The document discusses using Google Docs as an interactive learning tool for financial accounting students at the University of the Western Cape (UWC). It proposes that students use Google Docs to work through weekly tutorial packs and ask questions, with other students and the lecturer providing feedback. This allows immediate assistance and collaboration. The lecturer can then assess student understanding and identify areas of difficulty. Implementing Google Docs meets the criteria of integrating more IT set by the South African Institute of Chartered Accountants and benefits student learning and exam preparation.
IEEE 13th International Conference on Advanced Learning Technologies / Interactive Video enhanced learning-teaching process for digital native students
This document discusses a project to implement new technologies like document cameras and projectors at Monte Gardens Elementary School in Concord, California. It notes that while the technologies were provided, teachers lacked training on how to effectively integrate them into lessons. The project aims to create a reference manual and provide workshops to educate teachers on best practices for using the technologies. The goals are for teachers to feel comfortable using the tools and incorporate them appropriately into student-centered, standards-aligned lessons.
The document outlines a 7-step process for creating an effective eLearning program:
1. Assess current learning content, learners, and systems.
2. Convert existing content and create new content according to eLearning standards.
3. Develop an online learning system (LMS) to deliver the content. Consider vendor vs internal options.
4. Implement the program through marketing and obtaining executive buy-in to change organizational mindsets.
5. Evaluate the program effectiveness through metrics and feedback.
6. Modify the program based on evaluation results.
7. Regularly monitor the program for ongoing improvement.
Using Technology to Differentiate Instructionsarahcooney9
Differentiated instruction involves tailoring lessons to meet individual student needs. Teachers can differentiate content, process, products or the learning environment using ongoing assessment and flexible grouping. Technology supports differentiation in several ways. It allows for personalized instruction based on learning styles, interests and readiness. Technologies also help teachers deliver and shape instruction for all students, improve thinking skills, and enhance communication and presentation of student work.
This document discusses how various technologies can be used in schools to improve learning and classroom experiences. It describes how blogs, MS Word, Excel, PowerPoint, Brainshark, web 2.0 tools, audio/visual presentations, the internet, video production, classroom websites, and webquests can be implemented. For each technology, one or two examples are provided for how they can be used by teachers and students to enhance learning, engagement, and access to resources and materials.
Strategies and Integrational Pedagogy for Instructional Technologykendragagnon
This document discusses various strategies for integrating instructional technology. It begins by distinguishing between using technology versus integrating it. Technology integration is planned and purposeful, supports learning objectives, and facilitates collaboration. The document then covers several models for conceptualizing levels of technology integration, including the SAMR model and the TPACK framework. It provides considerations for integrating technology based on content, students, instructors, institutions, and specific technologies. Overall, the document provides an overview of key strategies and frameworks for meaningfully integrating technology to support learning objectives.
The document discusses the importance and applications of multimedia in education. It covers several key points:
1) Multimedia increases student motivation and facilitates active and experiential learning by engaging multiple senses. However, poorly designed multimedia can be tedious.
2) While multimedia can improve teaching efficiency by reducing contact time, the upfront development costs must be considered. Efficient teaching does not necessarily mean efficient learning from the student perspective.
3) Multimedia provides opportunities for simulations and interactions that can enhance the learning experience when designed properly. Limitations include inability to replicate full complexity and risk of weak real-world interaction skills.
4) Fields like business, education, entertainment and more can benefit from multimedia integration in
Orange team survey results - Bussell SummaryAnna Lisa
This document contains an orange team quiz with multiple choice and open response questions about various topics, including teacher backgrounds, classroom subjects, and reasons for using or not using technology in the classroom. Some key factors that determine whether to implement technology include considering student needs and motivation, availability of technology resources, potential benefits and disadvantages, and support from leadership and policies. The quiz addresses technology integration and challenges teachers may face in using new tools in the classroom.
IEEE 13th International Conference on Advanced Learning Technologies / Interactive Video enhanced learning-teaching process for digital native students
This document discusses a project to implement new technologies like document cameras and projectors at Monte Gardens Elementary School in Concord, California. It notes that while the technologies were provided, teachers lacked training on how to effectively integrate them into lessons. The project aims to create a reference manual and provide workshops to educate teachers on best practices for using the technologies. The goals are for teachers to feel comfortable using the tools and incorporate them appropriately into student-centered, standards-aligned lessons.
The document outlines a 7-step process for creating an effective eLearning program:
1. Assess current learning content, learners, and systems.
2. Convert existing content and create new content according to eLearning standards.
3. Develop an online learning system (LMS) to deliver the content. Consider vendor vs internal options.
4. Implement the program through marketing and obtaining executive buy-in to change organizational mindsets.
5. Evaluate the program effectiveness through metrics and feedback.
6. Modify the program based on evaluation results.
7. Regularly monitor the program for ongoing improvement.
Using Technology to Differentiate Instructionsarahcooney9
Differentiated instruction involves tailoring lessons to meet individual student needs. Teachers can differentiate content, process, products or the learning environment using ongoing assessment and flexible grouping. Technology supports differentiation in several ways. It allows for personalized instruction based on learning styles, interests and readiness. Technologies also help teachers deliver and shape instruction for all students, improve thinking skills, and enhance communication and presentation of student work.
This document discusses how various technologies can be used in schools to improve learning and classroom experiences. It describes how blogs, MS Word, Excel, PowerPoint, Brainshark, web 2.0 tools, audio/visual presentations, the internet, video production, classroom websites, and webquests can be implemented. For each technology, one or two examples are provided for how they can be used by teachers and students to enhance learning, engagement, and access to resources and materials.
Strategies and Integrational Pedagogy for Instructional Technologykendragagnon
This document discusses various strategies for integrating instructional technology. It begins by distinguishing between using technology versus integrating it. Technology integration is planned and purposeful, supports learning objectives, and facilitates collaboration. The document then covers several models for conceptualizing levels of technology integration, including the SAMR model and the TPACK framework. It provides considerations for integrating technology based on content, students, instructors, institutions, and specific technologies. Overall, the document provides an overview of key strategies and frameworks for meaningfully integrating technology to support learning objectives.
The document discusses the importance and applications of multimedia in education. It covers several key points:
1) Multimedia increases student motivation and facilitates active and experiential learning by engaging multiple senses. However, poorly designed multimedia can be tedious.
2) While multimedia can improve teaching efficiency by reducing contact time, the upfront development costs must be considered. Efficient teaching does not necessarily mean efficient learning from the student perspective.
3) Multimedia provides opportunities for simulations and interactions that can enhance the learning experience when designed properly. Limitations include inability to replicate full complexity and risk of weak real-world interaction skills.
4) Fields like business, education, entertainment and more can benefit from multimedia integration in
Orange team survey results - Bussell SummaryAnna Lisa
This document contains an orange team quiz with multiple choice and open response questions about various topics, including teacher backgrounds, classroom subjects, and reasons for using or not using technology in the classroom. Some key factors that determine whether to implement technology include considering student needs and motivation, availability of technology resources, potential benefits and disadvantages, and support from leadership and policies. The quiz addresses technology integration and challenges teachers may face in using new tools in the classroom.
The document outlines a technology integration strategy called the TIP (Technology Integration Plan) model used to teach a group of students about hurricanes. It describes the phases of the TIP model which includes determining why use technology, expected outcomes, strategies, materials, and equipment needed. It also provides details of three lesson plans on hurricanes using online resources, videos, and desktop publishing software. The document concludes that technology is essential for dynamic learning and helps develop skills applicable to the workplace.
This document summarizes a SWOT analysis for a school's technology planning needs assessment. It finds that while technology is frequently used, it is not always utilized in the most effective constructivist ways to promote higher-order thinking. Teachers have received equipment without proper training on best practices. A district technology vision exists but is not widely known. For the vision to be successfully implemented, teachers will need awareness of it and commitment to ongoing professional development on student-centered technology integration strategies.
Project-based learning is a student-centered approach that emphasizes hands-on, active learning. Students work independently or collaboratively to investigate an authentic problem, question, or challenge and produce a tangible product or presentation. Incorporating technology allows students to effectively use tools like video cameras, presentation software, and podcasts to support their research and presentations. When implementing project-based learning, teachers take on a facilitator role and must consider how technology can support individual, pair, and group work while also preparing students to use technologies appropriately and productively.
1) The document discusses the incorporation of information and communication technologies (ICTs) into task-based language learning.
2) It notes that technologies should be used to radically change teaching practices, not just as replacements for traditional tools, and that teachers must rethink how technologies can positively intervene in their syllabus design.
3) Interviews found that while teachers see benefits of technologies like making their jobs easier, they mainly discuss student "fun" rather than educational benefits; more focus is needed on collaborative and creative uses of technologies.
This document summarizes a presentation on mobile teaching and learning. It discusses how mobility has evolved in educational technology forecasts from 2005-2011. Examples are provided of how universities have incorporated mobile learning, such as anatomy apps and augmented reality systems. Challenges of mobile learning include issues around device ownership, costs, and assessing impacts beyond just content delivery. The document concludes by outlining frameworks for evaluating mobile learning initiatives, including examining usability, technical functionality, and alignment with learning goals.
This document discusses the importance of effective professional development for teachers to successfully integrate technology into their classrooms. It notes that while teachers have access to technology, few use it appropriately. Effective professional development demonstrates why technology integration is important, teaches educators how to integrate it, and offers diverse training methods. It is important for professional development to assess teacher needs, set goals, and identify funding. When done poorly, professional development can negatively impact teacher attitudes towards technology integration.
The document discusses best practices for active learning and engagement in online teaching. It provides an overview of active learning strategies and challenges of the online classroom. Examples are given of online tools and strategies that demonstrate active learning, including asynchronous discussions, synchronous meetings, and student presentations. Research supports using interactive techniques, group work, and applying the seven principles of good teaching to enhance online engagement.
The document provides guidance for schools implementing blended and online learning programs through iLearnNYC. It discusses important considerations for planning such as defining goals, selecting leadership and teachers, choosing instructional models, and ensuring adequate infrastructure and support. The document also covers scheduling, selecting online content, purchasing licenses, and setting students and teachers up for success in the new programs.
This five-week online professional development course covers digital citizenship for teachers and administrators. Each of the five modules focuses on a different element of digital citizenship, including digital foundations, digital footprint and safety, copyright and plagiarism, netiquette and cyberbullying. The course is asynchronous and consists of weekly readings, online discussions, and activities. Participants are expected to complete a minimum of two discussion posts and one activity response per week. The goal is for educators to understand proper technology use, its impact on society, and practice ethical and responsible digital behavior.
This document discusses the use of digital media and learning management systems to enhance education. It provides an analysis using the SECTIONS framework to evaluate the appropriateness of technology for teaching and learning. Key factors discussed include students' access to technology, ease of use of the tools, costs, teaching approaches, types of interaction supported, organizational requirements, and advantages/disadvantages of new technologies. The conclusion is that information technologies allow for advances in education by bringing students from around the world together on a common platform.
1. Successful integration of ICTs in teaching requires more than just introducing technology - it requires transforming teaching practices through enabling conditions like ongoing professional development and support.
2. Teachers' pedagogical approaches and subject knowledge influence how they use ICTs, and effective ICT use depends on more than technical skills. It requires extensive planning and facilitating constructivist learning.
3. Factors like access to resources, time for skills development, administrative support, and functioning infrastructure are crucial enablers for teachers to optimize use of ICTs.
This document provides guidance on designing and developing e-learning courses. It discusses the benefits of e-learning such as flexible scheduling and interactive content. It outlines the key components and activities required to develop an e-learning project, including needs analysis, content development, and learning platforms. The document is intended to help instructional designers and trainers create effective online learning experiences that meet learners' needs.
The document presents the outcomes of a survey on current technology enhanced learning practices at Coleg Sir Gâr. The survey involved both staff and students and was conducted online. 75 staff responded to the survey. Questions asked about use of the institutional learning management system Moodle as well as other online resources like social media. The purpose was to establish a baseline of technology use to inform planning. Similar surveys were conducted at other campuses to deliver a comprehensive picture across the institution.
This unit introduces middle school students to digital media and advertising through various lessons and activities. Students analyze commercials and advertisements, track commercial data using spreadsheets, and create their own video commercial using a web 2.0 tool. Formative assessments include student presentations, peer critiques, and use of rubrics. The goal is for students to develop skills in technology and digital media important for future careers. Interviews with teachers found the project beneficial and engaging for all students when appropriately modified.
A White Paper on how technology is facilitating teaching, increasing student engagement and improving learning - co-authored with and for Themeefy Inc.
This document provides an introduction to an action research study that will examine the impact of implementing Google Apps as a learning management system in a grade 8 classroom. The study aims to see how Google Apps affects student initiative, collaborative group work, and compatibility issues between student work done on different operating systems. The researcher believes action research is well-suited for examining technology innovations in the classroom. The document outlines the researcher's area of focus and research questions regarding how Google Apps may enable more effective instruction inside and outside the classroom.
This document contains an electronic portfolio created by Syeda Ume Kalsom for her ICT course. The portfolio includes assignments on using technology to support teaching and learning in Pakistan, analyzing standards for teachers and students, and debating views on technology in education presented by Sir John Daniel and Dr. Robert Kozma. The document provides tables outlining the portfolio assignments and reflections on using technology effectively in the classroom while avoiding potential weaknesses.
This document discusses the integration of ICT resources in education from 2012-2013. It describes how teachers are at different stages of adoption - from entrance to creation stages. It notes challenges teachers face at each stage and comparisons between stages. The document also discusses ICT apprehension, appropriate lesson planning, the changing role of teachers, motivating teachers, technical support provided, and feedback from administration on areas discussed. The overall summary is that the document examines the integration of ICT in education by analyzing teacher adoption stages and challenges, and seeking feedback to further support teachers.
The document outlines the technology flow chart and responsibilities of various roles in Cleburne ISD, including the board of trustees, superintendent, director of technology, principals, teachers, and others. It then describes two professional development activities for faculty and staff on integrating technology into the classroom: one focusing on tools like PowerPoint and the other on using blogs. Evaluation surveys will be used to assess the effectiveness of these activities in promoting student success and technology integration.
Here is an honest appreciation of each team member's contribution:
1. Mendoza, Andrianne:
Quality of Outputs - 4pts (Powerpoint editing was well done)
Initiative/Willingness - 2pts
Team Dynamics - 3pts
2. Jimenez, Levy:
Quality of Outputs - 5pts (Interview questions were insightful)
Initiative/Willingness - 2pts
Team Dynamics - 3pts
3. Sabella, Rachelle:
Quality of Outputs - 5pts (Slides were well-made and informative)
Initiative/Willingness - 2pts
Team Dynamics - 3pts
4. Sayson, Ron
The document outlines a technology integration strategy called the TIP (Technology Integration Plan) model used to teach a group of students about hurricanes. It describes the phases of the TIP model which includes determining why use technology, expected outcomes, strategies, materials, and equipment needed. It also provides details of three lesson plans on hurricanes using online resources, videos, and desktop publishing software. The document concludes that technology is essential for dynamic learning and helps develop skills applicable to the workplace.
This document summarizes a SWOT analysis for a school's technology planning needs assessment. It finds that while technology is frequently used, it is not always utilized in the most effective constructivist ways to promote higher-order thinking. Teachers have received equipment without proper training on best practices. A district technology vision exists but is not widely known. For the vision to be successfully implemented, teachers will need awareness of it and commitment to ongoing professional development on student-centered technology integration strategies.
Project-based learning is a student-centered approach that emphasizes hands-on, active learning. Students work independently or collaboratively to investigate an authentic problem, question, or challenge and produce a tangible product or presentation. Incorporating technology allows students to effectively use tools like video cameras, presentation software, and podcasts to support their research and presentations. When implementing project-based learning, teachers take on a facilitator role and must consider how technology can support individual, pair, and group work while also preparing students to use technologies appropriately and productively.
1) The document discusses the incorporation of information and communication technologies (ICTs) into task-based language learning.
2) It notes that technologies should be used to radically change teaching practices, not just as replacements for traditional tools, and that teachers must rethink how technologies can positively intervene in their syllabus design.
3) Interviews found that while teachers see benefits of technologies like making their jobs easier, they mainly discuss student "fun" rather than educational benefits; more focus is needed on collaborative and creative uses of technologies.
This document summarizes a presentation on mobile teaching and learning. It discusses how mobility has evolved in educational technology forecasts from 2005-2011. Examples are provided of how universities have incorporated mobile learning, such as anatomy apps and augmented reality systems. Challenges of mobile learning include issues around device ownership, costs, and assessing impacts beyond just content delivery. The document concludes by outlining frameworks for evaluating mobile learning initiatives, including examining usability, technical functionality, and alignment with learning goals.
This document discusses the importance of effective professional development for teachers to successfully integrate technology into their classrooms. It notes that while teachers have access to technology, few use it appropriately. Effective professional development demonstrates why technology integration is important, teaches educators how to integrate it, and offers diverse training methods. It is important for professional development to assess teacher needs, set goals, and identify funding. When done poorly, professional development can negatively impact teacher attitudes towards technology integration.
The document discusses best practices for active learning and engagement in online teaching. It provides an overview of active learning strategies and challenges of the online classroom. Examples are given of online tools and strategies that demonstrate active learning, including asynchronous discussions, synchronous meetings, and student presentations. Research supports using interactive techniques, group work, and applying the seven principles of good teaching to enhance online engagement.
The document provides guidance for schools implementing blended and online learning programs through iLearnNYC. It discusses important considerations for planning such as defining goals, selecting leadership and teachers, choosing instructional models, and ensuring adequate infrastructure and support. The document also covers scheduling, selecting online content, purchasing licenses, and setting students and teachers up for success in the new programs.
This five-week online professional development course covers digital citizenship for teachers and administrators. Each of the five modules focuses on a different element of digital citizenship, including digital foundations, digital footprint and safety, copyright and plagiarism, netiquette and cyberbullying. The course is asynchronous and consists of weekly readings, online discussions, and activities. Participants are expected to complete a minimum of two discussion posts and one activity response per week. The goal is for educators to understand proper technology use, its impact on society, and practice ethical and responsible digital behavior.
This document discusses the use of digital media and learning management systems to enhance education. It provides an analysis using the SECTIONS framework to evaluate the appropriateness of technology for teaching and learning. Key factors discussed include students' access to technology, ease of use of the tools, costs, teaching approaches, types of interaction supported, organizational requirements, and advantages/disadvantages of new technologies. The conclusion is that information technologies allow for advances in education by bringing students from around the world together on a common platform.
1. Successful integration of ICTs in teaching requires more than just introducing technology - it requires transforming teaching practices through enabling conditions like ongoing professional development and support.
2. Teachers' pedagogical approaches and subject knowledge influence how they use ICTs, and effective ICT use depends on more than technical skills. It requires extensive planning and facilitating constructivist learning.
3. Factors like access to resources, time for skills development, administrative support, and functioning infrastructure are crucial enablers for teachers to optimize use of ICTs.
This document provides guidance on designing and developing e-learning courses. It discusses the benefits of e-learning such as flexible scheduling and interactive content. It outlines the key components and activities required to develop an e-learning project, including needs analysis, content development, and learning platforms. The document is intended to help instructional designers and trainers create effective online learning experiences that meet learners' needs.
The document presents the outcomes of a survey on current technology enhanced learning practices at Coleg Sir Gâr. The survey involved both staff and students and was conducted online. 75 staff responded to the survey. Questions asked about use of the institutional learning management system Moodle as well as other online resources like social media. The purpose was to establish a baseline of technology use to inform planning. Similar surveys were conducted at other campuses to deliver a comprehensive picture across the institution.
This unit introduces middle school students to digital media and advertising through various lessons and activities. Students analyze commercials and advertisements, track commercial data using spreadsheets, and create their own video commercial using a web 2.0 tool. Formative assessments include student presentations, peer critiques, and use of rubrics. The goal is for students to develop skills in technology and digital media important for future careers. Interviews with teachers found the project beneficial and engaging for all students when appropriately modified.
A White Paper on how technology is facilitating teaching, increasing student engagement and improving learning - co-authored with and for Themeefy Inc.
This document provides an introduction to an action research study that will examine the impact of implementing Google Apps as a learning management system in a grade 8 classroom. The study aims to see how Google Apps affects student initiative, collaborative group work, and compatibility issues between student work done on different operating systems. The researcher believes action research is well-suited for examining technology innovations in the classroom. The document outlines the researcher's area of focus and research questions regarding how Google Apps may enable more effective instruction inside and outside the classroom.
This document contains an electronic portfolio created by Syeda Ume Kalsom for her ICT course. The portfolio includes assignments on using technology to support teaching and learning in Pakistan, analyzing standards for teachers and students, and debating views on technology in education presented by Sir John Daniel and Dr. Robert Kozma. The document provides tables outlining the portfolio assignments and reflections on using technology effectively in the classroom while avoiding potential weaknesses.
This document discusses the integration of ICT resources in education from 2012-2013. It describes how teachers are at different stages of adoption - from entrance to creation stages. It notes challenges teachers face at each stage and comparisons between stages. The document also discusses ICT apprehension, appropriate lesson planning, the changing role of teachers, motivating teachers, technical support provided, and feedback from administration on areas discussed. The overall summary is that the document examines the integration of ICT in education by analyzing teacher adoption stages and challenges, and seeking feedback to further support teachers.
The document outlines the technology flow chart and responsibilities of various roles in Cleburne ISD, including the board of trustees, superintendent, director of technology, principals, teachers, and others. It then describes two professional development activities for faculty and staff on integrating technology into the classroom: one focusing on tools like PowerPoint and the other on using blogs. Evaluation surveys will be used to assess the effectiveness of these activities in promoting student success and technology integration.
Here is an honest appreciation of each team member's contribution:
1. Mendoza, Andrianne:
Quality of Outputs - 4pts (Powerpoint editing was well done)
Initiative/Willingness - 2pts
Team Dynamics - 3pts
2. Jimenez, Levy:
Quality of Outputs - 5pts (Interview questions were insightful)
Initiative/Willingness - 2pts
Team Dynamics - 3pts
3. Sabella, Rachelle:
Quality of Outputs - 5pts (Slides were well-made and informative)
Initiative/Willingness - 2pts
Team Dynamics - 3pts
4. Sayson, Ron
The document summarizes the current state of a school district's technology plan, including accomplishments, ongoing goals, and areas for improvement. It notes that the district has successfully integrated technology into assessments, teacher collaboration, and provided students with access to devices. However, it lacks data on how staff uses technology and needs to shift its focus from being teacher-centered to more student-centered. The document calls for evaluating the effectiveness of the plan and ensuring accountability with resources.
The document discusses the Indian education space and needs of various learners. It identifies categories of learners including students in regular/distance colleges, coaching students, working professionals attending courses. It notes unfulfilled expectations of these learners including access to best teachers, practice tools, and doubt clarification. Challenges for Indian learners are also discussed such as long commute times and lack of internet access. The document outlines use cases for teachers, students, and parents on digital solutions. It proposes an educational workflow model and discusses technical and non-technical components needed for an educational solution, including preparing educators, creating content, and packaging/delivering content.
Technology can help teachers track and assess student performance in the classroom. It allows for continual evaluation of lessons and facilitates communication between students and teachers. Rubrics are used to evaluate educational technology and assess its appropriateness and effectiveness. Rubrics provide a framework with criteria and achievement levels to gauge how well a technology enhances teaching and learning. Criteria that can be considered in rubrics include content match to curriculum, documentation and technical support, ability level match for assessment, and technical quality and ease of use.
Developing technology plan for classrooms and schoolsMisbah Ishaq
The document discusses developing a technology plan for classrooms and schools. It notes that technology is an integral part of modern society and education, but many teachers do not feel prepared to integrate it. The plan proposes using technologies like interactive whiteboards, tablets, educational apps, and assessment tools like Socrative, Poll Everywhere and Quizlet to enhance learning. The goals are to evaluate blogging, use online learning games, take virtual field trips, and expand technology use to support students and engage parents. In conclusion, online tools accessed through devices can enhance learning both in and out of the classroom when used to create interactive lessons.
Emman Christian C. Cabutaje BSE III - EnglishEm Christian
The document discusses various technologies that can be integrated into teaching, including blogs, educational freeware like Hot Potatoes and Memory Lifter, online activities like treasure hunts and webquests, and e-learning. It emphasizes that technology should be used to develop students' problem-solving, critical thinking, and collaboration skills. When integrating technology, teachers should consider how it matches the curriculum, engages learners, uses innovative approaches, allows formative assessment, and is easy to use. Students are challenged to learn through technology and see how it can make learning more effective. The document ends by asking readers to create a sample of how they would integrate technology into their own teaching strategy and to share experiences of maximizing learning with ICT
This document discusses the use of digital media and learning management systems to enhance education. It provides an analysis using the SECTIONS framework to evaluate the appropriateness of technology for teaching and learning. Key factors discussed include students' access to technology, ease of use of the tools, costs, teaching approaches, types of interaction supported, organizational requirements, and advantages/disadvantages of new technologies. The conclusion is that information technologies allow for advances in education by providing a common platform for all students globally.
The document discusses the benefits of integrating technology into the classroom. It states that technology can enhance student learning by actively engaging students with learning objectives and enabling differentiated instruction to meet different student needs. Some examples provided of how technology can be used include PowerPoint presentations, online homework assignments, and online grading systems. The document also notes that while technology implementation may differ across grade levels, it can be used to help students develop skills in areas like reading, research, and preparing for college and careers. Overall, the document argues that when technology is properly integrated into the classroom, the benefits of keeping students engaged, accommodating different learning styles, and preparing students with life skills outweigh any potential drawbacks.
This document provides information about the INTC 3610: Technology for Educators course offered in Spring 2011. The course is designed to teach prospective teachers how to effectively integrate a variety of technologies into their curriculum. Over the course of the semester, students will complete a series of mini-projects demonstrating their understanding of technology tools and how to apply them in lesson planning. Projects include maintaining an educational blog, creating a web quest for students, using data visualization tools, and developing interactive whiteboard lessons. Students will compile their projects into an electronic portfolio showing their technology skills. The goal is for students to be able to apply what they learn to their own future classrooms.
This document discusses using technology tools to design collaborative activities. It provides examples of different collaboration tools including Skype for videoconferencing, wikis for collaborative writing, blogging to allow discussion, and Google Groups or Forms for documenting team ideas. Guidance is given on how to implement these tools, including considering the functionality, technical support needs, costs, and privacy/data management. The goal is to facilitate collaborative learning even when students are in different locations or working at different times.
A TOUR OF THE STUDENT’S E-LEARNING PUDDLEacijjournal
E-learning has become essential for university students and the IT industry. While universities focus on predefined coursework, this does not fully prepare students for the fast-changing needs of industry. Only 25% of graduates are directly employable, showing a gap between university learning and workplace skills. Companies provide online courses through platforms like Coursera and Simplilearn to help students gain industry-relevant skills and ease their transition from universities to jobs. Universities could better bridge this gap by focusing more on real-world problems in their e-learning systems.
Learn Now is proposing to offer online learning courses using the Moodle learning management system. Moodle allows for a constructivist approach and social collaboration between students. It has many beneficial tools and is free and open source. Several institutions have switched from Blackboard to Moodle due to cost and functionality. While Moodle has some disadvantages compared to Blackboard, investing in Learn Now could help many learners by increasing access to education and allowing them to learn flexibly.
The document discusses various topics in educational technology including learning analytics, team-based learning assessment, learning management systems, open educational resources, WordPress, MOOCs, service design, gamification, open textbooks, learning commons, iPad applications, and online media editing tools. The student explains how their educational technology course helped them better understand the importance of technology in teaching and developed skills like collaboration, assessment, research, and understanding. They feel more confident using technology instead of old ways and are aware of the evolution of technology.
The document discusses various topics in educational technology including learning analytics, team-based learning assessment, learning management systems, open educational resources, WordPress, MOOCs, service design, gamification, open textbooks, learning commons, iPad applications, and online media editing tools. It also discusses the author's experiences in an educational technology course, highlighting how it helped them better understand technology uses in teaching and developed skills like collaboration, assessment, research, and ownership of learning.
Technology can help teachers track and assess student performance in the classroom. It allows for continual evaluation of lessons and identification of knowledge gaps to support learning. Various edtech tools exist to aid formative and summative assessment, including learning management systems like Schoology and Jupiter iO, and electronic portfolios for long-term tracking of student growth. Formative tools provide real-time feedback, while summative assessment via LMS and e-portfolios allows analysis of overall achievement.
The document discusses blending technology into the classroom teaching and learning process. It defines blending technology as using technology as an instructional tool to teach curricular content. This includes applying technology to facilitate learning through different mediums, provide student-centric and engaging learning opportunities, and allow for differentiation. The document outlines several benefits of technology integration such as enhancing education quality, improving access to resources, addressing equity issues, and supporting modern learning trends. It also discusses challenges of technology integration like infrastructure, teacher capacity, technical support, and language barriers. Finally, the document provides examples of specific technologies and digital tools that can be used for teaching, presentations, quizzing students, organizing content, and creative activities.
The document summarizes the key elements of successful online teaching and learning. It discusses the characteristics of successful online students, including being self-motivated and having strong writing skills. It also outlines the qualities of good online instructors, such as being organized and responsive. The document emphasizes fostering interaction through forums, team projects, and building a sense of community. It concludes that a variety of training opportunities are needed to support online instructors.
Introducing e-portfolios to actively enhance the HE student’s learning experi...JISC Netskills
Julie-Ann Stobo from Gateshead College discusses how the collegses School of Teaching & Learning Development have used an e-portfolio to enhance learning experience of PGCE students.
This document provides details for a course on Technology in Education. The course aims to help students understand how technology can enhance learning and prepare them for future jobs. It will cover topics like the concepts, principles, and historical developments of technology in education. The course is one semester long and will use a variety of teaching methods like lectures, tutorials, presentations, and gamified learning. Students will be assessed through an online exam, quizzes, coursework in the form of an ePortfolio, and a class presentation. Upon completing the course, students will be able to discuss key concepts and advances in educational technology and how it benefits students.
Similar to Using google docs as an interactive learning tool (20)
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
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.
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.
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.
2. Background
I lecture financial accounting honours students at UWC.
The course comprises of 50 credits and its for a duration of 9
months, commencing in February.
My class comprises of 35 students and majority of them live on the
residents of UWC, where they share a room with a classmate.
As 90% of them live on the universities residences and quite close
to each other, it is thus easy for those that does not have a
personal device, either to share with a roommate or class buddy
that has access to Google docs.
3. Background
The course is very structured in terms of topics that needs to be
lectured and very lecture based as set out by the South African
Institute of Chartered Accountants (SAICA) .
As we only have 9 months contact time with the students in order
to prepare them for the examination set by SAICA, it leaves us very
little room to deviate from the designated syllabus .
4. Established Practice
We are preparing our students to write the examinations set by the
South African Institute of Chartered Accountants (SAICA) in order
for them to qualify as Chartered Accountants (CA’s).
We have a detailed outline of topics that will be examined in the
examinations set by SAICA and as Financial Accounting is one of
the core subjects, it is presented in a lecture based-format.
In addition to the preparation of the examinations, SAICA also
wants us to integrate information technology (IT) as part of the
development of the students as set out in the SAICA Competency
Framework, in order to develop a well-rounded student.
There is little to no guidance given by SAICA of how to integrate IT
in the Financial Accounting subject area.
5. Established Practice
Currently when presenting our lectures we make use of
PowerPoint presentations and the use of excel, but there is no IT
integration from the students’ perspective.
As a result, I would like to integrate IT in a manner that will meet
both the criteria as set out in the SAICA Competency Framework as
well as incorporate an IT tool that will be of benefit to the students
in preparation of their examinations.
6. Challenge
The South African Institute of Chartered Accountants (SAICA)
wants us to integrate more IT into our programme as set out in the
SAICA Competency Framework.
There are no specific criteria of what and how to integrate more IT
in the programme.
I have exposed them to excel and PowerPoint in the classroom, but
would like to integrate it from their side.
All of the students can access the internet from the rooms on the
universities residence but they don’t necessarily have personal
laptops/smart phones, but I have recommended they should hook
up with a classmate that has access to the internet.
7. Intended Outcomes
To encourage students to use google doc as an e tool to encourage
participants to engage with the material (tutorial/information
pack) on line.
Each week they receive an information pack of the topic we doing
along with tutorials.
When they working through the tutorial they can then use google
doc as a platform to ask questions on the tutorial/homework they
are struggling with, then their classmates who has already done
the tutorial can comment on the problem identified and provide a
solution.
8. Intended Outcomes
The document can then also be saved for other students that have
not worked through the specific question for future references.
This will assist students with their problems immediately, instead
of waiting to consult with me the next day or during my
consultation times. I will regularly review and monitor the
questions/comments made by my student and facilitate the
process.
9. Affordances of Emerging
Technologies
Affordances and teaching and learning interactions are all about
matching your teaching and learning tasks with the most
appropriate educational technological tools in order to support the
learning tasks and scaffolding the learning process (Bower, 2008).
It is of utmost importance when considering what technological
tool we going to implement with our students, we need to
consider how this technological tool will support the learning tasks,
how the students will experience the use of this technology and
how it will develop their learning process (Beetham, 2007).
10. Affordances of Emerging
Technologies
The Educational Edition of Google Apps is free, it was built
especially for schools, universities and non-profit organisations and
does not require downloading new software or buying hardware
(Oishi, 2007).
This is a major advantage as we know that students are always
cash strapped and they can use their personal technology devices,
whether it is a smartphone, laptop or tablet for their studies as
well, no additional expense required (read-ability, write-ability and
view-ability).
11. Affordances of Emerging
Technologies
Using the google docs application is very easy and it allows us to
share content, facilitate collaboration, allow peer review of
academic materials and affords collective generation of knowledge
(Educause Learning Initiative, 2008).
After liaising with the students, it was confirmed that everybody
has a google account and everybody is comfortable of accessing
such documents whilst studying and their fellow students in class
will be able to assist them when they have questions regarding
certain tasks loaded on google docs (accessibility).
12. Affordances of Emerging
Technologies
Google docs has been recommended as an effective learning tool
for aiding collaborative learning for students to co-construct
knowledge as it allows interaction without any restrictions on time
and space (Chu & Kennedy, 2011).
Each week I hand out a pack which comprises of the lecture slides,
class examples and a set of 4 -5 past test/exam questions which
they are required to work through on their own.
I will then also load the question pack on google docs, where
students in their own time, work through the questions and then
raise their concerns of the question at hand.
13. Affordances of Emerging
Technologies
This will allow other students to comment/answer any of the
concerns raised and at the same time allows them to interact with
one another.
These google docs will also be saved for future references, so if
students feel the need to revise they can relook at the comments
noted on the google doc (view-ability, write-ability, playback-
ability, browse-ability).
14. Affordances of Emerging
Technologies
The Google docs application allows access from any computer and
allows students/lecturers to collaborate by sharing a document
with others as viewers or collaborators or by publishing it (Conner,
2008).
Google Docs supports synchronous editing and comment writing
and saves versions of the document, options that afford real time
collaborative learning.
90% of my students stay on the universities residence and have
access to a computer/smartphone in their rooms.
This will assist them greatly when working through questions
whilst studying in their rooms, but at the same time any questions
they have can be answered immediately either by their classmates
or by the lecturer.
15. Affordances of Emerging
Technologies
This will save the students a lot of time as any concerns they have
can be settled immediately instead of parking the question till the
next day and raising it during the lecturer’s consultation times
(move-ability, accessibility, write-ability, view-ability, read-ability).
A collaborative partnership, between the lecturer and the student,
would provide the students the necessary guidance to help them
move from their current cognitive level to higher understanding
(Vygotsky, 1978).
After I have loaded the question packs for the topics I lectured, I
will regularly review and monitor the questions/comments made
by my students.
16. Affordances of Emerging
Technologies
I can then ascertain whether students understood the principles
lectured in class and whether they can correctly apply it to the
questions they working with.
I can also comment on students reviews and direct them if needed
or make sure their conclusions are in line
This will also help me identify the problem areas students are
struggling with where I can then customise my revision sessions to
the needs of the students’ problem areas identified from google
docs (highlight-ability, focus ability).
17. Affordances of Emerging
Technologies
By coming together and sharing learning experiences that extend
beyond the walls of the classroom, we can therefore create
opportunities to help students develop the tools they need to
participate in any environment (Cormier & Siemens, 2010).
This will also allow them to become more confident in the work
they do and be able to interact more confidently during lectures
(speak-ability).
18. Description of Intervention
To integrate information technology (IT) in a manner that will meet
both the criteria as set out in the South African Institute of
Chartered Accountants (SAICA) Competency Framework as well as
incorporate an IT tool that will be of benefit to the students in
preparation of their examinations.
My IT tool that I would like to implement with my group of
students is Google docs. This would be a good platform to
encourage students to use google docs as an e tool and to
encourage the students to engage with the material on line.
Each week they receive an information pack of the topic we doing
along with tutorials.
When they working through the tutorial they can then use google
docs as a platform to ask questions on the tutorial/homework they
are struggling with, then their classmates who has already done
the tutorial can comment on the problem identified and provide a
solution.
19. Description of Intervention
The google doc is then automatically saved for other students that
have not worked through the specific question for future
references.
This will assist students with their problems immediately, instead
of waiting to consult with me the next day or during my
consultation times.
After I have loaded the question packs for the topics I lectured, I
will regularly review and monitor the questions/comments made
by my student and facilitate the process.
I can then ascertain whether students understood the principles
lectured in class and whether they can correctly apply it to the
questions they working with. I can also comment on students
reviews and direct them if needed or make sure their conclusions
are in line with the principles taught and direct them accordingly.
This will also help me identify the problem areas students are
struggling with where I can then customise my revision sessions to
the needs of the students’ problem areas identified.
20. Key Points for Effective
Practice
Digital technology can play an important role in the change in
higher education and as a result improve communication which
could enhance the learning process through meaningful
discussions (Veletsianos, 2011).
It is however important that students learn with technology to
change from knowledge users (teacher-centered learning) to
knowledge constructors (student-centered learning) (Jonassen,
2000).
The Educational Edition of Google Apps is free, it was built
especially for schools, universities and non-profit organisations and
does not require downloading new software or buying hardware
(Oishi, 2007).
This is a major advantage as we know that students are always
cash strapped and they can use their personal technology devices,
whether it is a smartphone, laptop or tablet for their studies as
well, no additional expense required (read-ability, write-ability and
view-ability).
21. Key Points for Effective
Practice
Google Docs’ is an application that is user friendly and allows us to
share content. This allows to students to ask questions/comments
whilst studying on their own and can be assisted by their fellow
students immediately. (accessibility)
Google docs allows for participation between students,
engagement and collaborative construction of knowledge between
students themselves as well as with facilitators.
This allow other students to comment/answer any of the concerns
raised and at the same time allows them to interact with one
another.
These google docs will also be saved for future references, so if
students feel the need to revise they can relook at the comments
noted on the google doc (view-ability, write-ability, playback-
ability, browse-ability).
22. Key Points for Effective
Practice
Students could focus on areas they found challenging and they
could highlight the areas they needed support or elaboration of
fellow students and facilitators.
Google docs can be accessed from any computer/technology
device. This will assist students greatly when working through
questions whilst studying in their rooms, but at the same time any
questions they have can be answered immediately either by their
classmates or by the lecturer.
This will save the students a lot of time as any concerns they have
can be settled immediately instead of parking the question till the
next day and raising it during the lecturer’s consultation times
(move-ability, accessibility, write-ability, view-ability, read-ability).
23. Conclusions and
Recommendations
I was quite surprised on how eager my students were to start
implementing my planned intervention and it made me realise that
technology should be welcomed with open arms.
It can be a great platform to teach and learn and it can definitely
improve the learning process as a whole.
It also made me realise that the more students will be able to
interact with the learning material loaded onto google docs, the
more confident they will become in their work and as a result they
will interact more confidently during lectures or/and during the
revision lecturers of the learning material.
I have implemented a pilot google docs programme with a honours
student/article clerk and one of my co-lecturers.
24. Conclusions and
Recommendations
The test proved very successful as the following was noted:
constructive questions were asked, applicable comments were
made to the questions asked, it was a learning environment as only
issued related to questions were asked and addressed.
Any concerns were addressed whilst the students were studying
the specific question and as the lecturer I could identify areas that I
could cover in my revision or follow up session with my students.
I have facilitated the process and asked probing questions so that
the student could learn and implement the principles covered in
class and at the same time identify good exam technique to be
applied.
25. Conclusions and
Recommendations
Both my colleague and the honours student/article clerk were very
surprised at how well the google docs worked as a learning
platform and excited to implement it with the class at large.
I have also learnt that digital technology can play an important role
in the change in higher education and as a result improve
communication which could enhance the learning process through
meaningful discussions (Veletsianos, 2011).
It is however important that students learn with technology to
change from knowledge users (teacher-centered learning) to
knowledge constructors (student-centered learning) (Jonassen,
2000).
26. Additional Information
References:
Beetham, H. (2007). An approach to learning activity design. In: Beetham
& Sharpe: Rethinking pedagogy for a digital age: designing and delivering
e-learning. Routledge: Taylor & Francis group.
Bower, M. (2008). Affordance analysis – matching learning tasks with
learning technologies. Educational Media International, 45(1), 3 –15.
Chu, S.K.W. & Kennedy, D.M. (2011). Using online collaborative tools for
groups to co-construct knowledge. Online Information Review, 35, 4, 581-
597.
Cormier, D. & Siemens, G. (2010). The open course. Through the open door:
open courses as reasearch, learning and engagement. Educause Review,
July / August, 31-39.
Conner, N. (2008). Google Apps: The missing manual. O’Riley Media.
Educause Learning Initiative (2008). 7 things you should know about Google
Apps. Retrieved September 12, 2008 from:
http://net.educause.edu/ir/library/pdf/EL17035.pdf
27. Additional Information
References continued:
Fraser, S. W. & Greenhalgh, T. (2001). Coping with complexity: educating for
capability. British Medical Journal, 323, October, 799-803.
Graffam, B. (2007). Active learning in medical education: strategies for
beginning implementation. Medical Teacher, 29, 1, 38-42.
Herrington, J. & Oliver, R. (2000). An instructional design framework for
authentic learning environments. Educational Technology Research and
Development, 48, 3, 23-48.
Jonassen, D. H. (2000). Computers as mindtools for schools. Engaging
critical thinking. (2nd edition). Upper Saddle River, New Jersey 07458:
Prentice-Hall, Inc. Pearson Education.
Justice, C., Rice, J., Warry, W., Inglis, S., Miller, S. & Sammon, S. (2007).
Inquiry in higher education: reflections and directions on course design and
teaching methods. Innovative Higher Education, 31, 4, 201-214.
Oishi, L. (2007). Working together: Google Apps goes to school. Technology
& Learning 27(9), 46-47.
28. Additional Information
References continued:
Parker, K.R., & Chao, J.T. (2007). Wiki as a teaching tool. Interdisciplinary
Journal of Knowledge and Learning Objects, 3, 57-72.
http://www.ijklo.org/Volume3/IJKLOv3p057-072Parker284.pdf
Ravid, G., Kalamn, Y.M., & Rafaeli, S. (2008). Wikibooks in higher education:
Empowerment through online distributed collaboration. Computers in
Human Behaviour, 24(5), 1913-1928.
Veletsianos, G. (2011). Designing opportunities for transformation with
emerging technologies. Educational Technology, 51, 2, 41-46.
Vygotsky, L. S. (1978). Mind in society: the development of higher
psychological processes. Cambridge, MA: Harvard University Press.
Please refer to the CASE STUDY for Extracts of Implementation of the Pilot
Google Docs Programme with an Honours student/Article Clerk