This document describes a lesson plan that uses technology to enhance learning. Students will use laptops and desktop computers to read an online newspaper article about medical marijuana. They will look up vocabulary words and create a list to email to the teacher. Each student will then write a one page summary of their thoughts on the article and are encouraged to research more articles on the topic using available databases. The use of technology, including computers and the internet, engages students and allows them to collaborate while completing the lesson.
Spring 2012 faculty & student technology surveys reportCathy Yang
The document is a report summarizing faculty and student technology surveys conducted at The College of Saint Rose in Albany, NY. Key findings include that 69% of faculty feel technology is essential to their classes, and 96% are satisfied with technology support. For students, 80% are satisfied with classroom technology, 65% use technology as a learning tool, and 81% use Blackboard frequently. The report provides detailed response data and suggestions for improving technology services.
Spnd 456 second weekend simmons december 2010KarenJan
This document discusses assistive technology for students with high incidence disabilities, particularly in math. It outlines some common difficulties students may experience in math calculations, word problems, and understanding math language/symbols. Low-tech and high-tech assistive tools are presented for remediating math disabilities, including number stamps, calculators, digitized textbooks, and software like IntelliTools and Kidspiration. The document also discusses metacognition, executive functions, memory, organization, notetaking, study skills, and technology for students on the autism spectrum.
Authoring system of drill & practice elearning modules for hearing impaired s...ijcsit
Hearing Impaired (HI) persons need to keep on practicing and repeating their lessons as well as their exercises. Teaching methodology of HI students differ than normal students. HI students need to be involved in practicing more and more using their modes of visual communication like sign language to cover their audio disability. Teaching methodology of HI students recommends demonstration and repeating with slow presentations of instructional material. A teacher displays his lesson directly face to
face without visual noise. More reinforcement and encouragement to HI students , fun & enjoyment should
be strongly included in the e-lessons as well as continuous interaction between teacher and HI students. As
per previous factors the decision of researchers is to develop Drill & Practice (D&P) e-learning modules(eLMs) for selected topics like Mathematics. D&P eLMs of Mathematics for HI persons would be the case study of this research including Developing & Evaluating.
The authors selected D&P eLMs Because eLMs match the requirements and mechanism of teaching methodology for HI students.
The mechanism of developing eLMs is represented by Developing an Authoring System which allows teachers of HI persons to generate any eLM of any selected topic for HI students. Also they can generate multiple eLMs in the project.
The evaluating producer & tools for the experimental eLMs were view points of Experts through openQuestionnaire to list their evaluating comments. Besides view points of experts. There are experiments which were held in real environment of HI students to test the eLMs of D&P of Mathematics to get valuable feedback from them.
The document outlines the key personnel and stakeholders involved in technology planning and implementation at the district and campus level. At the top is the district superintendent, followed by the associate superintendent for curriculum and instruction who determines appropriate technology for each subject. A strategic planning committee evaluates curriculum and technology needs. At the campus level, the principal oversees technology with help from the technology specialist, site-based decision making team, and peer facilitators. It is important that classroom teachers are trained to properly utilize the resources provided.
This document summarizes an action research project analyzing effective technology use in the classroom. Surveys, interviews, and observations of teachers at Grassy Pond Elementary School found that younger teachers were more comfortable using technology, while veteran teachers relied more on traditional methods. Data also showed that teachers felt they needed more training to effectively integrate technology. Students were more engaged when using devices like iPads throughout the day. Based on these findings, the school plans to provide more ongoing technology training for teachers and purchase additional devices to have one-to-one access for students.
This document discusses several articles on the use of technology in education. According to the articles:
- Instructional technology can increase higher-order thinking, problem-solving, and inspire students to conduct research. However, teachers must use technology in a meaningful way for it to be effective.
- Technology allows for historical artifacts and data to be accessible to students, which can increase geographical and historical understanding.
- The benefits of technology, such as engaging students and making information accessible, outweigh the costs when used properly by teachers. But technology may also distract students if not implemented correctly.
This document discusses various tools used for education and training with computers. It covers topics like computer aided instruction, programming tools, simulation and games, productivity tools, presentation aids, hypermedia, interactive multimedia, authoring tools for students, and distance learning through virtual schools. Computer aided instruction involves self-paced learning through programmed materials and feedback. Programming tools and productivity tools help create and modify documents. Simulation and games replicate real-world situations for learning. Presentation aids and hypermedia/multimedia support learning through visual and interactive content. Authoring tools allow creating multimedia content and distance learning enables online education.
Spring 2012 faculty & student technology surveys reportCathy Yang
The document is a report summarizing faculty and student technology surveys conducted at The College of Saint Rose in Albany, NY. Key findings include that 69% of faculty feel technology is essential to their classes, and 96% are satisfied with technology support. For students, 80% are satisfied with classroom technology, 65% use technology as a learning tool, and 81% use Blackboard frequently. The report provides detailed response data and suggestions for improving technology services.
Spnd 456 second weekend simmons december 2010KarenJan
This document discusses assistive technology for students with high incidence disabilities, particularly in math. It outlines some common difficulties students may experience in math calculations, word problems, and understanding math language/symbols. Low-tech and high-tech assistive tools are presented for remediating math disabilities, including number stamps, calculators, digitized textbooks, and software like IntelliTools and Kidspiration. The document also discusses metacognition, executive functions, memory, organization, notetaking, study skills, and technology for students on the autism spectrum.
Authoring system of drill & practice elearning modules for hearing impaired s...ijcsit
Hearing Impaired (HI) persons need to keep on practicing and repeating their lessons as well as their exercises. Teaching methodology of HI students differ than normal students. HI students need to be involved in practicing more and more using their modes of visual communication like sign language to cover their audio disability. Teaching methodology of HI students recommends demonstration and repeating with slow presentations of instructional material. A teacher displays his lesson directly face to
face without visual noise. More reinforcement and encouragement to HI students , fun & enjoyment should
be strongly included in the e-lessons as well as continuous interaction between teacher and HI students. As
per previous factors the decision of researchers is to develop Drill & Practice (D&P) e-learning modules(eLMs) for selected topics like Mathematics. D&P eLMs of Mathematics for HI persons would be the case study of this research including Developing & Evaluating.
The authors selected D&P eLMs Because eLMs match the requirements and mechanism of teaching methodology for HI students.
The mechanism of developing eLMs is represented by Developing an Authoring System which allows teachers of HI persons to generate any eLM of any selected topic for HI students. Also they can generate multiple eLMs in the project.
The evaluating producer & tools for the experimental eLMs were view points of Experts through openQuestionnaire to list their evaluating comments. Besides view points of experts. There are experiments which were held in real environment of HI students to test the eLMs of D&P of Mathematics to get valuable feedback from them.
The document outlines the key personnel and stakeholders involved in technology planning and implementation at the district and campus level. At the top is the district superintendent, followed by the associate superintendent for curriculum and instruction who determines appropriate technology for each subject. A strategic planning committee evaluates curriculum and technology needs. At the campus level, the principal oversees technology with help from the technology specialist, site-based decision making team, and peer facilitators. It is important that classroom teachers are trained to properly utilize the resources provided.
This document summarizes an action research project analyzing effective technology use in the classroom. Surveys, interviews, and observations of teachers at Grassy Pond Elementary School found that younger teachers were more comfortable using technology, while veteran teachers relied more on traditional methods. Data also showed that teachers felt they needed more training to effectively integrate technology. Students were more engaged when using devices like iPads throughout the day. Based on these findings, the school plans to provide more ongoing technology training for teachers and purchase additional devices to have one-to-one access for students.
This document discusses several articles on the use of technology in education. According to the articles:
- Instructional technology can increase higher-order thinking, problem-solving, and inspire students to conduct research. However, teachers must use technology in a meaningful way for it to be effective.
- Technology allows for historical artifacts and data to be accessible to students, which can increase geographical and historical understanding.
- The benefits of technology, such as engaging students and making information accessible, outweigh the costs when used properly by teachers. But technology may also distract students if not implemented correctly.
This document discusses various tools used for education and training with computers. It covers topics like computer aided instruction, programming tools, simulation and games, productivity tools, presentation aids, hypermedia, interactive multimedia, authoring tools for students, and distance learning through virtual schools. Computer aided instruction involves self-paced learning through programmed materials and feedback. Programming tools and productivity tools help create and modify documents. Simulation and games replicate real-world situations for learning. Presentation aids and hypermedia/multimedia support learning through visual and interactive content. Authoring tools allow creating multimedia content and distance learning enables online education.
This document discusses the author's views on incorporating technology into secondary school classrooms based on their experiences in an education technology course. Some key points:
- The author's master teacher discouraged technology use but the education technology course prepared the author to thoughtfully integrate tech.
- Connecting school to students' digital lives outside of school is important for engagement.
- Nearpod is an engaging presentation tool for interactive lessons on student devices.
- Technology can benefit students with special needs and those absent through virtual class options.
- Technology often fails, requiring backup plans, and many schools lack resources to provide devices for all students.
This document summarizes three articles about using technology to enhance mathematics education. Article one discusses a study where third graders used online virtual manipulatives to learn fractions and achieved improved test scores and enjoyment. Article two describes how technologies like calculators and spreadsheets can engage students in lessons on topics like division and weight calculation. Article three explains how a school uses streamed online video clips to demonstrate geometry concepts in a way that helps students better understand and pay attention. The document argues that incorporating diverse technologies can enhance students' mathematical abilities.
e-learning Reality Check: Keynote Durham University 2009andyramsden
- The document explores whether e-learning has lived up to early promises by examining usage patterns of virtual learning environments (VLEs) and technologies used in teaching at universities.
- A survey found that VLE usage varied significantly between departments, with most using it as a supplemental "content and support" system rather than integrating it fully into teaching.
- Lecturers were more likely to provide materials after rather than before lectures. Common technologies used included PowerPoint, video/animation, and accessing websites.
- Barriers to more extensive e-learning adoption included perceptions of effectiveness for tasks, ease of use of technologies, individual engagement levels, and environmental/institutional factors.
1) The document outlines Shawn Telford's vision for integrating technology into education, which begins with ensuring teachers receive proper training on technology before implementing it in their classrooms.
2) It describes Shawn's experience taking classes to earn a technology certificate, which opened his eyes to many educational technology tools he was previously unaware of.
3) The document details Shawn's current use of technology in his elementary classroom and his plan to continue increasing his own technology knowledge through pursuing a master's degree and attending conferences.
Dan Winter introduces himself in his personal portfolio wiki for EDU5315 Technology Applications for the Classroom. He provides a picture and biography, noting that he works as an instructional technology coach and previously taught science. Winter is taking this class as part of an instructional technology program, and hopes to learn new techniques for implementing technology into curriculum to stay current on educational technology trends and strategies. He created a wiki page to post all course assignments.
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.
Report on questionnaire to teachers in Uk, Spain, Germany and Poland about th...Charo Cuart
The document summarizes the results of a questionnaire given to 54 teachers and trainers from several European countries about their use of new technologies in teaching. It found that while most had internet access, fewer had equipment like laptops or smart boards available. Smart boards were used infrequently. Teachers indicated a need for more equipment, training, and time to prepare materials using technologies. Most felt technologies helped teaching and observed students enjoyed using them, but some were less convinced until gaining more experience.
Word Problems are designed to help students to learn the application of mathematical concepts, algebraic identities and formulae in the real world. Variables are assigned the values of „real-world‟ entities and a logical approach in solving them is established. They help the students to bridge the gap between theoretical knowledge and the real world application of it by giving them hypothetical situations about the same. Probability is a measure or estimation of how likely it is that a particular event will happen. Probability concepts need to be properly understood before attempting to solve any problem related to it. In view of this a survey was conducted. Students from various schools and coaching classes were approached for the same. The study shows that majority of the students experience difficulties in identifying and understanding what exactly the word problem signifies and what approach it demands. Also, the process of learning Probability needs to be specialized given the different understanding levels of each and every student in contrast to the generalized education techniques that are being used in traditional classrooms. Keeping in mind these issues, Word Problem Solver for Probability is implemented, which caters to the learning needs of each and every student individually by providing a step-by-step solution to all problems from the Probability domain.
Immediate Feedback : A New Mechanism for Real Time Feedback on Classroom Teac...IJITE
The proliferation of technology has re-defined the traditional learning environment. The classical classroom model of teacher to student delivery is changing as technology becomes more pervasive in educational environments. In addition, the availability of technology and the breadth of different device
categories and platforms is a stark contrast to the traditional classroom, and the pervasiveness of low-cost devices provides opportunities to significantly re-define the learning environment. In this paper, we have developed a real-time feedback mechanism supported by technology to allow students and educators to assess comprehension in the teaching environment. Real-time feedback is input that is acquired whilst a teaching practice is ongoing, and the outcomes derived from the feedback mechanism have provided a strong pedagogical value to the learning environment. These benefits have been clearly elicited by the academic staff who trialled the system.
The document summarizes key points from a technology conference for school administrators. It discusses the increasing role of online learning, the need for technology training for teachers, and important elements of a comprehensive technology plan, including vision/mission statements, assessment of technology use, budgets, and documentation of hardware/software. Hybrid courses combining online and in-person learning are presented as an option. The importance of technology planning and having clear goals and outcomes is emphasized.
This document summarizes an interview with Dr. Jan Franks, the principal of Arnall Middle School, about technology integration in education. Dr. Franks has over 25 years of experience in education, including roles as an elementary school teacher, assistant principal, and currently as principal of Arnall Middle School. During the interview, she discusses the importance of technology integration, how it should be used purposefully to engage students, and some of the challenges of infrastructure and proper training. She also shares a success story of using classroom response systems during a benchmark test.
This document provides an overview and guide for using Computer Applications Technology (CAT) teaching resources from Mindset Learn. It includes interactive lessons, video lessons, and online tutorials (How To's) covering topics like word processing, spreadsheets, presentations, web design, databases, systems technologies, information management, network technologies, and internet technologies. Teachers can use the resources in their lessons by having students work through interactive lessons individually or in groups, introducing lessons with relevant video lessons, having students review sections with video lessons, and using the How To's as references for students to look up quick questions. An example is provided of how a teacher would use the resources available for a section on presentations.
This document provides an evaluation rubric for rating academic software. The rubric contains 12 features to rate software on a scale of 1 to 5, including documentation, site licensing, installation, technical support, help features, grade level appropriateness, competencies addressed, active learning, save features, hardware compatibility, and cost. Software is given a total score by adding the ratings for each feature, and the highest scoring software is considered the best choice.
This document discusses the history and impact of technology in education. It explores how students are engaged and motivated through technology-assisted learning. While some educators fear technology will be misused or replace teachers, most experts argue that technology enhances learning and teachers remain essential. When used properly by trained educators, technology can benefit students and amplify understanding rather than threaten teachers' roles.
This document discusses the potential pitfalls of technology usage in K-12 classrooms. It reviews literature finding that technology can be a distraction to students and negatively impact academics by enabling cheating and plagiarism. Teachers can also face challenges like a lack of professional development and limited access to technology. While technology provides benefits, the document recommends moderating usage and ensuring technology is used purposefully to enhance learning rather than hinder it. Teachers should model appropriate technology use and incorporate it in lessons only when it is the most effective teaching method.
This document provides an overview of assistive technology and its uses for students with special needs. It discusses the Individuals with Disabilities Education Act that requires schools to provide assistive technologies. Common assistive technologies include hearing assistive devices, speech recognition software, and refreshable braille displays. The document also outlines the process for choosing assistive technologies and developing individualized education programs with appropriate technologies. Examples of technologies that can help with tasks like note-taking, writing, and academic productivity are provided for students with mild disabilities.
Online whiteboarding
In educational technology, you learn how to think about online whiteboarding for design, building, implementing, and evaluating the instructional environment and learning materials in order to make teaching and learning better. This field of study looks at how to do this. It is important to keep in mind that educational technology (also known as instructional technology) is used to help people learn better. We need to figure out the goals and needs of education first, and then we use everything we know, including technology, to make the best learning environment for students.
Read More: https://blogspinners.com/online-whiteboarding/
The software tools like online whiteboarding
These programs can be used to do word processing, database work, and spreadsheets. They can also be used to make presentations, write documents, and make graphics. People who work with kids should know how to use them. They should also be able to teach them, and how and why to use them in class.
Types of software such as online whiteboarding
Drill and practice, tutorials or computer-based instruction, and simulations are all ways to learn. Teachers need to know what these are and why, when, and how to use them in their lessons.
Learning systems that work together
It’s also called computer-managed instruction, or CMI. In order for teachers to use online whiteboarding effectively, they must know what this is and how to use it. They must also know how to use it with different grade levels and subject areas, with different students, and how it fits into the educational process.
Use of online whiteboarding
A digital camera, scanner, camcorder, CD-writer, computer, modem, printer, VCR, LCD projector, laser-disc player, and many other things are on this list. People who work with kids in the classroom should know how they work and how they can be used in the classroom.
Integration of multimedia
Make and find graphics, images, audio files, video files, and animations, as well as find them. Then, add these multimedia objects to their presentations and other learning materials. Understand how and why the use of multimedia helps teachers teach and how it helps students learn.
In audio and video conferencing in online whiteboarding, people can talk and see each other
Think about what these are and how to use them in the classroom. Understand how to teach with these tools in a way that makes the most of them. Make sure how these things can change how we learn.
Learning from home with online whiteboarding
Use this guide to learn more about distance education: what it is, how it works, how to design courses for it, how to deliver instruction in this way, and why and how this method can be used at different grade levels, among other things.
There are different ways to set up a classroom
As a teacher, you should think about how to best equip and use technology in the classroom. When and how to use technology in the classroom.
The document discusses assistive technology and its use in classrooms for students with disabilities. It defines assistive technology as any equipment that helps increase functional capabilities for those with disabilities. Assistive technology is an integral part of a student's Individualized Education Plan (IEP) and can range from low-tech options like paper clips to high-tech devices like computers, depending on a student's needs. Teachers need training to determine the appropriate assistive technologies for each student and incorporate the technologies effectively into lessons.
Using google docs as an interactive learning tool831220
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.
Toolbelt Theory and the TEST protocol meets social networking in this presentation from the CSUN Technology and Persons with Disabilities Conference 2010
Toolbelt Theory and the TEST protocol meets social networking in this presentation from the CSUN Technology and Persons with Disabilities Conference 2010
This document discusses the author's views on incorporating technology into secondary school classrooms based on their experiences in an education technology course. Some key points:
- The author's master teacher discouraged technology use but the education technology course prepared the author to thoughtfully integrate tech.
- Connecting school to students' digital lives outside of school is important for engagement.
- Nearpod is an engaging presentation tool for interactive lessons on student devices.
- Technology can benefit students with special needs and those absent through virtual class options.
- Technology often fails, requiring backup plans, and many schools lack resources to provide devices for all students.
This document summarizes three articles about using technology to enhance mathematics education. Article one discusses a study where third graders used online virtual manipulatives to learn fractions and achieved improved test scores and enjoyment. Article two describes how technologies like calculators and spreadsheets can engage students in lessons on topics like division and weight calculation. Article three explains how a school uses streamed online video clips to demonstrate geometry concepts in a way that helps students better understand and pay attention. The document argues that incorporating diverse technologies can enhance students' mathematical abilities.
e-learning Reality Check: Keynote Durham University 2009andyramsden
- The document explores whether e-learning has lived up to early promises by examining usage patterns of virtual learning environments (VLEs) and technologies used in teaching at universities.
- A survey found that VLE usage varied significantly between departments, with most using it as a supplemental "content and support" system rather than integrating it fully into teaching.
- Lecturers were more likely to provide materials after rather than before lectures. Common technologies used included PowerPoint, video/animation, and accessing websites.
- Barriers to more extensive e-learning adoption included perceptions of effectiveness for tasks, ease of use of technologies, individual engagement levels, and environmental/institutional factors.
1) The document outlines Shawn Telford's vision for integrating technology into education, which begins with ensuring teachers receive proper training on technology before implementing it in their classrooms.
2) It describes Shawn's experience taking classes to earn a technology certificate, which opened his eyes to many educational technology tools he was previously unaware of.
3) The document details Shawn's current use of technology in his elementary classroom and his plan to continue increasing his own technology knowledge through pursuing a master's degree and attending conferences.
Dan Winter introduces himself in his personal portfolio wiki for EDU5315 Technology Applications for the Classroom. He provides a picture and biography, noting that he works as an instructional technology coach and previously taught science. Winter is taking this class as part of an instructional technology program, and hopes to learn new techniques for implementing technology into curriculum to stay current on educational technology trends and strategies. He created a wiki page to post all course assignments.
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.
Report on questionnaire to teachers in Uk, Spain, Germany and Poland about th...Charo Cuart
The document summarizes the results of a questionnaire given to 54 teachers and trainers from several European countries about their use of new technologies in teaching. It found that while most had internet access, fewer had equipment like laptops or smart boards available. Smart boards were used infrequently. Teachers indicated a need for more equipment, training, and time to prepare materials using technologies. Most felt technologies helped teaching and observed students enjoyed using them, but some were less convinced until gaining more experience.
Word Problems are designed to help students to learn the application of mathematical concepts, algebraic identities and formulae in the real world. Variables are assigned the values of „real-world‟ entities and a logical approach in solving them is established. They help the students to bridge the gap between theoretical knowledge and the real world application of it by giving them hypothetical situations about the same. Probability is a measure or estimation of how likely it is that a particular event will happen. Probability concepts need to be properly understood before attempting to solve any problem related to it. In view of this a survey was conducted. Students from various schools and coaching classes were approached for the same. The study shows that majority of the students experience difficulties in identifying and understanding what exactly the word problem signifies and what approach it demands. Also, the process of learning Probability needs to be specialized given the different understanding levels of each and every student in contrast to the generalized education techniques that are being used in traditional classrooms. Keeping in mind these issues, Word Problem Solver for Probability is implemented, which caters to the learning needs of each and every student individually by providing a step-by-step solution to all problems from the Probability domain.
Immediate Feedback : A New Mechanism for Real Time Feedback on Classroom Teac...IJITE
The proliferation of technology has re-defined the traditional learning environment. The classical classroom model of teacher to student delivery is changing as technology becomes more pervasive in educational environments. In addition, the availability of technology and the breadth of different device
categories and platforms is a stark contrast to the traditional classroom, and the pervasiveness of low-cost devices provides opportunities to significantly re-define the learning environment. In this paper, we have developed a real-time feedback mechanism supported by technology to allow students and educators to assess comprehension in the teaching environment. Real-time feedback is input that is acquired whilst a teaching practice is ongoing, and the outcomes derived from the feedback mechanism have provided a strong pedagogical value to the learning environment. These benefits have been clearly elicited by the academic staff who trialled the system.
The document summarizes key points from a technology conference for school administrators. It discusses the increasing role of online learning, the need for technology training for teachers, and important elements of a comprehensive technology plan, including vision/mission statements, assessment of technology use, budgets, and documentation of hardware/software. Hybrid courses combining online and in-person learning are presented as an option. The importance of technology planning and having clear goals and outcomes is emphasized.
This document summarizes an interview with Dr. Jan Franks, the principal of Arnall Middle School, about technology integration in education. Dr. Franks has over 25 years of experience in education, including roles as an elementary school teacher, assistant principal, and currently as principal of Arnall Middle School. During the interview, she discusses the importance of technology integration, how it should be used purposefully to engage students, and some of the challenges of infrastructure and proper training. She also shares a success story of using classroom response systems during a benchmark test.
This document provides an overview and guide for using Computer Applications Technology (CAT) teaching resources from Mindset Learn. It includes interactive lessons, video lessons, and online tutorials (How To's) covering topics like word processing, spreadsheets, presentations, web design, databases, systems technologies, information management, network technologies, and internet technologies. Teachers can use the resources in their lessons by having students work through interactive lessons individually or in groups, introducing lessons with relevant video lessons, having students review sections with video lessons, and using the How To's as references for students to look up quick questions. An example is provided of how a teacher would use the resources available for a section on presentations.
This document provides an evaluation rubric for rating academic software. The rubric contains 12 features to rate software on a scale of 1 to 5, including documentation, site licensing, installation, technical support, help features, grade level appropriateness, competencies addressed, active learning, save features, hardware compatibility, and cost. Software is given a total score by adding the ratings for each feature, and the highest scoring software is considered the best choice.
This document discusses the history and impact of technology in education. It explores how students are engaged and motivated through technology-assisted learning. While some educators fear technology will be misused or replace teachers, most experts argue that technology enhances learning and teachers remain essential. When used properly by trained educators, technology can benefit students and amplify understanding rather than threaten teachers' roles.
This document discusses the potential pitfalls of technology usage in K-12 classrooms. It reviews literature finding that technology can be a distraction to students and negatively impact academics by enabling cheating and plagiarism. Teachers can also face challenges like a lack of professional development and limited access to technology. While technology provides benefits, the document recommends moderating usage and ensuring technology is used purposefully to enhance learning rather than hinder it. Teachers should model appropriate technology use and incorporate it in lessons only when it is the most effective teaching method.
This document provides an overview of assistive technology and its uses for students with special needs. It discusses the Individuals with Disabilities Education Act that requires schools to provide assistive technologies. Common assistive technologies include hearing assistive devices, speech recognition software, and refreshable braille displays. The document also outlines the process for choosing assistive technologies and developing individualized education programs with appropriate technologies. Examples of technologies that can help with tasks like note-taking, writing, and academic productivity are provided for students with mild disabilities.
Online whiteboarding
In educational technology, you learn how to think about online whiteboarding for design, building, implementing, and evaluating the instructional environment and learning materials in order to make teaching and learning better. This field of study looks at how to do this. It is important to keep in mind that educational technology (also known as instructional technology) is used to help people learn better. We need to figure out the goals and needs of education first, and then we use everything we know, including technology, to make the best learning environment for students.
Read More: https://blogspinners.com/online-whiteboarding/
The software tools like online whiteboarding
These programs can be used to do word processing, database work, and spreadsheets. They can also be used to make presentations, write documents, and make graphics. People who work with kids should know how to use them. They should also be able to teach them, and how and why to use them in class.
Types of software such as online whiteboarding
Drill and practice, tutorials or computer-based instruction, and simulations are all ways to learn. Teachers need to know what these are and why, when, and how to use them in their lessons.
Learning systems that work together
It’s also called computer-managed instruction, or CMI. In order for teachers to use online whiteboarding effectively, they must know what this is and how to use it. They must also know how to use it with different grade levels and subject areas, with different students, and how it fits into the educational process.
Use of online whiteboarding
A digital camera, scanner, camcorder, CD-writer, computer, modem, printer, VCR, LCD projector, laser-disc player, and many other things are on this list. People who work with kids in the classroom should know how they work and how they can be used in the classroom.
Integration of multimedia
Make and find graphics, images, audio files, video files, and animations, as well as find them. Then, add these multimedia objects to their presentations and other learning materials. Understand how and why the use of multimedia helps teachers teach and how it helps students learn.
In audio and video conferencing in online whiteboarding, people can talk and see each other
Think about what these are and how to use them in the classroom. Understand how to teach with these tools in a way that makes the most of them. Make sure how these things can change how we learn.
Learning from home with online whiteboarding
Use this guide to learn more about distance education: what it is, how it works, how to design courses for it, how to deliver instruction in this way, and why and how this method can be used at different grade levels, among other things.
There are different ways to set up a classroom
As a teacher, you should think about how to best equip and use technology in the classroom. When and how to use technology in the classroom.
The document discusses assistive technology and its use in classrooms for students with disabilities. It defines assistive technology as any equipment that helps increase functional capabilities for those with disabilities. Assistive technology is an integral part of a student's Individualized Education Plan (IEP) and can range from low-tech options like paper clips to high-tech devices like computers, depending on a student's needs. Teachers need training to determine the appropriate assistive technologies for each student and incorporate the technologies effectively into lessons.
Using google docs as an interactive learning tool831220
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.
Toolbelt Theory and the TEST protocol meets social networking in this presentation from the CSUN Technology and Persons with Disabilities Conference 2010
Toolbelt Theory and the TEST protocol meets social networking in this presentation from the CSUN Technology and Persons with Disabilities Conference 2010
This document discusses various topics related to using technology in the classroom in a collaborative manner. It covers collaborating with students to troubleshoot technologies, using technology as a collaborative learning tool to connect students globally, the importance of culturally responsive communication, and using assistive technologies to support students with disabilities. Specific tools and strategies are provided for planning with colleagues, solving routine technology problems, and developing culturally responsive lessons. The document emphasizes that technology allows extending student learning through real-world experiences and global collaboration.
This document discusses assistive technologies that can help teachers meet the needs of diverse learners in their classrooms. It outlines key legislation requiring schools to provide appropriate education for students with disabilities or special needs. The document then provides examples of low, mid, and high-tech assistive technologies and describes how teachers can identify technologies to support students' individual learning goals and abilities. Finally, it shares a classroom scenario where a teacher is using some assistive technologies like read-aloud software but is looking for additional resources to help students with various needs.
This document discusses assistive technologies that can help teachers meet the needs of diverse learners in their classrooms. It outlines key legislation requiring schools to provide appropriate education for students with disabilities or special needs. The document then provides examples of low, mid, and high-tech assistive technologies and describes how teachers can identify technologies to support students' individual learning goals and abilities. Finally, it includes a scenario of a teacher seeking resources to help her inclusion classroom of students with various needs.
This document provides an instructional design project analysis for implementing the Picasa photo editing software into the Washington County, South Carolina school district. It includes an overview of the project, context and learner analyses, learning objectives, and assessment plans. The project involves providing 3-hour training workshops to 160 teachers on using Picasa, with participants grouped into pairs on 40 available computers for 1.5 hours each. Formative and summative assessments are included to evaluate learning.
This document provides an instructional design project plan for implementing Picasa editing software training for teachers in the Washington County, South Carolina school district. The plan involves surveying 160 teachers to assess their technology skills, learning styles and interests. Based on the survey results, the teachers will be divided into two groups of 80 for 1.5 hours of hands-on training each on using Picasa's editing tools. Formative assessment will occur during the training, and teachers will demonstrate mastery by teaching Picasa to their own students within a week and creating an online photo album or blog.
The document discusses challenges teachers face in meeting the needs of diverse learners in today's classrooms. It outlines legislation like the Individuals with Disabilities Education Act that requires accommodating students with special needs or disabilities. The author describes their seventh grade inclusion class with students having various disabilities and learning needs. They are using assistive technologies like read aloud software and word processors to help these students but want to learn more strategies and technologies to support all learners.
The document discusses challenges teachers face in meeting the needs of diverse learners in today's classrooms. Legislation like the Individuals with Disabilities Education Act mandates that students with disabilities receive appropriate public education and access to the general curriculum. Assistive technologies from low to high tech can help students achieve learning goals by aiding those with disabilities or challenges. The scenario describes a teacher's inclusive classroom with students having various needs and the assistive technologies currently used, but notes the need to continually learn about new technologies.
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
The document discusses the use of authoring software in English language teaching. It describes how authoring software allows teachers to create interactive exercises and assessments without needing programming knowledge. Teachers can incorporate multimedia like audio and video. While authoring software provides benefits like motivating students and accommodating different learning styles, it also has limitations such as a lack of interaction between students and teachers. When implemented appropriately with the right content and motivated students, authoring software can support second language acquisition.
The document discusses three main approaches to educational technology:
1) Hardware approach, which focuses on applying machines and physical devices to teaching. This includes teaching machines and tools for mass media education.
2) Software approach, which applies principles of teaching and learning to directly shape student behavior.
3) Systems approach, which takes a problem-solving perspective and involves training psychology, systems analysis, mission analysis, and functional analysis. It views education as an evolving process impacted by advances in science and technology.
The document discusses different types of computer-based education including computer-assisted instruction (CAI). CAI refers to instruction or remediation presented on a computer using educational software. The summary discusses the main types of CAI software:
1. Drill-and-practice software focuses on memorization through repetition of questions and feedback.
2. Tutorial software introduces new concepts through interactive multimedia presentations while assessing student understanding.
3. Simulation software allows students to experience realistic situations through role-playing and exploring the consequences of decisions.
4. CAI has advantages like individualized instruction and tracking student progress, but also disadvantages like potential equipment issues.
Assistive technology for special needs studentsshanerichards
This document discusses assistive technology for special needs students. It defines assistive technology as devices that help people with disabilities perform tasks. Assistive technologies are important for students with disabilities like ADHD, hearing or visual impairments, learning disabilities, and autism to help them learn. The document provides examples of assistive technologies for different disabilities, such as hearing assistive devices, software programs, and writing tools to help with writing skills and motivation. It also outlines steps to find assistive technologies for students with ADHD.
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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.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
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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.)
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2. L I S T C U R R E N T LY AVA I L A B L E T E C H N O L O G I E S I N Y O U R
C L A S S R O O M / S C H O O L
• H A R D WA R E ( L A P T O P S , M O B I L E P H O N E S , E T C . )
• S O F T WA R E ( B R O W S E R S , E M A I L , W O R D P R O C E S S O R S
• W E B S I T E S A N D / O R D ATA B A S E S ( H I S T O RY. C O M ,
S C H O L A S T I C . C O M , E T C . )
• W E B 2 . 0 T O O L S A N D / O R A P P L I C AT I O N S ( O N L I N E
C O L L A B O R AT I O N / C R E AT I O N T O O L S )
Assessing Available
Technology
3. Affordance & Limitations
A table that provides an overview and evaluation of three technology tools
Laptops Desktop Software
Use – Is this technology more likely to be used
by the teacher or the student? Laptops are for
student use within the classroom to facilitate
lessons.
Use – Is this technology more likely to be used
by the teacher or the student? The desktop will
be likely used for the teacher. The desktop is
more stable so that the teacher can use to
record student progress, attendance or full up
on emails during the course of the day.
Use – Is this technology more likely to be used
by the teacher or the student? Software can be
used by the teacher and student. The teacher
has to make sure that the proper software
should align with the student needs, curriculum
demand and has the available technology.
Likely used for the student to match
appropriate computer-assisted instructional
software to the learning needs of students with
a specific deficit or deficits.
Affordances- for teachers and students – What
are the benefits of using this technology? The
benefits of having laptops in the classroom
helps with freeing up space with students and
the students can share each other’s ideas while
working collaborating together.
Affordances- for teachers and students – What
are the benefits of using this technology? Desk
tops are affordable for both students and
teachers. Students are stationary and must do
their work while the teacher must walk around
the room to monitor their progress. It’s hard
for student to form groups because of being
confined to one place.
Affordances- for teachers and students – What
are the benefits of using this technology?
Affordances for teachers and students new
technologies and what tasks users can possibly
perform with technologies at their disposal.
Also, any technology you choose for your
classroom, from pencils to video editing
software, has affordances which
allows you and your students to do activities
together.
Limitations - for teachers and students – What
risk(s) does this technology introduce or what
potential problems do you foresee introducing
this tool to the classroom? [e.g. ads, content]
Limitations- for teachers and students – What
risk(s) does this technology introduce or what
potential problems do you foresee introducing
this tool to the classroom? [e.g. ads,
content]For teachers and students operating
system limitations includes information needed
for running products on various Microsoft
Limitations- for teachers and students – What
risk(s) does this technology introduce or what
potential problems do you foresee introducing
this tool to the classroom? [e.g. ads, content]
For teachers and students are license
agreement concerning cost. Limitations of
software packages such as Prezi and
4. Affordance & Limitations
A table that provides an overview and evaluation of three technology tools
(Continued)
Laptops Desktop Software
Costs – This includes time to learn, money,
upfront vs. ongoing, set up time, etc. Most
schools have a laptop cart that can be assessed
in the classroom. No extra cost to purchase
laptops at all. The school should have laptop
carts.
Limitations- for teachers and students – What
risk(s) does this technology introduce or what
potential problems do you foresee introducing
this tool to the classroom? [e.g. ads,
content]For teachers and students operating
system limitations includes information needed
for running products on various Microsoft
Windows operating systems. Also, If you are
running a desktop firewall that blocks access to
your systems ports, you might receive warnings
or errors when you are starting new startups.
Costs – This includes time to learn, money,
upfront vs. ongoing, set up time, etc.
The teacher and student will access only
school board based software. The teacher and
student will access 30 risk free trail software
that be no cost.
Reliability – How reliable is this technology?
Laptops are reliable as long as there is Internet
or WIFI connections within the classroom. Also,
as long as any new updates to the software is
properly installed laptops will provide the
service that is needed.
Costs – This includes time to learn, money,
upfront vs. ongoing, set up time, etc. There will
be no upfront cost to learn how to use a
desktop computer. Desktop computers are
included in a school budget and should be in
every classroom and office for immediate use.
Reliability – How reliable is this technology? S
software reliability is the probability of the
software causing a system failure over some
specified operating time. Software reliability
does not fail due to wear out but does fail due
to faulty functionality, timing, organizational
structure and the design of the software.
Supports – What support or procedures do I
need to be in place? The support that must be
in place the student needs, lesson plan and
available technology that will help with
facilitating the lesson.
Reliability – How reliable is this technology?
The reliability of this system will be based on
the Microsoft's operating systems such as
memory, Intel, 8GB-32GB, multimedia, screen
size, storage and a larger hard drive. Also the
brand name Apple, Hewett Packer or Lenovo
are cost that heavily rely on reliability of
repairing or service contract to maintain.
Supports – What support or procedures do I
need to be in place? The support that is
needed will be an 800 number to contact
customer service in case of system failure.
General directions how to trouble shoot any
problems. Any online step by step directions
for support.
Similar- Products – What other technology tool Supports – What support or procedures do I Similar-Products – What other technology tool
5. Affordance & Limitations
A table that provides an overview and evaluation of three technology tools
(Continued)
Laptops Desktop Software
Collaboration – Can a given technology
support use by groups, individuals, or both?
Does it foster interaction synchronously,
asynchronously, or not at all? Technology
support can be given by both groups and
individuals. Collaborative learning can occur
peer-to-peer or in larger groups. Peer learning,
or peer instruction, is a type of collaborative
learning that involves students working in pairs
or small groups to discuss concepts, or find
solutions to problems. Collaboration foster
synchronously learning because students
engaging in a learning process within the
classroom setting at the same time.
Collaboration – Can a given technology
support use by groups, individuals, or both?
Does it foster interaction synchronously,
asynchronously, or not at all? Technology can
be supported by both groups and individuals.
Groups and individual takes place when
members of an inclusive learning community
work together as equals to assist students to
succeed in the classroom. Synchronously
happens when a lesson is being given and
students are actively engaged in the learning
process.
Collaboration – Can a given technology
support use by groups, individuals, or both?
Does it foster interaction synchronously,
asynchronously, or not at all? Software
enhances both groups and individuals.
Software application are designed to help in a
collaboration effort to foster groups and
individuals in a common task to achieve their
goals. Software enhances interaction
asynchronously because you have software
teaching you the subject matter. The software
may have engaging activities, quizzes and
interactive lessons that involve groups or
individuals.
6. Lesson Plan: Medical Pot Remedy in Limbo
Dr. Harvey
July 31-August 4, 2017
Subject:
Social Studies
Bell Work:
The teacher will lead the class in locating and reading an online
newspaper source using a desktop or laptop computer. Each student
will access a computer and take 10-15 minutes to read the online
newspaper article “Medical Pot Remedy in Limbo” at Sun-
Sentinal.com/Medical Pot Remedy in Limbo (TIM Collaborative
Learning /move down) . This was original a paper article I changed
because I feel that the computer is great to enhance the lesson
because students are technology savvy and are engaged in the
lesson that is given using a computer to complete the lesson.
Vocabulary:
Students will use the computer to define key terms of words written
on the board and words student may not understand within the
article. Such terms are Limbo, Grand Mal Seizures, Impish,
Cannabis, Concoctions, Balk (TIM Active Learning/moving up)
Each student will create a vocabulary word list and save it as a
Microsoft word document and send it to their personal email to
complete the lesson. I made this change so each student has a
shared responsibility to the lesson as a part of their graphic
organizer. All students will email the teacher their keys at the end
of the week.
Each student will write 1 page summary paper about their thoughts
regarding the online newspaper article regarding medical pot. Each
student may access other databases for more articles related to
medical pot. (TIM Authentic Learning/move down) I made this
change because so that the students are able to explore other
7. Modify Your Lesson
In your presentation, please include the following information:
The technology tool(s) students will use to complete the lesson. The
technology tools that will be used are desktop, laptops and the Internet.
A statement about why that tool enhances the lesson. Technology integration
in class would help students to explore and technology involves the
infusion of technology as a tool to enhance the learning in a content
area.
A brief description of the changes you are making to the lesson to move it up
or down the Matrix (be sure to identify the TIM level). The changes and TIM
levels (move up or down) that are being made in my lesson are discussed in
the bell work, vocabulary, ticket out and objective sections.
8. Reflection Essay
My reflection about taking a professional development class that can help with technology integration in the classroom would be a
challenging task for me. During week one was the introduction of the Technology Integration Matrix (TIM). For the duration of week one
several illustrations and assessments showed how to use TIM in the classroom to help integrate technology tools within the classroom. I had to
learn about the components of the Technology Integration Matrix (TIM). TIM incorporates the five characteristics within the classroom: active,
collaboration, constructive, authentic and goal-directed. Also, TIM has five levels of technology integration: entry, adoption, adaptation,
infusion and transformation. I learned during the course of week one that a teacher can use any one of these levels or characteristics to help
infuse technology in their lesson plan for the integration of technology.
Week one furthered discussions on how technology can impact teaching and learning. Also, there were open discussions posts with
other teachers’ response on current practices regarding technology use. Based on each read response I was able to gain knowledge of how
technology played a part in their classroom. I had to generate a list of technology tools accessible to my students. I learned by viewing videos
and reading articles about today's students teachers to integrate the role of technology in the classroom to help evaluate lessons that are viable
for reflecting on current practices in the classroom.
9. Reflection Essay
(Continued)
Week 2-4 offered more information about how to interject technology into the classroom using TIM. As I
worked through the course by doing assignments that utilized TIM helped me make decisions on how to integrate
technology in a lesson plan. The affordances and limitations were embedded within the availability technological tools
which would be involved in assessing my student's needs and common core standards. The TIM Matrix and the TIM
Instructional Planning Matrix Model was instrumental tool to help me to modify a lesson plan based on the levels.
Technology integration is a great tool because it allows teacher and student to choose ways to engage students and
facilitate lessons activities within the classroom.