The document discusses skills needed for 21st century learners and teachers. It identifies 8 key skills for learners: creativity, critical thinking, communication, collaboration, information management, technology use, career/life skills, and cultural awareness. Each skill is further defined by sub-skills. The document also discusses characteristics of 21st century teachers, including being adaptable, visionary, collaborative, risk-taking, lifelong learners, communicators, models, and leaders. It emphasizes the importance of resources, skills, and integrating technology into the curriculum to facilitate 21st century learning.
This document discusses the skills needed for students and teachers in the 21st century. It identifies key skills such as creativity, critical thinking, communication, collaboration, information literacy, media literacy, technology literacy, and cultural awareness. It emphasizes integrating these skills with core academic content through connecting learning to real-world problems, collaboration, project-based learning, and technology use. The 21st century teacher needs to be an adaptor who can adjust curriculum and tools to meet student needs, and a visionary who sees potential in emerging technologies and manipulates them for educational purposes.
Constructivist learning environments (CLEs) emphasize technology-based, meaningful interactions where learners interpret and construct their own understanding based on experiences. Educators must design CLEs that actively engage learners in meaningful projects promoting exploration, experimentation, collaboration and reflection. CLEs support project-based learning and present learners with complex, ill-structured real-world problems that have no single solution, requiring investigation and reasoning to develop their own ideas. Resources in CLEs include information banks, the internet, and tools that support collaboration to help learners solve problems.
1) The role of teachers is changing due to technological advancements like the World Wide Web emerging in the last few decades. Technology is developing exponentially, making devices smaller, faster, and cheaper.
2) Teachers will need to modify their role from solely imparting knowledge to organizing, enabling critical thinking skills, and nurturing collaborative work. This involves using blended learning techniques and online resources.
3) The document discusses potential new roles for teachers, including as a network administrator to help students construct personal learning networks, as a concierge to direct students to additional resources, and as a curator to create learning spaces and guide exploration while acknowledging student autonomy.
David Jonassen is a professor who focuses on constructivist learning environments. His framework involves engaging learners through ill-defined problems in authentic contexts. Instructors should provide related cases, just-in-time information, cognitive tools, collaboration tools, and social support. Learners construct knowledge by modeling performance, receiving coaching, and experiencing scaffolded support through adjusting tasks, restructuring tasks, and alternative assessments. The goal is for learners to actively explore and reflect on their problem-solving experiences.
Transforming Assessment in a Digital Era
Technology context, next generations students, interactions, learning-oriented assessment, new mindsets
The digital futures learning environment provides opportunities to improve the student learning experience through flexibility in time, pace, place, mode of study, teaching approach and forms of assessment.
• Assessment for a digital future needs to place learning at the centre of assessment and reconfigure assessment design so that the learning function is emphasized
• Learning-oriented assessment needs to include: assessment tasks as learning tasks, student involvement in the assessment processes and forward-looking feedback.
• Formative assessment in a digital future incorporates feedback as feed-forward so that students receive feedback that can be acted on to improve learning.
This document discusses educational technology and its roles in learning. It begins with an introduction of the author, Catherine C. Tapales, and defines educational technology as a field concerned with using educational methods and resources to engage learning. It then describes five roles of technology in learning: as tools for knowledge construction, information vehicles for exploring knowledge, context for learning by doing, social medium for conversing, and intellectual partner for reflecting. The document concludes by discussing how technology can augment motivation, encourage collaboration, and support critical and problem solving skills when used effectively in learning.
Distance education is an innovative education system that provides video, audio, and interactive lessons virtually, allowing students to access courses anytime without time limitations. It is student-centered and beneficial for physically disabled learners, though preparing lessons can be difficult for teachers and technical issues may arise. Students are evaluated through weekly self-reflections demonstrating higher-level learning and online presentations applying new knowledge creatively.
The document discusses skills needed for 21st century learners and teachers. It identifies 8 key skills for learners: creativity, critical thinking, communication, collaboration, information management, technology use, career/life skills, and cultural awareness. Each skill is further defined by sub-skills. The document also discusses characteristics of 21st century teachers, including being adaptable, visionary, collaborative, risk-taking, lifelong learners, communicators, models, and leaders. It emphasizes the importance of resources, skills, and integrating technology into the curriculum to facilitate 21st century learning.
This document discusses the skills needed for students and teachers in the 21st century. It identifies key skills such as creativity, critical thinking, communication, collaboration, information literacy, media literacy, technology literacy, and cultural awareness. It emphasizes integrating these skills with core academic content through connecting learning to real-world problems, collaboration, project-based learning, and technology use. The 21st century teacher needs to be an adaptor who can adjust curriculum and tools to meet student needs, and a visionary who sees potential in emerging technologies and manipulates them for educational purposes.
Constructivist learning environments (CLEs) emphasize technology-based, meaningful interactions where learners interpret and construct their own understanding based on experiences. Educators must design CLEs that actively engage learners in meaningful projects promoting exploration, experimentation, collaboration and reflection. CLEs support project-based learning and present learners with complex, ill-structured real-world problems that have no single solution, requiring investigation and reasoning to develop their own ideas. Resources in CLEs include information banks, the internet, and tools that support collaboration to help learners solve problems.
1) The role of teachers is changing due to technological advancements like the World Wide Web emerging in the last few decades. Technology is developing exponentially, making devices smaller, faster, and cheaper.
2) Teachers will need to modify their role from solely imparting knowledge to organizing, enabling critical thinking skills, and nurturing collaborative work. This involves using blended learning techniques and online resources.
3) The document discusses potential new roles for teachers, including as a network administrator to help students construct personal learning networks, as a concierge to direct students to additional resources, and as a curator to create learning spaces and guide exploration while acknowledging student autonomy.
David Jonassen is a professor who focuses on constructivist learning environments. His framework involves engaging learners through ill-defined problems in authentic contexts. Instructors should provide related cases, just-in-time information, cognitive tools, collaboration tools, and social support. Learners construct knowledge by modeling performance, receiving coaching, and experiencing scaffolded support through adjusting tasks, restructuring tasks, and alternative assessments. The goal is for learners to actively explore and reflect on their problem-solving experiences.
Transforming Assessment in a Digital Era
Technology context, next generations students, interactions, learning-oriented assessment, new mindsets
The digital futures learning environment provides opportunities to improve the student learning experience through flexibility in time, pace, place, mode of study, teaching approach and forms of assessment.
• Assessment for a digital future needs to place learning at the centre of assessment and reconfigure assessment design so that the learning function is emphasized
• Learning-oriented assessment needs to include: assessment tasks as learning tasks, student involvement in the assessment processes and forward-looking feedback.
• Formative assessment in a digital future incorporates feedback as feed-forward so that students receive feedback that can be acted on to improve learning.
This document discusses educational technology and its roles in learning. It begins with an introduction of the author, Catherine C. Tapales, and defines educational technology as a field concerned with using educational methods and resources to engage learning. It then describes five roles of technology in learning: as tools for knowledge construction, information vehicles for exploring knowledge, context for learning by doing, social medium for conversing, and intellectual partner for reflecting. The document concludes by discussing how technology can augment motivation, encourage collaboration, and support critical and problem solving skills when used effectively in learning.
Distance education is an innovative education system that provides video, audio, and interactive lessons virtually, allowing students to access courses anytime without time limitations. It is student-centered and beneficial for physically disabled learners, though preparing lessons can be difficult for teachers and technical issues may arise. Students are evaluated through weekly self-reflections demonstrating higher-level learning and online presentations applying new knowledge creatively.
This document discusses the integration of technology resources in education. It begins by stating that technology enhances but does not replace great teachers. It then classifies educational resources as didactic materials, educative resources, and pedagogical-technological resources including printed, manipulative, audiovisual, and interactive materials. The document outlines requirements for selecting resources and a step-by-step process for planning, preparation, and evaluation. It notes the functions of resources as providing information, guiding learning, developing new abilities, and motivating students.
Selection of raw materials Technical skills and knowledge for producing mater...El Sameeha
This document discusses the selection and use of raw materials in the classroom. It begins by explaining that teachers often need to produce their own materials to suit their lessons when commercially available options are too expensive or unavailable. It then provides examples of raw materials like paper, plastic, soil and feathers that can be used. The document outlines various ways raw materials can be utilized, such as for posters, puppets, storybooks and crafts. Both advantages like contextualization and individualization, and disadvantages like lack of organization and quality issues are presented. Specific classroom tools made from raw materials like boards, displays, charts and puppets are also defined.
Portfolio in Educational Technology 1 & 2learedoble
This document discusses educational technology and its role in learning. It defines educational technology as using educational methods and resources to analyze and solve problems in human learning. It notes that technology can be both a "boon" and "bane" to education, as it allows for collaboration but risks students accepting information without verification. The roles of technology in learning are described as serving as a teacher that presents knowledge, and as a partner that students learn with through interaction. Different levels of the cone of experience are explained as representing different degrees of abstraction in learning experiences. The document stresses that as future teachers, engaging students with technology is important for education in the 21st century.
This document discusses non-digital instructional materials and their importance in education. It provides examples of commonly used non-digital materials like writing boards, flip charts, and nature tables. Guidelines for designing effective instructional materials include keeping them simple, legible, and consistent. The document also discusses digital tools in education like laptops, smart boards, and e-readers, and their benefits in enhancing communication, making learning more efficient and eco-friendly. Both non-digital and digital tools are important for teachers in delivering technology-enhanced lessons.
Portfolio in Educational Technology 1 & 2alolorivy
This document outlines the key topics in the author's educational technology portfolio, including an introduction to the student, definitions and roles of educational technology, and how technology can benefit or hinder learning. It discusses how educational technology courses (EdTech 1 and 2) teach students to use instructional media and technology appropriately to engage learners and enhance the learning process. The document suggests that after taking these courses, students will understand how to effectively apply technology in their own learning as 21st century learners.
This portfolio documents Jierlyn Basilisco's learning in the subject of Educational Technology as a third year student studying Home Economics Technology. It demonstrates how the use of technology can help teachers be more effective and engage students in this digital age. As a future educator, this course equipped Jierlyn with the knowledge and skills to integrate technology appropriately in teaching and meet the changing needs of students in the 21st century. The portfolio reflects on the benefits of educational technology for both teachers and learners.
Lesson 1 - Educational technology by: SJ Bulanon, AJ Opinio and M Cervantessarah jean bulanon
The objectives are to define educational technology, how it differs from technology in education, and how it relates to instructional technology, technology integration, and educational media. Educational technology refers to applying inventions and discoveries to satisfy educational needs and involves analyzing and solving problems in human learning. It consists of designs and environments that engage learners through cognitive strategies and critical thinking skills. Educational technology, instructional technology, technology integration, and educational media are all concerned with using technological methods and resources to facilitate the learning process.
This document discusses the meaning of educational technology. It provides several definitions of educational technology from different sources, describing it as the application of technology to solve problems in human learning, as well as a field of study concerned with using educational methods and resources to facilitate learning. Educational technology is also defined as a profession involving the implementation of educational theory and techniques in practical applications. The document also discusses related terms like instructional technology, technology integration, and educational media.
This document provides an overview of educational technology from the perspective of a student. It begins by introducing the student, Christian B. Lucero, and their interest in educational technology. It then defines educational technology as the application of tools and processes to improve teaching and learning. The rest of the document outlines various educational technology concepts like the roles it can play, systematic approaches to teaching, different learning resources and activities, models for experiential learning, and how to make the most of field trips and community resources.
Thirty years ago, cognitive scientists worked separately from educators and classrooms, but now collaborate more directly with teachers, testing theories in real classrooms. As a result of these studies, educational technology shifted from a focus on devices to examining the teaching-learning process. Today the field integrates audiovisual materials and technologies as essential parts of the educational system.
The document outlines the four pillars of education for the 21st century: learning to learn, learning to do, learning to live together, and learning to be. It then discusses five elements for using technology in education: motivation, unique instructional capabilities, linking learners to information and progress, support for new instructional approaches, and required skills for an informative age. Specifically, technology can motivate learners, enable problem visualization, track learner progress, support cooperative and problem-based learning, and increase teacher productivity.
An introduction to instructional technology and its use in educational techno...Malik Sajjad Ahmad Awan
Teacher education involves directing trainee teachers in the teaching and learning process to equip them with necessary skills and knowledge to perform their duties effectively in the classroom. It refers to policies and procedures designed to do so. Educational technology is the application of theory, technology, and psychology to achieve educational goals and enhance individual learning, while instructional technology refers specifically to the technological tools used for teaching and learning.
The document then covers several key topics:
1. It defines educational technology as using technology and media to analyze and solve learning problems.
2. It discusses how technology can be integrated into teaching and learning in both traditional and constructivist ways. This includes using computers as tutors, teachers' tools, and for cooperative learning.
3. It explains how the student has learned about instructional media and its effective use through educational technology courses. This will allow future as
This document discusses Universal Design for Learning (UDL) and how technology can support its three principles of multiple means of representation, action and expression, and engagement. It provides examples of how technology can provide alternative ways for students to acquire knowledge, demonstrate what they know, and increase motivation by tapping into their interests. It also discusses how UDL aims to accommodate all learner differences and how the US National Education Technology Plan incorporates UDL principles.
This document outlines Jeracel E. Superales' portfolio in educational technology. It begins with an introduction of Jeracel, who is a 19-year-old third year student studying elementary education. It then discusses key topics like the roles of educational technology in learning, how technology can be both a boon and bane, and the roles technology plays in supporting knowledge construction, acting as an information vehicle, context for learning, and social media. Jeracel discusses learning through educational technology courses and emphasizes that as a future teacher, they must engage students with technology, which can be an essential tool for teaching when implemented well.
Constructivism and Educational TechnologyRandy Rodgers
The document discusses constructivism and how educational technologies can support a constructivist approach to learning. It analyzes the educational philosophies of Jerome Bruner, John Dewey, and Lev Vygotsky in terms of their principles regarding constructivism. The document proposes a professional development program for educators that blends constructivism with technology integration based on the theories of these educators. It suggests workshops could demonstrate how technologies like weblogs can be instructional tools when incorporated through a constructivist framework.
This document is a topic outline from a third year Bachelor of Elementary Education student at Cebu Technological University-Moalboal Campus. It outlines the following topics: the student, educational technology, technology as boon or bane, the roles of educational technology in learning, learning through EdTech 1 and EdTech 2, and the student after EdTech. It provides brief definitions and descriptions of these topics, with a focus on how technology can enhance learning when used properly but can also be detrimental when misused.
Portfolio in Educational Technology 1&2siendojudylyn
This document outlines Judylyn L. Siendo's portfolio in educational technology. It discusses key topics like the role of students, definitions of educational technology, technology as both a boon and bane, the various roles of technology in learning from both traditional and constructivist perspectives, and Judylyn's experiences learning about educational technology through two courses. The portfolio demonstrates Judylyn's understanding of how information and communication technologies have changed learning and how educational technology can be an essential tool for teachers to engage 21st century students, if implemented properly.
This document discusses Antoinette Domosmog, a 19-year-old student studying Bachelor of Education at Cebu Technological University. It defines educational technology as involving people, procedures, ideas, devices and organization to analyze and solve problems in human learning. Educational technology can be used traditionally to deliver instruction or constructively as a partner in the learning process. When used effectively, technology can increase motivation, encourage collaboration, and support critical and problem solving skills. The document also discusses systematic approaches to teaching, Edgar Dale's Cone of Experiences, and learning theories like constructivism, generative learning, and discovery learning. Antoinette learns that technology has an important role for students and teachers but must be used carefully to
The document discusses the skills needed for 21st century learners and teachers. It outlines 8 key skills for digital learners: creativity and innovation, critical thinking and problem solving, communication, collaboration, information management, effective use of technology, career and life skills, and cultural awareness. It also describes 8 roles for 21st century teachers: the adaptor, visionary, collaborator, risk taker, learner, communicator, model, and leader. Teachers must leverage new technologies, embrace different learning styles, and model lifelong learning to develop students' skills for a digital world.
The document discusses the skills needed for 21st century learners and educators in the digital age. It identifies common skills like critical thinking, problem solving, collaboration, and digital literacy. Specific skills mentioned include creativity, innovation, reasoning effectively, communicating clearly, accessing and analyzing information from multiple sources, and cultural competence. The document also lists characteristics important for 21st century educators, such as being adaptable, visionary, collaborative risk-takers and learners. It emphasizes the role of information and communication technologies in facilitating 21st century learning.
This document discusses the integration of technology resources in education. It begins by stating that technology enhances but does not replace great teachers. It then classifies educational resources as didactic materials, educative resources, and pedagogical-technological resources including printed, manipulative, audiovisual, and interactive materials. The document outlines requirements for selecting resources and a step-by-step process for planning, preparation, and evaluation. It notes the functions of resources as providing information, guiding learning, developing new abilities, and motivating students.
Selection of raw materials Technical skills and knowledge for producing mater...El Sameeha
This document discusses the selection and use of raw materials in the classroom. It begins by explaining that teachers often need to produce their own materials to suit their lessons when commercially available options are too expensive or unavailable. It then provides examples of raw materials like paper, plastic, soil and feathers that can be used. The document outlines various ways raw materials can be utilized, such as for posters, puppets, storybooks and crafts. Both advantages like contextualization and individualization, and disadvantages like lack of organization and quality issues are presented. Specific classroom tools made from raw materials like boards, displays, charts and puppets are also defined.
Portfolio in Educational Technology 1 & 2learedoble
This document discusses educational technology and its role in learning. It defines educational technology as using educational methods and resources to analyze and solve problems in human learning. It notes that technology can be both a "boon" and "bane" to education, as it allows for collaboration but risks students accepting information without verification. The roles of technology in learning are described as serving as a teacher that presents knowledge, and as a partner that students learn with through interaction. Different levels of the cone of experience are explained as representing different degrees of abstraction in learning experiences. The document stresses that as future teachers, engaging students with technology is important for education in the 21st century.
This document discusses non-digital instructional materials and their importance in education. It provides examples of commonly used non-digital materials like writing boards, flip charts, and nature tables. Guidelines for designing effective instructional materials include keeping them simple, legible, and consistent. The document also discusses digital tools in education like laptops, smart boards, and e-readers, and their benefits in enhancing communication, making learning more efficient and eco-friendly. Both non-digital and digital tools are important for teachers in delivering technology-enhanced lessons.
Portfolio in Educational Technology 1 & 2alolorivy
This document outlines the key topics in the author's educational technology portfolio, including an introduction to the student, definitions and roles of educational technology, and how technology can benefit or hinder learning. It discusses how educational technology courses (EdTech 1 and 2) teach students to use instructional media and technology appropriately to engage learners and enhance the learning process. The document suggests that after taking these courses, students will understand how to effectively apply technology in their own learning as 21st century learners.
This portfolio documents Jierlyn Basilisco's learning in the subject of Educational Technology as a third year student studying Home Economics Technology. It demonstrates how the use of technology can help teachers be more effective and engage students in this digital age. As a future educator, this course equipped Jierlyn with the knowledge and skills to integrate technology appropriately in teaching and meet the changing needs of students in the 21st century. The portfolio reflects on the benefits of educational technology for both teachers and learners.
Lesson 1 - Educational technology by: SJ Bulanon, AJ Opinio and M Cervantessarah jean bulanon
The objectives are to define educational technology, how it differs from technology in education, and how it relates to instructional technology, technology integration, and educational media. Educational technology refers to applying inventions and discoveries to satisfy educational needs and involves analyzing and solving problems in human learning. It consists of designs and environments that engage learners through cognitive strategies and critical thinking skills. Educational technology, instructional technology, technology integration, and educational media are all concerned with using technological methods and resources to facilitate the learning process.
This document discusses the meaning of educational technology. It provides several definitions of educational technology from different sources, describing it as the application of technology to solve problems in human learning, as well as a field of study concerned with using educational methods and resources to facilitate learning. Educational technology is also defined as a profession involving the implementation of educational theory and techniques in practical applications. The document also discusses related terms like instructional technology, technology integration, and educational media.
This document provides an overview of educational technology from the perspective of a student. It begins by introducing the student, Christian B. Lucero, and their interest in educational technology. It then defines educational technology as the application of tools and processes to improve teaching and learning. The rest of the document outlines various educational technology concepts like the roles it can play, systematic approaches to teaching, different learning resources and activities, models for experiential learning, and how to make the most of field trips and community resources.
Thirty years ago, cognitive scientists worked separately from educators and classrooms, but now collaborate more directly with teachers, testing theories in real classrooms. As a result of these studies, educational technology shifted from a focus on devices to examining the teaching-learning process. Today the field integrates audiovisual materials and technologies as essential parts of the educational system.
The document outlines the four pillars of education for the 21st century: learning to learn, learning to do, learning to live together, and learning to be. It then discusses five elements for using technology in education: motivation, unique instructional capabilities, linking learners to information and progress, support for new instructional approaches, and required skills for an informative age. Specifically, technology can motivate learners, enable problem visualization, track learner progress, support cooperative and problem-based learning, and increase teacher productivity.
An introduction to instructional technology and its use in educational techno...Malik Sajjad Ahmad Awan
Teacher education involves directing trainee teachers in the teaching and learning process to equip them with necessary skills and knowledge to perform their duties effectively in the classroom. It refers to policies and procedures designed to do so. Educational technology is the application of theory, technology, and psychology to achieve educational goals and enhance individual learning, while instructional technology refers specifically to the technological tools used for teaching and learning.
The document then covers several key topics:
1. It defines educational technology as using technology and media to analyze and solve learning problems.
2. It discusses how technology can be integrated into teaching and learning in both traditional and constructivist ways. This includes using computers as tutors, teachers' tools, and for cooperative learning.
3. It explains how the student has learned about instructional media and its effective use through educational technology courses. This will allow future as
This document discusses Universal Design for Learning (UDL) and how technology can support its three principles of multiple means of representation, action and expression, and engagement. It provides examples of how technology can provide alternative ways for students to acquire knowledge, demonstrate what they know, and increase motivation by tapping into their interests. It also discusses how UDL aims to accommodate all learner differences and how the US National Education Technology Plan incorporates UDL principles.
This document outlines Jeracel E. Superales' portfolio in educational technology. It begins with an introduction of Jeracel, who is a 19-year-old third year student studying elementary education. It then discusses key topics like the roles of educational technology in learning, how technology can be both a boon and bane, and the roles technology plays in supporting knowledge construction, acting as an information vehicle, context for learning, and social media. Jeracel discusses learning through educational technology courses and emphasizes that as a future teacher, they must engage students with technology, which can be an essential tool for teaching when implemented well.
Constructivism and Educational TechnologyRandy Rodgers
The document discusses constructivism and how educational technologies can support a constructivist approach to learning. It analyzes the educational philosophies of Jerome Bruner, John Dewey, and Lev Vygotsky in terms of their principles regarding constructivism. The document proposes a professional development program for educators that blends constructivism with technology integration based on the theories of these educators. It suggests workshops could demonstrate how technologies like weblogs can be instructional tools when incorporated through a constructivist framework.
This document is a topic outline from a third year Bachelor of Elementary Education student at Cebu Technological University-Moalboal Campus. It outlines the following topics: the student, educational technology, technology as boon or bane, the roles of educational technology in learning, learning through EdTech 1 and EdTech 2, and the student after EdTech. It provides brief definitions and descriptions of these topics, with a focus on how technology can enhance learning when used properly but can also be detrimental when misused.
Portfolio in Educational Technology 1&2siendojudylyn
This document outlines Judylyn L. Siendo's portfolio in educational technology. It discusses key topics like the role of students, definitions of educational technology, technology as both a boon and bane, the various roles of technology in learning from both traditional and constructivist perspectives, and Judylyn's experiences learning about educational technology through two courses. The portfolio demonstrates Judylyn's understanding of how information and communication technologies have changed learning and how educational technology can be an essential tool for teachers to engage 21st century students, if implemented properly.
This document discusses Antoinette Domosmog, a 19-year-old student studying Bachelor of Education at Cebu Technological University. It defines educational technology as involving people, procedures, ideas, devices and organization to analyze and solve problems in human learning. Educational technology can be used traditionally to deliver instruction or constructively as a partner in the learning process. When used effectively, technology can increase motivation, encourage collaboration, and support critical and problem solving skills. The document also discusses systematic approaches to teaching, Edgar Dale's Cone of Experiences, and learning theories like constructivism, generative learning, and discovery learning. Antoinette learns that technology has an important role for students and teachers but must be used carefully to
The document discusses the skills needed for 21st century learners and teachers. It outlines 8 key skills for digital learners: creativity and innovation, critical thinking and problem solving, communication, collaboration, information management, effective use of technology, career and life skills, and cultural awareness. It also describes 8 roles for 21st century teachers: the adaptor, visionary, collaborator, risk taker, learner, communicator, model, and leader. Teachers must leverage new technologies, embrace different learning styles, and model lifelong learning to develop students' skills for a digital world.
The document discusses the skills needed for 21st century learners and educators in the digital age. It identifies common skills like critical thinking, problem solving, collaboration, and digital literacy. Specific skills mentioned include creativity, innovation, reasoning effectively, communicating clearly, accessing and analyzing information from multiple sources, and cultural competence. The document also lists characteristics important for 21st century educators, such as being adaptable, visionary, collaborative risk-takers and learners. It emphasizes the role of information and communication technologies in facilitating 21st century learning.
The document discusses the skills needed for success in the 21st century, known as 21st century skills. It identifies 8 key skills: creativity and innovation, critical thinking and problem solving, communication, collaboration, information management, effective use of technology, career and life skills, and cultural awareness. Each skill is further broken down into sub-skills. The document also discusses how instruction needs to change to develop these skills in students, including incorporating project-based learning, technology, collaboration, and real-world applications. Finally, it outlines the characteristics of an effective 21st century teacher, such as being an adaptor, visionary, collaborator, risk-taker, learner, communicator, model, and leader.
educ2d- 21st century digital learner and teacherzvaldrey
This document discusses the skills needed for 21st century learners and educators. It identifies common 21st century skills like creativity, critical thinking, communication, collaboration, and technology literacy. It emphasizes that the 21st century teacher must adapt their teaching style to different learning styles and emerging technologies. They should act as facilitators, encourage risk-taking, and model behaviors like reflection, tolerance and global awareness. Resources, skills, and having an adaptive, integrated curriculum are also important factors for educators to effectively teach 21st century skills.
The 21st century digital learners and teachersJeffrey Arong
The document discusses the skills and characteristics needed for 21st century learners and educators. It outlines that 21st century learners need skills like critical thinking, creativity, communication, collaboration, and technology literacy. Educators need to develop these same skills in students through project-based learning, technology integration, collaboration, and ensuring learning connects to students' lives. The document also states that 21st century teachers must be leaders, communicators, learners, collaborators and models who adapt instruction and continue learning themselves to prepare students for future success.
Vitamin C provides several important health benefits. It boosts immunity and helps fight infections like the common cold. Vitamin C is also an antioxidant that protects the body from oxidative stress and helps heal skin wrinkles and eye diseases. Some key benefits include improving immunity, acting as an antioxidant, helping blood vessel function, aiding weight loss, reducing stress, and potentially helping with asthma symptoms. Regular vitamin C consumption can enhance health and lifespan.
The document discusses the skills needed for 21st century learners and teachers. It identifies 8 key skills for digital learners: creativity, critical thinking, communication, collaboration, information management, technology use, career/life skills, and cultural awareness. It then discusses 7 characteristics of 21st century teachers: they must be adaptable, visionary, collaborators, risk-takers, lifelong learners, strong communicators, and models for students. The teacher must help students develop skills like problem solving and innovation while also developing these skills themselves to meet the needs of digital education.
The document discusses the skills needed for 21st century learners and teachers. It outlines 8 common skills for digital learners, including creativity, critical thinking, communication, collaboration, and technology use. It also describes how teachers should integrate these skills into content areas through real-world projects, collaboration, technology, and assessments. Finally, it lists 8 characteristics of 21st century teachers, such as being adaptable, visionary, a collaborator, risk-taker, learner, communicator, model, and leader.
The document discusses the skills needed for 21st century learners and teachers in a digital age. It outlines 8 common skills for learners: creativity, critical thinking, communication, collaboration, information management, technology use, career/life skills, and cultural awareness. Each skill is further defined by components like thinking creatively, solving problems effectively, and using media literacy. The document also describes 8 characteristics of 21st century teachers: being adaptable, visionary, collaborative, risk-taking, lifelong learners, good communicators, role models, and leaders. Teachers must leverage new technologies, learn from students, and continue developing their skills to meet the needs of learners in a digital world.
The document discusses the skills needed for the 21st century. It notes that the digital age has led to unprecedented growth in technology and information. Several studies have identified key life, career and learning skills needed for success in this environment. These include skills like critical thinking, communication, collaboration, accessing and evaluating information, and being able to use technology effectively. The document outlines these skills in more detail and discusses how instruction should incorporate things like real-world applications, deeper understanding, technology, and project/problem-based learning to help students develop these abilities. It also discusses the characteristics expected of 21st century teachers, such as adapting to new tools, understanding different learning styles, taking risks, and modeling behaviors for students.
The document outlines the skills and characteristics of 21st century learners and teachers. 21st century learners are able to think creatively, critically, communicate effectively, and collaborate. They can solve problems, be self-directed learners, and use technology efficiently. 21st century teachers must adapt to changing technologies and learning styles. They act as visionaries who leverage tools like blogs and wikis to engage students. Above all, 21st century teachers model behaviors for their students like tolerance, reflection, and global awareness.
The document outlines the skills and characteristics of 21st century learners and teachers. 21st century learners are able to think creatively, critically, communicate effectively, and collaborate. They can solve problems, be self-directed learners, and use technology efficiently. 21st century teachers must adapt to changing technologies and learning styles. They act as visionaries who leverage tools like blogs and wikis to engage students. Above all, 21st century teachers model behaviors for their students like tolerance, reflection, and global awareness.
The document discusses the skills and qualities needed for 21st century educators. It states that educators must be adaptable in order to modify technologies for different age groups and learning situations. They also need vision to see the potential in emerging tools and technologies and apply them creatively for education. Furthermore, educators should collaborate using online tools to enhance learning. They must take risks by trying new approaches and learning from students. Most importantly, educators must model lifelong learning for their students.
The document discusses digital learners and 21st century teachers. It defines digital learners as today's students who have grown up in a digital age and expect learning to be interactive. It outlines key 21st century skills needed for success, including creativity, critical thinking, communication, collaboration, and cultural awareness. It also discusses how instruction should change to develop these skills through application, connections, and participation. Finally, it describes characteristics of 21st century teachers, identifying them as adapters, visionaries, collaborators, risk-takers, learners, communicators, models, and leaders who champion new technologies and model behaviors for students.
The document discusses the skills needed for 21st century learners and educators. It identifies key skills for learners like creativity, critical thinking, communication, collaboration and use of technology. It also outlines characteristics needed for educators to be effective in the digital age, including being adaptable to changing technologies, envisioning new possibilities, taking risks, lifelong learning, and modeling desired behaviors for students. Educators must leverage collaborative tools, absorb new experiences, and keep instruction relevant in order to develop these skills in students.
This document outlines the common skills needed for 21st century digital learners and teachers. It identifies 8 key skills for digital teachers: being adaptable to changing technologies, having a vision for how technologies can enhance learning, collaborating with others, taking risks with new approaches, continuously learning, clear communication, modeling desired digital behaviors for students, and providing leadership. The document also lists 10 essential skills for digital learners, including critical thinking, problem solving, communication, collaboration, managing information, using technology effectively, and developing career and life skills.
The document describes the skills needed for 21st century learners and how to teach them. It outlines 8 skills including creative and innovative thinking, critical thinking and problem solving, communication, collaboration, information management, career/life skills, cultural awareness, and technology literacy. It emphasizes teaching these skills through real-world connections, collaboration, project-based learning, and technology integration. The 21st century teacher is described as an adaptor, visionary, collaborator, risk-taker, learner, communicator, model, and leader who understands different learning styles and leverages technology to engage and prepare students.
The 21st century digital learner and Integrating 21st Century SkillsLilibeth Re
The document discusses the skills needed for the 21st century learner. It identifies 8 common skills across studies: creativity/innovation, critical thinking/problem solving, communication, collaboration, information management, technology use, career/life skills, and cultural awareness. It also discusses integrating these skills into core content areas through connecting to real-world problems, emphasizing deep understanding, using metacognition, technology, student creation, complex problem-solving, collaboration, self-directed learning, and cross-curricular connections. Instruction should incorporate varied learning, appropriate technology, project/problem-based learning, assessments, and collaborative environments both within and beyond the classroom.
The document discusses 21st century skills and how instruction should change to help students develop these skills. It describes the skills, which include creativity, critical thinking, communication, collaboration, and information and media literacy. It recommends instruction incorporate a variety of learning activities, technology tools, project-based learning, cross-curricular connections, student-led investigations, collaborative environments, visualizations, and frequent formative assessments. The goal is to help students develop skills needed to function effectively in society and the workplace.
This document discusses the benefits of using technology in education. It outlines how technology can improve communication, instruction, and efficiency. It also allows students to learn at their own pace. The document discusses how technology can be used as a productivity tool to manage materials, present information, and provide feedback. It emphasizes that technology should be used to help students become producers, not just consumers, through constructivist learning where they learn by doing. The document provides examples of how students can use technology to demonstrate creativity, communicate and collaborate, conduct research, think critically, and become good digital citizens. It stresses the importance of teaching students technology operations and concepts.
Educational technology is the development and use of systems and tools to improve the learning process. It involves organized efforts to implement educational theories and techniques through practical applications of technology. The 21st century digital learner needs skills like creativity, critical thinking, communication, collaboration, managing information, using technology effectively, developing career and life skills, and cultural awareness. The 21st century teacher must adapt to changing learning environments, take risks, collaborate, be a lifelong learner, model behaviors, communicate effectively using tools and technologies, and provide leadership.
The document discusses the skills needed for the 21st century, including creativity, critical thinking, communication, collaboration, information management, technology use, career/life skills, and cultural awareness. It emphasizes integrating these skills with core content through authentic projects, collaboration, metacognition, technology use, problem-solving, and developing self-directed learners. To prepare students, instruction should incorporate varied activities, technology, project-based learning, cross-curricular connections, inquiry, collaborative environments, and visualization.
The document discusses the skills needed for the 21st century learner and describes how instruction should change to prepare students. It identifies 8 key skills: creativity, critical thinking, communication, collaboration, information management, technology use, career/life skills, and cultural awareness. Instruction should incorporate real-world problems, deep understanding, collaboration, visualization, formative assessment, and technology integration. The 21st century teacher is described as an adaptor, visionary, collaborator, risk-taker, learner, communicator, model, and leader who facilitates learning with resources, skills, and curriculum focused on 21st century skills.
1. The document discusses the skills needed for students and teachers in the 21st century, including creativity, critical thinking, communication, collaboration, and technology literacy.
2. It outlines characteristics expected of 21st century teachers, including being adaptable to new technologies, taking risks, collaborating with others, and continuing to learn and model lifelong learning.
3. 21st century teachers should incorporate a variety of learning activities using technology, project-based learning, collaboration, and frequent assessments to meet the needs of today's digital learners.
This document discusses the skills and characteristics needed for 21st century learners and educators. It identifies key skills like creativity, critical thinking, communication, collaboration and information literacy. It emphasizes the need for educators to adapt instruction, integrate technology, use project-based learning and focus on real-world applications. Successful 21st century educators adopt new technologies, have a vision for their potential, collaborate with others, take risks, engage in lifelong learning, communicate effectively and model desired behaviors. They facilitate 21st century learning by ensuring access to resources, developing their own and students' skills, and designing dynamic, student-centric curricula that integrate technology meaningfully.
This document discusses the skills needed for the 21st century learner. It identifies 8 common skills across studies: creativity/innovation, critical thinking/problem solving, communication, collaboration, information management, technology use, career/life skills, and cultural awareness. Each skill is further defined by specific abilities. The document also discusses how instruction needs to change to develop these skills through cross-curricular projects, collaboration, and varied learning. Qualities of 21st century teachers are identified as adaptable, visionary, collaborative risk-takers who continue learning and model behaviors for students through communication, leadership, and facilitating 21st century learning through appropriate resources, skills, and curriculum.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
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.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
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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Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
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.
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.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
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.
Pride Month Slides 2024 David Douglas School District
The 21st century digital learner
1. The 21st Century Digital Learner
Prepared by: Reychelle Grace L. Maglasang
2. What is Digital Age?
• Also called as the
information age
• defined as the time
period starting in the
1970s with the
introduction of the
personal computer with
subsequent technology
introduced providing the
ability to transfer
information freely and
quickly.
3. What is Digital Learning?
Digital Learning is
learning facilitated by
technology that gives
students some
element of control
over time, place, path
and/or pace.
4. Time
Learning is no longer restricted to the school
day or the school year. The Internet and a
proliferation of Internet access devices have
given students the ability to learn anytime.
5. Place
Learning is no longer restricted within the walls of a
classroom. The Internet and a proliferation of Internet
access devices have given students the ability to learn
anywhere and everywhere.
6. Path
Learning is no longer restricted to
the pedagogy used by the
teacher. Interactive and
adaptive software allows
students to learn in their own
style, making learning personal
and engaging. New learning
technologies provide real-time
data that gives teachers the
information they need to adjust
instruction to meet the unique
needs of each student.
7. Pace
Learning is no longer
restricted to the pace of
an entire classroom of
students. Interactive and
adaptive software allows
students to learn at their
own pace, spending
more or less time on
lessons or subjects to
achieve the same level
of learning.
8. While there are some differences in
how the skills are categorized or
interpreted, there are also may
commonalities. Common skills across
most the studies include:
9. 1. Creativity and Innovation
• Using knowledge
and understanding
to create new
ways of thinking in
order to find
solutions to new
problems and to
create new
products and
services.
10. Think Creatively
• Use a wide range of idea creation techniques (such as
brainstorming)
• Create new and worthwhile ideas (both incremental and radical
concepts)
• Elaborate, refine, analyze, and evaluate ideas in order to
improve and maximize creative efforts
• Demonstrate imagination and curiosity
11. Work Creatively with Others
• Develop. Implement, and
communicate new ideas to
others effectively
• Be open and responsive to new
and diverse perspectives;
incorporate group input and
feedback into the work
• Demonstrate originally and
inventiveness in work and
understand the real world limits
to adopting new ideas
• View failure as an opportunity to
learn; understand that creativity
an innovation is a long-term,
cyclical process of small success
and frequent mistakes
12. Implement Innovations
• Act on creative ideas to make a tangible and useful
contribution to the field in which the innovation will
occur
13. 2. Critical Thinking and Problem
Solving
• Applying higher order thinking to new problems
and issues, using appropriate reasoning as they
effectively analyze the problem and make
decisions about the most effective ways to solve
the problem.
14. Reason Effectively
• Use various types of
reasoning (e.g., inductive,
deductive, etc.) as
appropriate to the situation
Use systems Thinking
• Analyze how parts of a whole
interact with each other to
produce overall outcomes in
complex systems
15. Make Judgements and Decisions
• Effectively analyze and evaluate evidence, arguments,
claims and beliefs
• Analyze and evaluate major alternative points of view
• Synthesize and make connections between information and
arguments
• Interpret information and draw conclusions based on the
best analysis
• Reflect critically on learning experiences and processes
16. Solve Problems
• Solve different kinds of non-familiar problems on
both conventional and innovative ways
• Identify and ask significant questions that clarify
various points of view and lead to better solutions
17. 3. Communication
• Communicating effectively in a wide variety of
forms and contexts for a wide range of purposes
and using multiple media and technologies.
18. Communicate Clearly
• Articulate thoughts and ideas effectively using oral, written, and
nonverbal communication skills in a variety of forms and context
• Listen effectively to decipher meaning, including knowledge,
values, attitudes, and intentions
• Use communication for a range of purposes (e.g., to inform,
instruct, motivate, and persuade) and in diverse environments
(including multi-lingual)
Utilize multiple media and technologies, and know how to judge their
effectiveness a priori as well as assess their impact
19. 4. Collaboration
• Working with others
respectfully and
effectively to
create, use and
share knowledge,
solutions and
innovations.
20. Collaborate with Others
• Demonstrate ability to work effectively and respectfully with
diverse teams
• Exercise flexibility and willingness to be helpful in making
necessary compromises to accomplish a common goal
Assume shared responsibility for collaborative work, and value
the individual contributions made by each team member.
21. 5. Information Management
• Accessing, analyzing, synthesizing, creating and sharing
information from multiple sources.
6. Effective Use of Technology
• Creating the capacity to identify and use technology
efficiently, effectively and ethically as a toll to access,
organize, evaluate and share information.
22. 7. Career and Life Skills
• Developing skills for becoming self-directed, independent
learners and workers who can adapt to change, manage
projects, take responsibility for their work, lead others and
produce results.
8. Cultural Awareness
• Developing cultural competence in working with others by
recognizing and respecting cultural differences and work with
others from a wide range of cultural and social backgrounds.
24. Information Literacy
Access and Evaluate Information
• Access information efficiently (time) and effectively
(sources)
• Evaluate information critically and competently
Use and Manage Information
• Use information accurately and creatively for the issue or
problem at hand
• Manage the flow of information from a wide variety of
sources
• Apply a fundamental understanding of the ethical/legal
issues surrounding the access and use of information
25. Media Literacy
Analyze Media
• Understand both how and why
media messages are constructed
and for what purposes
• Examine how individuals
interpret messages differently,
how values and points of view
are included or excluded, and
how media can influence beliefs
and behaviours
• Apply a fundamental
understanding of the ethical/legal
issues surrounding the access
and use of media
Create Media
Products
• Understand and utilize the
most appropriate media
creation tools,
characteristics, and
conventions
• Understand and effectively
utilize the most appropriate
expressions and
interpretations in diverse,
multi-cultural environments
27. Apply Technology Effectively
• Use technology as a tool to research, organize, evaluate, and
communicate information
• Use digital technologies (e.g., computers, PDAs, media players,
GPS, etc.), communication/networking tools, and social networks
appropriately to access, manage, integrate, evaluate, and create
information to successfully function in a knowledge economy
• Apply a fundamental understanding of the ethical/legal issues
surrounding the access and use of information technologies
29. To meet the demands of the Digital
Education, the 21st Century Educator
should acquire the following
characteristics:
30. 1. The Adaptor
The 21st Century teacher is an
adaptor. Harnessed as we are
to an assessment focused
education model the 21st
Century Educator must be
able to adapt the curriculum
and the requirements to teach
to the curriculum in
imaginative ways.
• .
• They must be able to adapt
software and hardware
designed for business model
into tools utilized by a variety
of age groups and abilities.
• They must also be able to
adapt a dynamic teaching
experience . When it all goes
wrong in the middle of a
class, when the technologies
fail, the show must go on.
• As an educator, they must
understand and apply
different learning styles. They
must also be able to adapt
our teaching style to be
inclusive of different modes of
learning
31. 2. The Visionary
Imagination, a key component of
adaptability, is a crucial
component of the educator of
today and tomorrow.
• They must see the potential in the
emerging tools and web
technologies, grasp these and
manipulate them to serve their
needs. If we look at the
technologies we currently see
emerging, how many are
developed for education?
• The visionary teacher can look at
other’s ideas and envisage how
they would use these in their
class.
• The visionary also looks across
the disciplines and through the
curricula. They can make links
that reinforce and value learning
in other areas, and leverage other
fields to reinforce their own
teaching and the learning of their
students.
32. 3. The Collaborator
• Ning, Blogger, Wikispaces, Bebo, MSN, MySpace, Second
life – as an educator we must be able to leverage these
collaborative tools to enhance and captivate our learners.
We too must be collaborators; sharing, contributing,
adapting, and inventing.
33. 4. The Risk Taker
How can you as an educator
know all these things? How
can you teach them how to
use them? There are so
many, so much to learn.
• A 21st Century Educator must
take risks and some times
surrender yourself to the
students knowledge
• Have a vision of what you
want and what the technology
can achieve, identify the goals
and facilitate the learning.
• Use the strengths of the digital
natives to understand and
navigate new products, have the
students teach each other.
• The learning pyramid shows that
the highest retention of
knowledge comes from teaching
others. Trust your students.
34. 5. The Learner
• We expect our students to be life long learners. How many
schools have the phrase “life long learners” in their mission
statements and objectives. We too must continue to absorb
new possibilities and experiences. We must endeavour to
stay current. The 21st Century teacher or educator must
learn and adapt.
35. 6. The Communicator
• The 21st Century teachers are fluent in tools and
technologies that enable communication and collaboration.
They know how to use different media in communication. It
allows students to be able to express their insights and
share their thoughts in a topic or any issues that concern
them.
36. 7. The Model
• The Digital Teacher must model the
behaviours that are expected from their
students. Today and tomorrow more so,
there is an expectation that teachers will
teach values.
• The Educators are often the most
consistent part of our student life.
Teachers will see the students more
often than their parents.
• The 21st Century Educator also models
reflective practice, whether it’s the quite,
personal inspection of their teaching and
learning, or through reflective practice
via blogs, twitter and other medium,
these educators look both inwards and
outwards.
37. These teachers also model a number of other characteristics.
These are not necessarily associated with ICT or the
curriculum, but are of equal importance. They model:
• Tolerance
• Acceptance
• A wider view than just their curricula areas
• Global awareness
• Reflection
38. 8. The Leader
• Leadership, like clear goals and objectives
is crucial to the success or failure of any
project.
39. “Technology is just a tool. In
terms of getting the kids
working together and
motivating them, the teacher is
most important.” – Bill Gates