The Missing Piece
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Teachers feel they lack sufficient training on technology integration and ideas for what tools to use. They view integrating technology as too complicated, especially for core subjects, and believe it cannot be applied to all subjects. The document provides advice to start with simple integrations and work up to more complex uses. It argues that technology integration is necessary to prepare students for the future and provides ways to integrate it at both basic and more complex levels.
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PowerPoint can be used effectively in English language teaching for initial teaching, practice and drills, games, and reviewing concepts. It allows teachers to create colorful presentations with text and images that can be modified and reused. PowerPoint presentations engage students visually and appeal to different learning styles. However, teachers need to be careful not to include too much text or images on slides and always have a backup plan in case of technical issues. Overall, PowerPoint is a useful tool that can enhance classroom instruction when used appropriately.
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Drill
The document defines drill as the structured, repetitive review of previously learned concepts to reach a predetermined level of mastery. It identifies the key components of drill as selecting an item, displaying it, getting a response, judging the response, and providing feedback. The document discusses how drill can be useful for memorization and replacing worksheets but may not encourage understanding. It provides the example of Casino Vérité Blackjack V5 software as an illustration of drill.
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Computer as tutor
The document discusses the role of computers in education as tutors through computer-assisted instruction (CAI). It describes how CAI can be used for drill-and-practice exercises to reinforce learning, as well as for simulations, instructional games, and problem-solving software. The computer plays the role of tutor but does not replace the teacher, who remains responsible for planning lessons, evaluating students, and facilitating learning. When integrated effectively into lessons, CAI has the potential to enhance students' thinking and collaboration skills.
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This document summarizes and reviews 10 popular educational apps for K-12 students. It provides brief descriptions of each app, highlighting their key features and educational benefits. The apps cover a range of subjects from reading and literacy, to math, science, and other core subjects. Many apps provide practice and instruction tailored to individual students' levels, with immediate feedback to support independent learning. Teachers are also able to assign content, monitor progress, and use the apps to supplement in-class learning.
Tpack
TPACK stands for technological pedagogical content knowledge, and is what all teachers are supposed to work towards in the classroom. When broken down, content knowledge means knowing the necessary information in a particular subject, pedagogical knowledge means knowing how to teach this information to students, and technological knowledge means knowing how to effectively incorporate technology into a lesson plan.
It is important for every teacher to understand the concepts of TPACK, because our world is becoming more and more technologically advanced. Students are used to having technology in their daily lives and the constant stimulation they provide. For this reason, it would be unwise for a teacher to completely ignore technology or leave it out of the classroom. Technology is becoming an imperative aspect of classroom learning. However, technology must be used wisely and purposefully. It should only be incorporated into a lesson plan if it will enhance the students’ learning.
This leads to an important aspect of TPACK: it is not only about technology. First and foremost, a teacher should know the subject they are teaching and how to teach it. Technology does not replace pedagogical or content knowledge, but rather adds another dimension to it. Arguably, the most effective teachers will be the ones that understand and use the concepts of TPACK in the classroom. I, as a future teacher, have a responsibility to my students and my school to be that effective teacher, who knows how to provide students with an excellent education in the 21st century.
Tpack edu 210
This document is a reflection from a student on their TPACK (Technological Pedagogical Content Knowledge) development throughout a course. In the beginning, the student felt most knowledgeable about technology but least knowledgeable about pedagogy. By the end of the course, the student's knowledge of how to incorporate technology into teaching had grown significantly through learning programs like Glogster and Blendspace. The student now feels confident in their ability to successfully use technology across various subjects and grade levels.
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Yzell Keith P. Rosanes is a 3rd year college student studying to become a mathematics teacher. This portfolio will showcase the knowledge gained from two educational technology courses on systematic teaching approaches and using instructional materials. Through these courses, Yzell learned about lesson planning, evaluating and selecting appropriate instructional materials, and using tools like Microsoft PowerPoint. While technology offers benefits, teachers must ensure it enhances learning and does not become the sole focus in classrooms. As future educators, developing students' technology skills is important to prepare them for today's world.
my portfolio in educational technology
The document discusses the experiences of a student in educational technology (EdTech) courses. It begins by explaining that the student did not initially want to become a teacher but is now inspired by a professor. It then covers basic concepts of integrating technology in instruction, including that technology should be woven into teaching patterns, not just used for breaks. It outlines three levels of technology integration from simple to central use. The student notes they have learned how technology makes work easier from EdTech courses and will apply this knowledge, seeing the value of technology while recognizing it cannot replace teachers.
Basic concepts on intergrating technology in instruction
This document discusses integrating technology into classroom instruction. It defines integrating technology as using it to introduce, reinforce, supplement and extend skills. It notes that merely using computers does not mean technology is integrated. It discusses different levels of integration, from basic to more advanced, and how integration improves over time. Teachers should learn technology basics, use it to support instruction, and focus on cooperative projects where technology is one of many tools. The goal is for technology to become a natural part of the teaching and learning process.
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Instructional software
This document discusses different types of instructional software that can be used in digital photography and graphic design courses. It describes drill and practice software, tutorials, simulations, instructional games, and problem solving software. For each type, it provides examples that are relevant to digital photography and graphic design, and lists some of the relative advantages they provide for student learning. Overall, the document serves to define different categories of instructional software and provide specific illustrations of how each type could be applied in a high school digital photography or graphic design course.
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This document discusses strategies for teaching English Language Learners (ELLs) in mathematics classrooms. It focuses on using visuals like pictures and diagrams, hands-on manipulatives, and interactive activities. The Sheltered Instruction Observation Protocol (SIOP) model is emphasized as it incorporates these strategies and is described as "just good teaching." Diagrams are especially important for helping ELL students visualize complex math topics. An example function table is provided. Using tools like the SMART notebook allows teachers to model note-taking and present information visually. Formative assessments like Kahoot quizzes are also recommended. Google slides are highlighted as a convenient lesson planning tool that incorporates multimedia and encourages student engagement.
Instructional software Presentation
Instructional software is computer programs designed to deliver instruction or support instruction on a topic. It is used as an aid to enhance student learning. There are several types of instructional software including drill and practice software to review content, tutorial software to present information, simulations to visualize concepts, instructional games to make learning fun, and problem-solving software to develop problem-solving skills. Examples provided include sight word and math fact practice apps, phonics tutorials, a weather simulation, and educational games.
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- Professional development is important for teachers to keep up with changes in education and stay effective. It allows them to learn new skills and teaching methods to better engage and support students.
- There are both formal and informal ways for teachers to participate in professional development. Formal options include courses, workshops, conferences, and online learning. Informal options include using educational technology, websites, blogs, and learning from other teachers.
- Principal Ottenbreit discusses the importance of teachers continuously developing their skills, especially with technology, to stay competitive and provide high-quality instruction in today's shifting educational environment. Professional development is crucial for teachers to enhance teaching and learning.
Instructional software presentation ronen cohen
This document defines and discusses different types of educational software: drill-and-practice, tutorials, simulations, instructional games, and problem-solving software. It provides examples of each type, along with their benefits and limitations. Guidelines are suggested for effective use of each type in the classroom to support learning.
There's an app for that
This document reviews 10 education apps that are useful for teachers and students. It summarizes each app's key features and benefits. Google Classroom allows whole classes to be taught online with announcements, assignments, grades and comments. GroupMe is an easy way for teachers to communicate with students via group texting. Socrative provides instant feedback on quizzes and assessments. Gimkit combines gamification with educational content from Kahoot and Quizlet. Kahoot is an engaging app for competitive quizzes and games. Flipgrid facilitates video discussions in student groups. BrainPop provides animated educational videos and assignments on various subjects. Remind helps teachers communicate schedules and assignments to students and parents. IXL offers unlimited math
Instructional software presentation
The document discusses different categories of instructional software including drill and practice software. Drill and practice software allows users to practice solving problems with examples and receives feedback on answers. Examples provided are flashcards, branching drills, and activities with extensive feedback. Benefits of drill and practice software include opportunities for repetitive rehearsal to improve long term memory, immediate feedback, motivation, and time savings for teachers. Websites listed provide math and writing practice programs as examples.
Drill
The document defines drill as the structured, repetitive review of previously learned concepts to reach a predetermined level of mastery. It identifies the key components of drill as selecting an item, displaying it, getting a response, judging the response, and providing feedback. The document discusses how drill can be useful for memorization and replacing worksheets but may not encourage understanding. It provides the example of Casino Vérité Blackjack V5 software as an illustration of drill.
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Instructional software
Instructional software refers to computer programs designed to deliver instruction or assist instruction. There are 5 main types: drill and practice, tutorials, simulations, instructional games, and problem-solving software. Each type has advantages for physical science classes. Drill and practice allows rehearsal for long-term memory. Tutorials provide self-paced instruction with feedback. Simulations allow students to experience real-world situations. Games enhance motivation and learning through competition. Problem-solving software teaches those skills through scenarios and practice.
Instructional Apps
This document reviews 10 popular instructional apps for use in the classroom. For each app, it provides the app name and link, a brief description of its uses and features, whether it provides student feedback, what thinking skills it encourages, ease of use, privacy policies, connection to curriculum standards, and clarity of instructions. The apps covered include Khan Academy, Socrative, Quizlet, Evernote, Classroom Dojo, Nearpod, Photomath, Duolingo, Kahoot!, and Google Classroom.
Computer as tutor
The document discusses the role of computers in education as tutors through computer-assisted instruction (CAI). It describes how CAI can be used for drill-and-practice exercises to reinforce learning, as well as for simulations, instructional games, and problem-solving software. The computer plays the role of tutor but does not replace the teacher, who remains responsible for planning lessons, evaluating students, and facilitating learning. When integrated effectively into lessons, CAI has the potential to enhance students' thinking and collaboration skills.
Computer as tutor
The document discusses the role of computers in education as tutors through computer-assisted instruction (CAI). It describes how CAI can be used for drill-and-practice exercises to reinforce learning, as well as for simulations, instructional games, and problem-solving software. The computer plays the role of tutor but does not replace the teacher, who remains responsible for planning lessons, evaluating students, and facilitating learning. When integrated effectively into lessons, CAI has the potential to enhance students' thinking and collaboration skills.
Best 10 educational apps
This document summarizes and reviews 10 popular educational apps for K-12 students. It provides brief descriptions of each app, highlighting their key features and educational benefits. The apps cover a range of subjects from reading and literacy, to math, science, and other core subjects. Many apps provide practice and instruction tailored to individual students' levels, with immediate feedback to support independent learning. Teachers are also able to assign content, monitor progress, and use the apps to supplement in-class learning.
Tpack
TPACK stands for technological pedagogical content knowledge, and is what all teachers are supposed to work towards in the classroom. When broken down, content knowledge means knowing the necessary information in a particular subject, pedagogical knowledge means knowing how to teach this information to students, and technological knowledge means knowing how to effectively incorporate technology into a lesson plan.
It is important for every teacher to understand the concepts of TPACK, because our world is becoming more and more technologically advanced. Students are used to having technology in their daily lives and the constant stimulation they provide. For this reason, it would be unwise for a teacher to completely ignore technology or leave it out of the classroom. Technology is becoming an imperative aspect of classroom learning. However, technology must be used wisely and purposefully. It should only be incorporated into a lesson plan if it will enhance the students’ learning.
This leads to an important aspect of TPACK: it is not only about technology. First and foremost, a teacher should know the subject they are teaching and how to teach it. Technology does not replace pedagogical or content knowledge, but rather adds another dimension to it. Arguably, the most effective teachers will be the ones that understand and use the concepts of TPACK in the classroom. I, as a future teacher, have a responsibility to my students and my school to be that effective teacher, who knows how to provide students with an excellent education in the 21st century.
Tpack edu 210
This document is a reflection from a student on their TPACK (Technological Pedagogical Content Knowledge) development throughout a course. In the beginning, the student felt most knowledgeable about technology but least knowledgeable about pedagogy. By the end of the course, the student's knowledge of how to incorporate technology into teaching had grown significantly through learning programs like Glogster and Blendspace. The student now feels confident in their ability to successfully use technology across various subjects and grade levels.
4 important modern teaching aids
A teaching aid is essentially something that makes it easier for the teacher to teach in class while enabling the students to learn in a more enjoyable and effective manner.
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This document discusses different types of instructional software that can be used for middle school math including drill and practice software, tutorial software, simulation software, educational game software, and problem-solving software. It provides examples of specific software for each type, such as IXL Math for drill and practice or Khan Academy for tutorials. The document also discusses the benefits of using instructional software in the classroom, such as increased motivation and self-paced learning.
The Use of Online Learning to Improve Math Instruction
This capstone paper discusses the use of online learning to enrich and improve math instruction. Voicethread is the featured technology tool within a Moodle course for teachers to complete and implement in their mathematics instruction.
My portfolio in educational technology (yzell keith rosanes)
Yzell Keith P. Rosanes is a 3rd year college student studying to become a mathematics teacher. This portfolio will showcase the knowledge gained from two educational technology courses on systematic teaching approaches and using instructional materials. Through these courses, Yzell learned about lesson planning, evaluating and selecting appropriate instructional materials, and using tools like Microsoft PowerPoint. While technology offers benefits, teachers must ensure it enhances learning and does not become the sole focus in classrooms. As future educators, developing students' technology skills is important to prepare them for today's world.
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My portfolio in educational technology (yzell keith rosanes)
My portfolio in educational technology (yzell keith rosanes)
Similar to The Missing Piece
my portfolio in educational technology
The document discusses the experiences of a student in educational technology (EdTech) courses. It begins by explaining that the student did not initially want to become a teacher but is now inspired by a professor. It then covers basic concepts of integrating technology in instruction, including that technology should be woven into teaching patterns, not just used for breaks. It outlines three levels of technology integration from simple to central use. The student notes they have learned how technology makes work easier from EdTech courses and will apply this knowledge, seeing the value of technology while recognizing it cannot replace teachers.
Basic concepts on intergrating technology in instruction
This document discusses integrating technology into classroom instruction. It defines integrating technology as using it to introduce, reinforce, supplement and extend skills. It notes that merely using computers does not mean technology is integrated. It discusses different levels of integration, from basic to more advanced, and how integration improves over time. Teachers should learn technology basics, use it to support instruction, and focus on cooperative projects where technology is one of many tools. The goal is for technology to become a natural part of the teaching and learning process.
Using technology to reach 21st century learners
The document discusses the importance of technology integration in the classroom. It notes that students are comfortable with technology, but teachers often lack training and resources to implement it effectively. The document advocates for technology use because it can enhance lessons and help students develop 21st century skills. Some challenges to integration are lack of current technology, time for proper implementation, and not enough resources for whole classes. Strategies are provided for teachers to observe technology use, attend training, and get assistance to overcome barriers to integration.
Basic concepts on_integrating_technology_in_instruction
This document discusses key concepts for integrating technology into instruction. It defines integration as using technology to introduce, reinforce and extend skills, rather than just as a break for students. True integration requires planning how technology fits into and improves the teaching and learning process. It also describes three levels of integration - simple, where technology does not play a pivotal role; middle, where technology purposefully supports key areas; and higher, where technology is central to instruction.
Training teachers for using technology
Teacher training is critical for effective technology integration but most school districts spend less than 15% of their budgets on it. Training programs need flexibility and ongoing support to address teachers' varying needs, provide enough time for learning, and encourage collaboration. To truly transform how teachers incorporate technology, administrators must back teacher training through incentives, sustained programs, and intellectual stimulation for educators.
Training teachers for using technology
Teacher training is critical for effective technology integration but most school districts spend less than 15% of their budgets on it. Training programs need flexibility and ongoing support to address teachers' varying needs and learning styles. They must also allow time for skills acquisition outside the regular day, provide incentives and recognition, and link technology to educational objectives with administrative support and peer collaboration.
Training teachers for using technology
Teacher training is critical for effective technology integration but most school districts spend less than 15% of their budgets on it. Training programs need flexibility and ongoing support to address teachers' varying needs and learning styles. They must allow time for skill building outside the regular day and provide incentives like remuneration to encourage participation. Administrative support and collaborative peer learning also help teachers transfer new skills to the classroom.
Basic concepts on integrating technology in instruction
This document discusses integrating technology into instruction. It defines integrating technology as using it to introduce, reinforce, supplement and extend skills. It emphasizes that merely using computers does not mean technology is integrated; teachers must plan how and when it fits into the learning process. Technology integration is developmental and takes gradual mastery. Levels of integration range from basic uses like presenting lessons to more advanced uses where technology plays a pivotal role and substantially changes the learning process. Teachers should guide students on appropriate uses of technology to aid in completing curriculum assignments and integrating it into the learning process.
Ed. tech. 2 lesson 4 by toni, pau, and kent
The document discusses integrating technology into teaching and learning. It explains that merely using computers in the classroom does not constitute true integration. Effective integration means using technology to introduce, reinforce, supplement and extend skills based on instructional needs. Exemplary teachers seamlessly weave technology into their lessons, not just using it for breaks or isolated computer skills lessons. True integration requires planning how and when technology supports instructional goals, setting strategies to address issues, and using technology to respond to those issues so it occupies a meaningful role in the learning process. The document stresses that becoming skilled at integration takes time, and teachers will progress from basic to more advanced uses of technology over time.
Ed. tech. 2 lesson 4 by toni, pau, and kent
The document discusses integrating technology into teaching and learning. It explains that merely using computers in the classroom does not constitute true integration. Effective integration means using technology to introduce, reinforce, supplement and extend skills based on instructional needs. Exemplary teachers seamlessly weave technology into their lessons, not just using it for breaks or isolated computer skills lessons. True integration requires planning how and when technology supports instructional goals, using strategies to address issues, and positioning technology appropriately in the instructional process. The document stresses that becoming proficient at integration takes time, and teachers should not feel worried as their skills develop gradually from basic to more complex uses of technology.
Ed. tech. 2 lesson 4 by toni, pau, and kent
The document discusses integrating technology into teaching and learning. It explains that merely using computers in the classroom does not constitute true integration. Effective integration means using technology to introduce, reinforce, supplement and extend skills based on instructional needs. Exemplary teachers seamlessly weave technology into their lessons, not just using it for breaks or isolated computer skills lessons. True integration requires planning how and when technology supports instructional goals and addressing specific issues. While integrating technology takes time for novices to develop expertise, it is a gradual process where teachers can advance from basic to more complex uses over time.
Ed. tech. 2 lesson 4 by toni, pau, and kent
The document discusses integrating technology into teaching and learning. It explains that merely using computers in the classroom does not constitute true integration. Effective integration means using technology to introduce, reinforce, supplement and extend skills based on instructional needs. Exemplary teachers seamlessly weave technology into their lessons, not just using it for breaks or isolated computer skills lessons. True integration requires planning how and when technology supports instructional goals and addressing specific issues. While integrating technology takes time for novices to develop expertise, it is a gradual process where teachers can advance from basic to more complex uses over time.
LESSON 4
The document discusses integrating technology into teaching and learning. It explains that merely using computers in the classroom does not constitute true integration. Effective integration means using technology to introduce, reinforce, supplement and extend skills based on instructional needs. Exemplary teachers seamlessly weave technology into their lessons, not just using it for breaks or isolated computer skills lessons. True integration requires planning how and when technology supports instructional goals and addressing specific issues. While integrating technology takes time for novices to develop expertise, it is a gradual process where teachers can advance from basic to more complex uses over time.
Ruth ppt copy
Integrating technology into instruction means using learning technologies to introduce, reinforce, supplement, and extend skills, not just using computers. True integration requires a change in how classes are traditionally conducted that improves instruction to a higher level than without the technologies. It also involves teachers planning how and when technology fits into the teaching and learning process, setting instructional strategies to address specific issues, and using technology to provide opportunities to respond to those issues.
Ruth ppt copy
Integrating technology into instruction means using learning technologies to introduce, reinforce, supplement, and extend skills, not just using computers. True integration requires a change in how classes are traditionally conducted that improves instruction to a higher level not possible without technology. It involves teachers planning how and when technology fits into the teaching and learning process, setting instructional strategies to address specific issues, and using technology to provide opportunities to respond to these issues.
21st Century Skills & TPACK (English version)
Tijdens een conferentie van de Poolse Centre for education development gaf Petra Fisser een keynote presentatie over competenties die leraren nodig hebben om hun leerlingen voor te bereiden op leren en werken in de 21e eeuw, waarbij een belangrijke rol is weggelegd voor de integratie van ict in het onderwijs. Daarbij werden 21st century skills gekoppeld aan het TPACK model.
Edtc22
This document discusses educational technology and computer-based instruction. It defines educational technology and communication as focusing on integrating technology into teaching and learning. It provides examples of how teachers can use technology, including using tools like Microsoft Word and Excel, accessing the internet for research, and using online courses for distance learning. It also discusses learning theories like meaningful learning, discovery learning, and constructivism. The document emphasizes that technology is just a tool to supplement teaching and that teachers are still needed to guide the learning process. It reflects on the student's experience taking an educational technology course and how they can now better integrate technology into their own future teaching.
Technology integration in teaching and learning
The document discusses the importance of integrating technology into teaching and learning. It argues that technology provides motivation for students, offers unique instructional capabilities, and supports new instructional approaches like cooperative learning. It also notes that technology skills are required for students to be productive members of an information-driven society. The document then provides a step-by-step approach for how teachers can integrate technology into their classrooms, including planning lessons with and without technology, assessing the technology component, and ensuring the focus remains on student learning rather than the technology itself.
Basic concepts on integrating technology in instruction
The document discusses exemplary technology integration in classrooms. It describes how technology should be woven into teaching patterns, not just used for rest periods or solely to teach computer skills. It also discusses helping teachers effectively integrate technology by learning the basics, using technology to support instruction, integrating new tools, and focusing on cooperative projects with technology as one of many tools. Technology integration takes time and progresses from basic to more complex uses as teachers advance in their skills.
Problems faced by smart school
The document discusses several problems faced by smart schools in implementing information and communication technology (ICT) in education. Firstly, the heavy upfront investment and maintenance costs of facilities like computers and projectors poses a challenge. Secondly, some schools lack sufficient technical support staff to handle issues during class time. Thirdly, some teachers are not fully utilizing available courseware due to lacking ICT skills or being uncomfortable with the technology. Overall the document outlines financial, personnel and adoption barriers to successful smart school implementation.
Similar to The Missing Piece (20)
Basic concepts on intergrating technology in instruction
Basic concepts on intergrating technology in instruction
Basic concepts on_integrating_technology_in_instruction
Basic concepts on_integrating_technology_in_instruction
Basic concepts on integrating technology in instruction
Basic concepts on integrating technology in instruction
Basic concepts on integrating technology in instruction
Basic concepts on integrating technology in instruction
The Missing Piece
- 1. The Missing Piece of the Puzzle Technology…
- 2. Why is there a Failure to Integrated? - Needs Assessment Teachers feel that do not receive sufficient or continuous training Skills Teachers who are comfortable with technology do not have ideas on what tools should be used in integration Ideas Teachers feel it is too complicated to integrate technology into instruction Complicated Teachers feel technology cannot be integrated into all subjects, especially core subjects Not Applicable
- 3. Start out simple until you feel comfortable launching out to something more complex. Integrating technology into instruction is necessary for reaching the 21st Century Learner and preparing them for the future. Ways to Integrate… Basic Ideas Basic and Complex
- 4. Be a part of the solution By integration the missing piece…TECHNOLOGY