesses strong communication, organizational, and problem-solving skills. Her experience includes managing budgets, resources, staff, and external partnerships. She has a proven track record of delivering successful projects on time and within budget, as well as outstanding examination results for students. Colette holds a BA in ICT with European Studies and a PGCE, and has experience in curriculum development, blended learning, e-learning, and training.
STaR Chart -OFE
This document summarizes the Texas STaR Chart assessment for Oak Forest Elementary School for the 2010-2011 school year. It finds weaknesses in teaching and learning, specifically in classroom technology use, implementation of technology TEKS, and online learning. Weaknesses are also identified in educator preparation and development. The summary outlines goals and strategies to address the weaknesses through improved professional development, implementation of technology proficiencies for teachers, and development of a technology implementation timeline guided by TEKS.
Action Plan Powerpoint
This action plan outlines professional development opportunities for teachers to improve instruction and the use of technology in the classroom. Suggestions include collaborating to share best practices, observing other classrooms, and providing online resources for parents. The goal is to create a more student-centered learning environment and meet student performance objectives through differentiated instruction and parental involvement.
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Technology Presentation
- 1. Edinburg High School The Star-Chart Findings
- 2. Star-Stunning Agenda Our technological goal Summary area and trends from 06-09. Causes of deviation Ways to fix it
- 3. Our Technological Goal Our goal is for every teacher serve as a facilitator, mentor and co-and co-learner. Students have on –demand access to all appropriate technologies to complete activities. All technology applications TEKS are met.
- 4. Summary area and trends from 06-09.
- 5. Causes of deviation Edinburg high has taken a downturn in years 07-09. The growth in population has contributed to overcrouded classrooms consequently causing instruction to be tailored to a traditional type of instruction where teacher speaks and students listen.
- 6. Ways to fix it Improving our technological goal for implementing technology in the classroom would require to lower student teacher ratio in the classrooms Providing more professional development for teachers. Focus budget on providing better computer to student ratio.