Rutgers Online Learning Conference Marino, M. (June 1st, 2020). Using Tech in the Classroom Goes Beyond TPACK and ASSURE. Rutgers Online Learning Conference, Online due to COVID-19.
The document provides guidance for effectively integrating technology into instruction to engage students and support learning. It discusses using technology to have students answer essential questions, providing choice and focusing on authentic products. It also outlines steps to design lessons, including identifying resources, instructional strategies, student activities and assessments. Tips are provided on classroom management and evaluating lessons that integrate technology.
The document outlines the roles and responsibilities of various positions in the Cleburne ISD technology organization, including the board of trustees, superintendent, director of technology, technology committee, and others. It then discusses the principal's role in implementing technology at the campus level and ensuring teachers receive necessary training. The document proposes forming a campus technology committee and providing hands-on, content-specific professional development for teachers. It also suggests various evaluation methods like principal observations, teacher and student surveys, and analyzing data from the STaR technology assessment.
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.
This document outlines a district technology training plan to improve teacher effectiveness in integrating technology into instruction. It found that while schools are well-equipped, technology is not used effectively. The plan calls for minimum one week of training per technology category over three years. Training will be conducted by the Division of Information Technology and specially trained teachers and focus on understanding pedagogy, learning technologies, and creating lessons. The goals are to transition highly qualified teachers into highly effective integrators of technology.
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.
The document outlines the organizational chart and roles for integrating technology at Caldwood Elementary School. It discusses how the Superintendent and Board of Trustees oversee technology implementation and budgeting. Other roles discussed include the Assistant Superintendents, Director of Instructional Technology, principals, teachers, and students. It emphasizes the principal's responsibility to implement and monitor technology use through professional development, revising budgets, and accountability.
This document summarizes the HMS STaR Chart for the 2009-2010 school year. It identifies the four key areas of technology integration: Teaching and Learning, Educator Preparation & Development, Leadership, Administration & Instructional Support, and Infrastructure for Technology. Data shows teachers are effectively using technology for instruction and students are using it for higher-level thinking. Infrastructure strongly supports technology access. The campus aims to help students use technology to drive their own learning and assessments.
The document summarizes an evaluation project of smart classrooms at a university. Data was collected through a focus group and survey of faculty to understand challenges in using smart classrooms and support needs. The evaluation found that while many faculty are using technology in teaching, there is a need for more training, technical support, and equitable access to smart classrooms across departments. Faculty identified timely support, training, and consistent equipment as important for effective use of smart classroom technology.
The document provides guidance for effectively integrating technology into instruction to engage students and support learning. It discusses using technology to have students answer essential questions, providing choice and focusing on authentic products. It also outlines steps to design lessons, including identifying resources, instructional strategies, student activities and assessments. Tips are provided on classroom management and evaluating lessons that integrate technology.
The document outlines the roles and responsibilities of various positions in the Cleburne ISD technology organization, including the board of trustees, superintendent, director of technology, technology committee, and others. It then discusses the principal's role in implementing technology at the campus level and ensuring teachers receive necessary training. The document proposes forming a campus technology committee and providing hands-on, content-specific professional development for teachers. It also suggests various evaluation methods like principal observations, teacher and student surveys, and analyzing data from the STaR technology assessment.
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.
This document outlines a district technology training plan to improve teacher effectiveness in integrating technology into instruction. It found that while schools are well-equipped, technology is not used effectively. The plan calls for minimum one week of training per technology category over three years. Training will be conducted by the Division of Information Technology and specially trained teachers and focus on understanding pedagogy, learning technologies, and creating lessons. The goals are to transition highly qualified teachers into highly effective integrators of technology.
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.
The document outlines the organizational chart and roles for integrating technology at Caldwood Elementary School. It discusses how the Superintendent and Board of Trustees oversee technology implementation and budgeting. Other roles discussed include the Assistant Superintendents, Director of Instructional Technology, principals, teachers, and students. It emphasizes the principal's responsibility to implement and monitor technology use through professional development, revising budgets, and accountability.
This document summarizes the HMS STaR Chart for the 2009-2010 school year. It identifies the four key areas of technology integration: Teaching and Learning, Educator Preparation & Development, Leadership, Administration & Instructional Support, and Infrastructure for Technology. Data shows teachers are effectively using technology for instruction and students are using it for higher-level thinking. Infrastructure strongly supports technology access. The campus aims to help students use technology to drive their own learning and assessments.
The document summarizes an evaluation project of smart classrooms at a university. Data was collected through a focus group and survey of faculty to understand challenges in using smart classrooms and support needs. The evaluation found that while many faculty are using technology in teaching, there is a need for more training, technical support, and equitable access to smart classrooms across departments. Faculty identified timely support, training, and consistent equipment as important for effective use of smart classroom technology.
The document discusses instructional technology and its benefits for education. It can help teachers design lessons tailored to student needs by analyzing their strengths and weaknesses. While technology integration faces challenges like lack of teacher buy-in and dated hardware, instructional design and technology can be used to improve every aspect of teaching and learning. The specific school discussed aims to maintain its current technology and provide training to encourage greater teacher participation.
Interactive Multi Media Projects & Problem Based Learning Presentation For E ...Vicky Ross
This document discusses interactive multimedia projects and project-based learning. It defines these concepts and explains their benefits for student engagement and the development of real-world skills. Potential barriers to their implementation, such as time constraints and cultural changes, are outlined along with solutions like long-term professional development, collaborative planning, and administrative support. The document advocates for continual assessment of technology use to keep practices aligned with evolving tools.
Interactive Multi Media Projects & Problem Based Learning Presentation For E ...Vicky Ross
This document discusses interactive multimedia projects and project-based learning. It defines these concepts and explains their benefits for student engagement and the development of real-world skills. Potential barriers to their implementation, such as time constraints and cultural changes, are outlined along with solutions like long-term professional development, collaborative planning, and administrative support. The document advocates for continual assessment of technology use to keep practices aligned with evolving tools.
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.
The document discusses the roles and responsibilities of various positions related to technology in a school district. It outlines that the Director of Technology oversees technology for the district's twelve campuses and is responsible for purchasing, maintaining, updating, and installing computers. The Curriculum Director makes decisions about what is taught and oversees instruction. Campus principals ensure technology is integrated into daily lessons through walk-throughs. Teachers are responsible for incorporating technology into their own lessons.
The document discusses the roles and responsibilities of various positions related to technology in a school district. It outlines how the Director of Technology manages technology resources for the district's 12 campuses and is responsible for purchases, maintenance, updates, and installations. It also describes how the Curriculum Director oversees curriculum development and instruction, and campus principals ensure technology is integrated into daily lessons. The second part discusses professional development needs around incorporating multimedia, online safety, copyright laws, and Web 2.0 tools. The third part outlines a technology plan with goals, strategies, and methods for evaluating progress.
9/17/2020 Originality Report
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SafeAssign Originality Report
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Week 02_Technology Acceptance Model.…
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10:42 PM CDT
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Highest: Week 02_Technology Acceptanc…
%44Attachment 1
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Student paper
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Week 02_Technology Acceptance Model.docx
6 1 8
4 3 7
5 9 11
2 12 13
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6 Student paper 5 foi 9 centar-fm
Running head: TECHNOLOGY ACCEPTANCE MODEL 1
TECHNOLOGY ACCEPTANCE MODEL 7
Technology Acceptance Model Praneeth Pentela
ITS 630-A08 Organ Leader & Decision Making
Dr. Joanna Patterson
TECHNOLOGY ACCEPTANCE MODEL
Introduction
IT acceptance has over the last few years received considerable attention. Various theoretical models have been proposed to explain the end-users’ acceptance
behavior (Al-Emran, Mezhuyev, & Kamaludin, 2018). Among the various theoretical models, TAM that was proposed by Davis is typically applied and empirically
tested. Technology acceptance model (TAM) The technology acceptance model is an information system theory that is used in modeling how users normally accept
technology use. This is a model that is considered to be one of the most influential and commonly used theories. It is therefore very critical in describing the
importance of technological innovations in e-commerce. The practical system use is the ultimate conclusion that users want people to be willing to do something
regarding technology, and also need to establish behavioral intention which may e a factor that would encourage people to use the innovation. The behavioral
intention is said to be affected by the attitude (A) of the general understanding of the technology (Nugroho, Bakar, & Ali, 2017). Many studies have been conducted
globally to investigate TAM’s relevance in understanding e-learning acceptance among the students. In many regions, e-learning is adopted for its assumed potential
1
2
3
2
https://ucumberlands.blackboard.com/webapps/mdb-sa-BB5a31b16bb2c48/originalityReport?attemptId=5bb8832d-bffd-40d3-80df-010d02a4d749&course_id=_135115_1&download=true&includeDeleted=true&print=true&force=true
9/17/2020 Originality Report
https://ucumberlands.blackboard.com/webapps/mdb-sa-BB5a31b16bb2c48/originalityReport/ultra?attemptId=5bb8832d-bffd-40d3-80df-010d02a4d74… 2/5
of facilitati.
1) The original logic model for a teacher preparation program assumed students would be trained to use technology, observe faculty modeling its use, and gain confidence using it during student teaching. However, results found lower than expected technology use.
2) Further evaluation found faculty reported little technology modeling, students had low confidence in subject-specific tools, and student teaching portfolios showed minimal technology use despite student reports.
3) A survey of graduates found most teachers regularly used technology for instruction, contradicting earlier results, suggesting self-reports and artifacts like portfolios may not accurately capture technology integration.
This document summarizes a seminar on integrating Web 2.0 tools into instruction. It discusses models of technology adoption and diffusion as well as delivery models for online and blended learning. The document also examines understanding faculty and learner needs, including disciplinary focuses and learning styles. Finally, it addresses considerations for using Web 2.0 tools related to content, pedagogy, assessment and support issues.
VRI Solutions Pvt. Ltd - Information technology solutionsVRI_Solutions
IT solutions can improve the teaching, learning, and coordinating process for computer fluency courses. Present IT solutions are more interactive and help manage classrooms, but reports need more details. Future solutions may provide more adaptive tutorials and intelligent tutoring. Integrating IT training, testing, and assessment into courses and university systems can streamline processes and provide students flexible access to materials. However, security, technical support, and content customization remain challenges.
This document discusses different types of technology and how technology can be used to enhance teaching and learning. It addresses four fundamental questions about using technology in the classroom: 1) what are the advantages of technology, 2) what educational experiences can be provided and how should they be delivered, 3) how can educational experiences be effectively organized through technology, and 4) how can we determine if technology is achieving its purposes. The document also provides steps and considerations for teaching and learning with technology.
This document discusses different types of technology and how technology can be used to enhance teaching and learning. It addresses four fundamental questions about using technology in the classroom: 1) what are the advantages of technology, 2) what educational experiences can be provided and how should they be delivered, 3) how can educational experiences be organized through technology, and 4) how can we determine if technology is achieving its purposes. The document also provides steps and considerations for effectively integrating technology into classrooms.
The document outlines an action plan for implementing technology and professional development at the district and campus levels. Key roles and responsibilities include:
- Superintendent oversees implementation of the Texas Long Range Technology Plan.
- Directors and coordinators at the district level provide instructional technology coaches, assist with benchmark testing and textbook adoption, and oversee career and technology education programs.
- Campus administrators ensure technology is integrated at the campus level and provide staff development.
- Technology staff maintain hardware, software, networks, and troubleshoot issues.
- Teachers attend professional development and implement technology in classrooms.
The principal plays a lead role in modeling technology use and ensuring staff receive content-specific training to confidently
This document discusses the area of Educator Preparation and Development on the Texas STaR Chart. It focuses on what skills teachers need to be effective in the 21st century, including professional development, educator capabilities, and understanding of technology. The document notes that most schools in Texas rate themselves as "developing" in providing professional development and support for teachers to integrate technology. It recommends increasing opportunities for relevant professional development, training teachers at least twice per year, and requiring technology courses for educators.
The document summarizes key findings from a survey of teachers across Navitas Professional and English Programs (PEP) regarding their use of and attitudes towards technology. Some of the main findings include:
- Teachers express positivity about using technology and their interest in learning more, especially about applying technology in their teaching contexts.
- Increased ownership of devices like laptops, smartphones and tablets correlates with more technology use in teaching.
- The biggest barriers reported are lack of knowledge or confidence as well as time and access issues.
- Interest areas include learning multimedia tools, interactive whiteboards, lecture capture systems and how to integrate various endorsed and unendorsed technologies into teaching.
The survey findings will help PEP
The document discusses various frameworks and tools used to evaluate assistive technology needs, including the SETT Framework, WATI assessment tools, QIAT indicators, and the Toolbelt Theory. It provides an overview of how an assistive technology evaluation team should be comprised and consider the student, environment, tasks, and tools. A variety of assessment forms, checklists, and guidelines are presented to guide the evaluation and decision-making process.
Educational technology refers to using technological tools like media, machines, and networking hardware to support learning. A study found that 74% of primary instructors reported increased student academic performance with technology use in the classroom, and 73% saw improved student engagement. Similarly, college students reported that 80% had increased academic performance and 77% greater engagement from educational technology. The document advocates for empowering teachers with technology that supports lesson planning and collaboration to enhance student success.
Educational technology refers to using technological tools like media, machines, and networking hardware to support learning. A study found that 74% of primary instructors reported increased student academic performance with technology use in the classroom, and 73% saw improved student engagement. Similarly, college students reported that 80% had increased academic performance and 77% greater engagement from educational technology. For technology to be effective, teachers must see how it can empower them and their students to learn while being treated as part of lesson planning.
Principles of Effective Technology Integrationkamccollum
The document outlines four principles of effective technology integration in the classroom:
1. Effective technology integration involves students actively using technology, not just the teacher.
2. Technology should be essential, not peripheral, to the learning activity. It should not just be an add-on or used solely for motivation.
3. The focus should be on the learning task, not the technology itself. Technology should serve as a tool to help achieve learning goals.
4. Technology should enable activities that would be difficult or impossible without it. It should add value to the learning process.
The document provides an introduction and overview for an INFO 2106 Website Design and Management course. It outlines the agenda, including an introduction to the professor and Blackboard, as well as information on grading, academic dishonesty, and how to succeed in the course. It then covers the basics of HTML, including common tags like <p>, <ul>, <li>, and <a>. Examples are provided of how to create paragraphs, lists, links, and tables. It also discusses opening links in new windows, static vs dynamic websites, and important code snippets for building webpages.
This document provides an overview and agenda for an INFO 3205 Digital Media Publishing course. It discusses the course description, objectives, competencies, and participation policy. It also covers professor availability, the Blackboard site structure, grading scale, tips for success, and academic dishonesty. The remainder of the document introduces HTML basics, important tags, and common elements like paragraphs, lists, links, and images. Key topics covered include the difference between static and dynamic websites, using CSS for styling, and including images, backgrounds, and text formatting.
More Related Content
Similar to Using Tech in the Classroom Goes Beyond TPACK.pptx
The document discusses instructional technology and its benefits for education. It can help teachers design lessons tailored to student needs by analyzing their strengths and weaknesses. While technology integration faces challenges like lack of teacher buy-in and dated hardware, instructional design and technology can be used to improve every aspect of teaching and learning. The specific school discussed aims to maintain its current technology and provide training to encourage greater teacher participation.
Interactive Multi Media Projects & Problem Based Learning Presentation For E ...Vicky Ross
This document discusses interactive multimedia projects and project-based learning. It defines these concepts and explains their benefits for student engagement and the development of real-world skills. Potential barriers to their implementation, such as time constraints and cultural changes, are outlined along with solutions like long-term professional development, collaborative planning, and administrative support. The document advocates for continual assessment of technology use to keep practices aligned with evolving tools.
Interactive Multi Media Projects & Problem Based Learning Presentation For E ...Vicky Ross
This document discusses interactive multimedia projects and project-based learning. It defines these concepts and explains their benefits for student engagement and the development of real-world skills. Potential barriers to their implementation, such as time constraints and cultural changes, are outlined along with solutions like long-term professional development, collaborative planning, and administrative support. The document advocates for continual assessment of technology use to keep practices aligned with evolving tools.
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.
The document discusses the roles and responsibilities of various positions related to technology in a school district. It outlines that the Director of Technology oversees technology for the district's twelve campuses and is responsible for purchasing, maintaining, updating, and installing computers. The Curriculum Director makes decisions about what is taught and oversees instruction. Campus principals ensure technology is integrated into daily lessons through walk-throughs. Teachers are responsible for incorporating technology into their own lessons.
The document discusses the roles and responsibilities of various positions related to technology in a school district. It outlines how the Director of Technology manages technology resources for the district's 12 campuses and is responsible for purchases, maintenance, updates, and installations. It also describes how the Curriculum Director oversees curriculum development and instruction, and campus principals ensure technology is integrated into daily lessons. The second part discusses professional development needs around incorporating multimedia, online safety, copyright laws, and Web 2.0 tools. The third part outlines a technology plan with goals, strategies, and methods for evaluating progress.
9/17/2020 Originality Report
https://ucumberlands.blackboard.com/webapps/mdb-sa-BB5a31b16bb2c48/originalityReport/ultra?attemptId=5bb8832d-bffd-40d3-80df-010d02a4d74… 1/5
%25
%16
%3
SafeAssign Originality Report
Fall 2020 - Organ Leader & Decision Making (ITS-630-A08) - First Bi-T… • Week 2 Written Assignment
%44Total Score: High riskPraneeth Pentela
Submission UUID: 7567c97b-2f11-db04-8404-2b438ba2278e
Total Number of Reports
1
Highest Match
44 %
Week 02_Technology Acceptance Model.…
Average Match
44 %
Submitted on
09/06/20
10:42 PM CDT
Average Word Count
1,434
Highest: Week 02_Technology Acceptanc…
%44Attachment 1
Institutional database (6)
Student paper Student paper Student paper
Student paper Student paper Student paper
Internet (6)
foi centar-fm springer
marlenemourreau springer boisestate
Global database (1)
Student paper
Top sources (3)
Excluded sources (0)
View Originality Report - Old Design
Word Count: 1,434
Week 02_Technology Acceptance Model.docx
6 1 8
4 3 7
5 9 11
2 12 13
10
6 Student paper 5 foi 9 centar-fm
Running head: TECHNOLOGY ACCEPTANCE MODEL 1
TECHNOLOGY ACCEPTANCE MODEL 7
Technology Acceptance Model Praneeth Pentela
ITS 630-A08 Organ Leader & Decision Making
Dr. Joanna Patterson
TECHNOLOGY ACCEPTANCE MODEL
Introduction
IT acceptance has over the last few years received considerable attention. Various theoretical models have been proposed to explain the end-users’ acceptance
behavior (Al-Emran, Mezhuyev, & Kamaludin, 2018). Among the various theoretical models, TAM that was proposed by Davis is typically applied and empirically
tested. Technology acceptance model (TAM) The technology acceptance model is an information system theory that is used in modeling how users normally accept
technology use. This is a model that is considered to be one of the most influential and commonly used theories. It is therefore very critical in describing the
importance of technological innovations in e-commerce. The practical system use is the ultimate conclusion that users want people to be willing to do something
regarding technology, and also need to establish behavioral intention which may e a factor that would encourage people to use the innovation. The behavioral
intention is said to be affected by the attitude (A) of the general understanding of the technology (Nugroho, Bakar, & Ali, 2017). Many studies have been conducted
globally to investigate TAM’s relevance in understanding e-learning acceptance among the students. In many regions, e-learning is adopted for its assumed potential
1
2
3
2
https://ucumberlands.blackboard.com/webapps/mdb-sa-BB5a31b16bb2c48/originalityReport?attemptId=5bb8832d-bffd-40d3-80df-010d02a4d749&course_id=_135115_1&download=true&includeDeleted=true&print=true&force=true
9/17/2020 Originality Report
https://ucumberlands.blackboard.com/webapps/mdb-sa-BB5a31b16bb2c48/originalityReport/ultra?attemptId=5bb8832d-bffd-40d3-80df-010d02a4d74… 2/5
of facilitati.
1) The original logic model for a teacher preparation program assumed students would be trained to use technology, observe faculty modeling its use, and gain confidence using it during student teaching. However, results found lower than expected technology use.
2) Further evaluation found faculty reported little technology modeling, students had low confidence in subject-specific tools, and student teaching portfolios showed minimal technology use despite student reports.
3) A survey of graduates found most teachers regularly used technology for instruction, contradicting earlier results, suggesting self-reports and artifacts like portfolios may not accurately capture technology integration.
This document summarizes a seminar on integrating Web 2.0 tools into instruction. It discusses models of technology adoption and diffusion as well as delivery models for online and blended learning. The document also examines understanding faculty and learner needs, including disciplinary focuses and learning styles. Finally, it addresses considerations for using Web 2.0 tools related to content, pedagogy, assessment and support issues.
VRI Solutions Pvt. Ltd - Information technology solutionsVRI_Solutions
IT solutions can improve the teaching, learning, and coordinating process for computer fluency courses. Present IT solutions are more interactive and help manage classrooms, but reports need more details. Future solutions may provide more adaptive tutorials and intelligent tutoring. Integrating IT training, testing, and assessment into courses and university systems can streamline processes and provide students flexible access to materials. However, security, technical support, and content customization remain challenges.
This document discusses different types of technology and how technology can be used to enhance teaching and learning. It addresses four fundamental questions about using technology in the classroom: 1) what are the advantages of technology, 2) what educational experiences can be provided and how should they be delivered, 3) how can educational experiences be effectively organized through technology, and 4) how can we determine if technology is achieving its purposes. The document also provides steps and considerations for teaching and learning with technology.
This document discusses different types of technology and how technology can be used to enhance teaching and learning. It addresses four fundamental questions about using technology in the classroom: 1) what are the advantages of technology, 2) what educational experiences can be provided and how should they be delivered, 3) how can educational experiences be organized through technology, and 4) how can we determine if technology is achieving its purposes. The document also provides steps and considerations for effectively integrating technology into classrooms.
The document outlines an action plan for implementing technology and professional development at the district and campus levels. Key roles and responsibilities include:
- Superintendent oversees implementation of the Texas Long Range Technology Plan.
- Directors and coordinators at the district level provide instructional technology coaches, assist with benchmark testing and textbook adoption, and oversee career and technology education programs.
- Campus administrators ensure technology is integrated at the campus level and provide staff development.
- Technology staff maintain hardware, software, networks, and troubleshoot issues.
- Teachers attend professional development and implement technology in classrooms.
The principal plays a lead role in modeling technology use and ensuring staff receive content-specific training to confidently
This document discusses the area of Educator Preparation and Development on the Texas STaR Chart. It focuses on what skills teachers need to be effective in the 21st century, including professional development, educator capabilities, and understanding of technology. The document notes that most schools in Texas rate themselves as "developing" in providing professional development and support for teachers to integrate technology. It recommends increasing opportunities for relevant professional development, training teachers at least twice per year, and requiring technology courses for educators.
The document summarizes key findings from a survey of teachers across Navitas Professional and English Programs (PEP) regarding their use of and attitudes towards technology. Some of the main findings include:
- Teachers express positivity about using technology and their interest in learning more, especially about applying technology in their teaching contexts.
- Increased ownership of devices like laptops, smartphones and tablets correlates with more technology use in teaching.
- The biggest barriers reported are lack of knowledge or confidence as well as time and access issues.
- Interest areas include learning multimedia tools, interactive whiteboards, lecture capture systems and how to integrate various endorsed and unendorsed technologies into teaching.
The survey findings will help PEP
The document discusses various frameworks and tools used to evaluate assistive technology needs, including the SETT Framework, WATI assessment tools, QIAT indicators, and the Toolbelt Theory. It provides an overview of how an assistive technology evaluation team should be comprised and consider the student, environment, tasks, and tools. A variety of assessment forms, checklists, and guidelines are presented to guide the evaluation and decision-making process.
Educational technology refers to using technological tools like media, machines, and networking hardware to support learning. A study found that 74% of primary instructors reported increased student academic performance with technology use in the classroom, and 73% saw improved student engagement. Similarly, college students reported that 80% had increased academic performance and 77% greater engagement from educational technology. The document advocates for empowering teachers with technology that supports lesson planning and collaboration to enhance student success.
Educational technology refers to using technological tools like media, machines, and networking hardware to support learning. A study found that 74% of primary instructors reported increased student academic performance with technology use in the classroom, and 73% saw improved student engagement. Similarly, college students reported that 80% had increased academic performance and 77% greater engagement from educational technology. For technology to be effective, teachers must see how it can empower them and their students to learn while being treated as part of lesson planning.
Principles of Effective Technology Integrationkamccollum
The document outlines four principles of effective technology integration in the classroom:
1. Effective technology integration involves students actively using technology, not just the teacher.
2. Technology should be essential, not peripheral, to the learning activity. It should not just be an add-on or used solely for motivation.
3. The focus should be on the learning task, not the technology itself. Technology should serve as a tool to help achieve learning goals.
4. Technology should enable activities that would be difficult or impossible without it. It should add value to the learning process.
Similar to Using Tech in the Classroom Goes Beyond TPACK.pptx (20)
The document provides an introduction and overview for an INFO 2106 Website Design and Management course. It outlines the agenda, including an introduction to the professor and Blackboard, as well as information on grading, academic dishonesty, and how to succeed in the course. It then covers the basics of HTML, including common tags like <p>, <ul>, <li>, and <a>. Examples are provided of how to create paragraphs, lists, links, and tables. It also discusses opening links in new windows, static vs dynamic websites, and important code snippets for building webpages.
This document provides an overview and agenda for an INFO 3205 Digital Media Publishing course. It discusses the course description, objectives, competencies, and participation policy. It also covers professor availability, the Blackboard site structure, grading scale, tips for success, and academic dishonesty. The remainder of the document introduces HTML basics, important tags, and common elements like paragraphs, lists, links, and images. Key topics covered include the difference between static and dynamic websites, using CSS for styling, and including images, backgrounds, and text formatting.
This document provides an overview of search engine optimization (SEO) and pay-per-click (PPC) advertising. It discusses the purpose of SEO as driving targeted traffic to increase sales. SEO involves influencing organic search rankings, while PPC involves paid placement in search results. The document then covers keyword research, building links and PageRank to improve SEO, and how to track SEO metrics. It warns against spammy SEO practices and provides examples of PPC through Google AdWords.
This document provides an overview of the key concepts related to the Internet and World Wide Web. It describes the evolution of the Internet from its origins in the 1990s due to commercialization and the development of technologies like the World Wide Web and web browsers. It also outlines important standards bodies that develop protocols to ensure interoperability across networks, and defines common terms like client-server model, IP addresses, domain names, and web browsers and servers. The document emphasizes the importance of accessibility, universal design, and ethical use of information on the Internet.
This document discusses an introduction to Java programming and data structures. It covers chapters on elementary programming concepts like variables, data types, operators, and input/output. The chapter objectives are listed and include writing programs to perform calculations, obtaining input from the console, using identifiers, variables, and constants. Examples are provided to illustrate computing the area of a circle, reading input, and numeric data types.
The document discusses creating an Android project in Android Studio. It describes opening Android Studio and selecting options like the project name, package name, and minimum SDK when creating a new project. It shows screenshots of the welcome screen, new project window, and project view in Android Studio. It also explains that the user interface can be designed with Java code or XML layout files, with XML being preferred.
This document provides an introduction to Java applications and programming. It discusses compiling and running a simple Java program that prints a line of text. It also covers Java classes, methods, variables, data types, arithmetic and formatting output. The document is from a textbook on Android programming and aims to explain Java programming fundamentals.
The document discusses key topics in supply chain management. It outlines six major change drivers that have influenced the development of supply chain management, including globalization, technology, organization, empowered consumers, government policy, and sustainability. It also describes the evolution of supply chain management from procurement to integrated supply chain management. Major issues in supply chain management are identified as networks, complexity, inventory, information, costs, relationships, performance measurement, technology, transportation, security, and talent management.
This document provides an overview of operations management and supply chain management concepts from the textbook "Operations Management: Processes and Supply Chains". It defines key terms like operations, processes, competitive priorities and capabilities. It also describes the role of operations in an organization and how corporate strategy, market analysis and operations strategy are connected. Finally, it identifies nine competitive priorities used in operations strategy and discusses how firms can develop capabilities in cost, quality, time and flexibility.
The document provides an overview of the CapsimOps simulation. It describes the objectives of the simulation which are to teach operational decision-making and its impacts across departments. Students make decisions in areas like R&D, marketing, production, and finance over multiple rounds simulating business years. Performance is measured using a 5-star summary promoting sustainable growth. The simulation places students as managers of sensor companies operating in a closed market with two segments that are growing annually.
No Cap is a local hat store in Teaneck, New Jersey that created a website to increase sales and exposure beyond the local area. The website allows customers to browse and purchase limited or special edition hats from the store from anywhere. It features pages for the home, about, contact, buying hats, and subscriptions. Images of hat selections and the store interior are included. The site aims to address the store's lack of online presence and sales outside of the local community.
This document proposes an HTML project to create an online adoption process website with pages for About, Our Animals, and an Adoption Application. The deliverables include web pages, a CSS stylesheet, and a database to store application answers and newsletter information. The document notes there may be issues to address regarding the stylesheet, switching between tabs, a header image, and the database.
The document discusses the creation of a website for FUNDAPEF, an animal shelter founded in 2018 in Santo Domingo, Dominican Republic. The client's goal was to have all information about FUNDAPEF's mission, to rescue and care for homeless pets, in one central location. The website was created using an HTML template from w3schools. Some issues arose around changing fonts and colors from the template. Additionally, the request limit was reached and the help section could not be fully completed. The final URL for the basic functional website is provided.
Project Presentation_thomasb1_attempt_2021-12-05-17-50-13_Developing Web Apps...MattMarino13
Brett Thomas proposes creating a website called Broad Street Media to serve as a one-stop shop for Philadelphia professional sports fans. The site would feature pages dedicated to each of the four major Philadelphia teams, as well as pages for discussing sports, subscribing to a newsletter, and the homepage which would contain blog posts with news and highlights. During development, Brett struggled with separating the homepage and posts page, and organizing the team pages to have consistent formatting.
The document describes a website created to help tourists planning trips to Italy. The website provides information on Italian history, customs, food, attractions and current events in one central location to avoid stress or embarrassment from lack of cultural knowledge. Sections include history, customs, food, attractions. The site was created using WIX and took 20 hours over 10 days to complete. Issues with the site include some redundant information, inability to add a digital clock with Italian time, and potential improvement of information placement.
The document outlines the agenda for Professor Marino's CO 225 course. The agenda includes an introduction to the professor and their background, a review of the course syllabus and schedule, assignments, expectations, grading, and advice for succeeding in the course. It concludes with announcing the homework which is to make introductory posts on the course site and draft a cover letter and resume.
This PowerPoint presentation outlines a curriculum unit on investments for a high school personal finance course. The unit utilizes an investment simulation tool called Wall Street Survivor to have students apply concepts over 10 class periods. Goals and objectives were developed based on Bloom's and Krathwohl's taxonomies to focus on cognitive and affective learning. Instructional strategies involve students participating in the simulation and adjusting strategies based on results. Student learning will be assessed through a presentation rubric evaluating their simulation process, strategies, and experience. The evaluation plan uses this rubric to ensure students properly applied investment knowledge.
This document provides the agenda and assignments for Professor Marino's IT-100 Information Technology course. It introduces the professor and outlines expectations for attendance, grading, and important dates. Students are assigned readings from the textbook on various software like Windows, Word, PowerPoint, Excel and tutorials to complete. They are also given assignments to submit through eCampus and SAM, the online software training program. Class sessions will involve learning about and working on the assigned software as well as presentations by students.
This document provides an overview and agenda for an introductory course on HTML and developing web applications. It includes sections on the course overview and objectives, professor availability, grading scale, how to succeed in the course, academic dishonesty, HTML basics, static vs dynamic websites, common HTML tags, and examples of project proposals. It also provides examples of code for key HTML tags and structures.
The document provides an overview and agenda for an introductory course on developing web applications using HTML. It outlines topics to be covered including an introduction to the course, professor availability, use of the Blackboard learning management system, grading policies, how to succeed in the course, academic dishonesty policies, and HTML basics. It also describes upcoming homework assignments and projects that will make up students' grades, including creating a website proposal, final project, and presentation. Key HTML tags and concepts are defined including headings, paragraphs, lists, links, and images.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
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.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
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.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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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 ...
Communicating effectively and consistently with students can help them feel at ease during their learning experience and provide the instructor with a communication trail to track the course's progress. This workshop will take you through constructing an engaging course container to facilitate effective communication.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
5. Research Suggests
This information was collected as part of my dissertation
research.
Educators tend to
Use technology they are
comfortable/familiar with
Use cheaper technology based on
availability
Use technology based on
availability professional
development
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6. Educator familiarity does not equate to
student familiarity
Educator familiarity does not guarantee
appropriateness of technology
Ease of use for educator does not
guarantee connection to content
Technology may not match learning
outcomes/course requirements
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Reasons Tech Fails
Poor choice in technology can lead to a poor experience
for students and educators.
7. Important Questions
Why are we using this tool?
How does this tool enhance and/or supplement my
classroom instruction?
How do I address my needs?
How do I address my student needs?
Does my choice in technology meet administrative
standards?
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Picture Source: https://cdn.pixabay.com/photo/2015/10/30/12/24/questions-
1014060_960_720.jpg
8. Why Are We Using This Tool?
Is the technology appropriate for the content?
Is the technology appropriate for the learner?
Is the technology available to students?
Is the technology reliable?
Is the technology safe?
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9. How Does This Tool Enhance and/or Supplement
My Classroom Instruction?
Does using this technology add anything to the course?
Does using this technology benefit students?
Does using this technology re-emphasize/assess course concepts?
Do students agree?
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10. How Do I Address My Needs?
What course goals/objectives does this tool help me address?
Does my course need an overhaul to implement this tool?
Do I have the necessary tools to implement this tech?
Is there training needed?
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11. How Do I Address My Student Needs?
Is training needed?
Is the technology accessible?
Is the technology costly?
Is there an alternative?
Is there value?
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12. Does My Choice in Technology Meet
Administrative Standards?
Are licenses needed for computers?
Is the program in accordance with university standards?
Is support available for the technology? Potentially beyond the
university if needed.
Is the company legitimate?
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13. Rutgers Online
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Technology in the classroom
is not one size fits all
Picture Source:
https://upload.wikimedia.org/wikipedia/commons/thumb/9/9f/Tech_Elevator_Java_Classroom.jpg/800px-
Tech_Elevator_Java_Classroom.jpg
Editor's Notes
Be specific and direct in the title. Use the subtitle to give the specific context of the speech.
-The goal should be to capture the audience’s attention which can be done with a quote, a startling statistic, or fact. It is not necessary to include this attention getter on the slide.
Use the background points to post details that are not common knowledge, or that the audience will need to understand the context of the speech.
-Do not read these main points from the PowerPoint, instead elaborate on these points during the speech.
Use the background points to post details that are not common knowledge, or that the audience will need to understand the context of the speech.
-Do not read these main points from the PowerPoint, instead elaborate on these points during the speech.
Dedicate this entire slide to the thesis statement. It is the reason the speech is being given. Use this time to reveal the three main points of the speech (slides 4,5,6) as an overview for the direction of the speech:
-[type main point #1 here]
-[type main point #2 here]
-[type main point #3 here]
Be sure to transition to the first main point and the next slide.
The title of main point #1 should be clear and concise. Each piece of evidence should be summarized for clarity and cited correctly. Do not simply read the pieces of evidence, but elaborate where needed.
[type notes for elaboration here]
Be sure to transition to main point #2 and the next slide.
The title of main point #2 should be clear and concise. Each piece of evidence should be summarized for clarity and cited correctly. Do not simply read the pieces of evidence, but elaborate where needed.
[type notes for elaboration here]
Be sure to transition to main point #3 and the next slide.
The title of main point #3 should be clear and concise. Each piece of evidence should be summarized for clarity and cited correctly. Do not simply read the pieces of evidence, but elaborate where needed.
[type notes for elaboration here]
Be sure to transition to the counterargument and the next slide.
The counterargument should be the most common argument against the topic. The goal for this slide is to address the counterargument in such a way as to actually strengthen the original topic. Be sure to address each piece of evidence against the topic. As you address each piece of evidence elaborate on the text found on the slide. Remember to transition to the final slide, the action step.
The counterargument should be the most common argument against the topic. The goal for this slide is to address the counterargument in such a way as to actually strengthen the original topic. Be sure to address each piece of evidence against the topic. As you address each piece of evidence elaborate on the text found on the slide. Remember to transition to the final slide, the action step.
The counterargument should be the most common argument against the topic. The goal for this slide is to address the counterargument in such a way as to actually strengthen the original topic. Be sure to address each piece of evidence against the topic. As you address each piece of evidence elaborate on the text found on the slide. Remember to transition to the final slide, the action step.
The counterargument should be the most common argument against the topic. The goal for this slide is to address the counterargument in such a way as to actually strengthen the original topic. Be sure to address each piece of evidence against the topic. As you address each piece of evidence elaborate on the text found on the slide. Remember to transition to the final slide, the action step.
The counterargument should be the most common argument against the topic. The goal for this slide is to address the counterargument in such a way as to actually strengthen the original topic. Be sure to address each piece of evidence against the topic. As you address each piece of evidence elaborate on the text found on the slide. Remember to transition to the final slide, the action step.
The action step is what the audience is supposed to do or think about the topic. It should be one sentence that is written clearly and with much thought. It may also be the thesis statement restated as an action. The goal of this slide is to leave the audience with a clear message as to what they are to do or think at the end of the speech. It may be a good idea to end with a powerful quote or image.