This document discusses considerations for schools implementing a 1:1 device program where each student is provided their own laptop or tablet. It addresses common reasons for adopting such a program, including supporting 21st century skills, as well as challenges around pedagogy, budgeting, policies and procedures. The document also shares findings from an iPad trial conducted in Australia that found benefits for student engagement and learning when the devices were integrated effectively into the classroom.
The document discusses bringing your own device (BYOD) programs in education. It outlines the benefits of BYOD, such as giving every student access to technology, lowering costs for schools, and allowing for more up-to-date devices. Challenges of BYOD include ensuring all devices can collaborate, dealing with different operating systems, upgrading network infrastructure to handle increased bandwidth usage, and making sure students who can't afford devices are not left out. Successful BYOD programs provide teacher support and require policies for appropriate device use and file sharing across platforms.
The document outlines Towradgi Public School's plan to implement a Bring Your Own Device (BYOD) program starting in 2016, including an introduction to BYOD, addressing myths about BYOD, minimum device requirements, safety guidelines, and information for parents, with the goal of empowering students to take responsibility for their learning through flexible use of technology.
This document discusses bringing personal devices to school (BYOD). It begins with an agenda for a meeting on BYOD and 21st century learning. It then discusses pedagogical approaches and challenges with online assessments. The benefits of BYOD are outlined, including choice, accessibility, preparation for future learning. Common myths about BYOD are debunked. Minimum device requirements, safety guidelines, and a draft 2014 timeline for rolling out BYOD are also summarized.
Blended learning: Introducing Challenge Based LearningAllan Carrington
This presentation was given as a keynote presentation at an elearning conference in Brisbane Queensland in 2009. It introduced participants to the pedagogical approach of Challenge Based Learning (CBL)
How MOOCs, tablets and apps are changing how we teachMark S. Steed
The document discusses how tablets, MOOCs, apps, and collaborative learning tools are changing education. It describes how tablets allow iTextbooks and students to access resources anywhere, and how apps like Google Classroom allow paperless assignment collection and real-time feedback. MOOCs like EdX provide online course modules, while tools like iTunesU and screencasting software help create teaching resources. Apps promote collaborative learning through wikis and comment features, allowing students to learn from each other. Overall, technology is transforming learning through new mobile, online, and social opportunities.
The document discusses predictions for advancements in communication technology over the next 10 years. It predicts that by 2022, education will transition to digital formats with tablets replacing notebooks and online textbooks. Social media is expected to become more integrated and raise additional privacy concerns. Television and video games are also predicted to incorporate more immersive technologies like holograms. These changes will be driven by principles like relative consistency and diffusion of innovations.
The document discusses the history and success of e-learning. It notes that e-learning uses internet technologies to deliver broad solutions that enhance knowledge and performance. The document then reviews the history of e-learning and how it has evolved from early technologies to modern implementations. It also discusses some of the benefits of e-learning, such as increased productivity, supporting new learning approaches, and its just-in-time flexible nature.
This presentation looks at the generation of students in our K-12 schools today. The focus needs to be on the students in our classes without stereotyping students as digital natives. The focus also needs to be on relationships and not on technology. The presentation was delivered on Dec. 8, 2011 to the Newfoundland Labrador Association of Directors of Education (NLADE).
The document discusses bringing your own device (BYOD) programs in education. It outlines the benefits of BYOD, such as giving every student access to technology, lowering costs for schools, and allowing for more up-to-date devices. Challenges of BYOD include ensuring all devices can collaborate, dealing with different operating systems, upgrading network infrastructure to handle increased bandwidth usage, and making sure students who can't afford devices are not left out. Successful BYOD programs provide teacher support and require policies for appropriate device use and file sharing across platforms.
The document outlines Towradgi Public School's plan to implement a Bring Your Own Device (BYOD) program starting in 2016, including an introduction to BYOD, addressing myths about BYOD, minimum device requirements, safety guidelines, and information for parents, with the goal of empowering students to take responsibility for their learning through flexible use of technology.
This document discusses bringing personal devices to school (BYOD). It begins with an agenda for a meeting on BYOD and 21st century learning. It then discusses pedagogical approaches and challenges with online assessments. The benefits of BYOD are outlined, including choice, accessibility, preparation for future learning. Common myths about BYOD are debunked. Minimum device requirements, safety guidelines, and a draft 2014 timeline for rolling out BYOD are also summarized.
Blended learning: Introducing Challenge Based LearningAllan Carrington
This presentation was given as a keynote presentation at an elearning conference in Brisbane Queensland in 2009. It introduced participants to the pedagogical approach of Challenge Based Learning (CBL)
How MOOCs, tablets and apps are changing how we teachMark S. Steed
The document discusses how tablets, MOOCs, apps, and collaborative learning tools are changing education. It describes how tablets allow iTextbooks and students to access resources anywhere, and how apps like Google Classroom allow paperless assignment collection and real-time feedback. MOOCs like EdX provide online course modules, while tools like iTunesU and screencasting software help create teaching resources. Apps promote collaborative learning through wikis and comment features, allowing students to learn from each other. Overall, technology is transforming learning through new mobile, online, and social opportunities.
The document discusses predictions for advancements in communication technology over the next 10 years. It predicts that by 2022, education will transition to digital formats with tablets replacing notebooks and online textbooks. Social media is expected to become more integrated and raise additional privacy concerns. Television and video games are also predicted to incorporate more immersive technologies like holograms. These changes will be driven by principles like relative consistency and diffusion of innovations.
The document discusses the history and success of e-learning. It notes that e-learning uses internet technologies to deliver broad solutions that enhance knowledge and performance. The document then reviews the history of e-learning and how it has evolved from early technologies to modern implementations. It also discusses some of the benefits of e-learning, such as increased productivity, supporting new learning approaches, and its just-in-time flexible nature.
This presentation looks at the generation of students in our K-12 schools today. The focus needs to be on the students in our classes without stereotyping students as digital natives. The focus also needs to be on relationships and not on technology. The presentation was delivered on Dec. 8, 2011 to the Newfoundland Labrador Association of Directors of Education (NLADE).
The document announces that peer tutors are needed for all subjects and to see Ms. Abney for more details. It also mentions that lost ID badges can be retrieved from Mrs. Davis at the front desk. Finally, it advertises a raffle being held by the Medical Club with proceeds benefiting mothers day gifts.
EdTech 2012 Keynote: Digital Literacy - Your Message is Your MediumMartha Rotter
My keynote talk at EdTech 2012 in Dublin was about digital literacy. It covered what is digital literacy today versus in previous decades as well as what educators can do to increase digital literacy in their own classrooms & courses.
This document discusses copyright and fair use as it relates to teaching digital citizenship and media literacy. It explains that fair use allows for limited use of copyrighted works for educational purposes without permission. The document provides examples of lesson plans teachers can use that incorporate fair use, such as having students find images on Flickr labeled for reuse or transform copyrighted content in new works. It emphasizes that fair use is a flexible standard determined by factors like the educational purpose and amount of the original work used.
Tania Kerr, Erica Smith, Michael Smith, and Sarah Turner created a professional development package on digital portfolios. They define a digital portfolio as an electronic collection that demonstrates a student's learning journey and supports assessment. Digital portfolios should be used for assessment of learning, not just assessment of skills or knowledge. The package provides examples of how digital portfolios can be implemented and considerations for their use, such as purpose, technologies, and logistics.
The document promotes an initiative called the Hour of Code, which aims to get 10 million students to try computer science by participating in introductory coding activities during Computer Science Education Week from December 9-15, 2013. It provides information on organizing an Hour of Code event in classrooms, including options that do not require a computer for every student. The goal is to introduce students to computational thinking and potentially inspire more to study computer science.
This deck covers 11 stories of success in addressing off-campus Education Broadband access by School Districts across the US. Districts covered are large-small, urban, suburban and rural, Title I, Title III, Pre-K programs through AP Learning in high school. Back of the deck has info about Kajeet used as a reference during Q&A.
Innovation of electronic mobile devices in education, final presentationDwanell DiBartolo
The document discusses the development and adoption of electronic tablets for educational use. It describes how tablets began as an experiment in the 1960s and were commercialized starting in the 2000s. Factors that influenced adoption included affordability, mobility, compatibility with other devices, and ability to enhance learning. Early adopters who experienced the technology's benefits, such as engaged learning, helped drive broader adoption over time.
Innovation of electronic mobile devices in education, final presentationDwanell DiBartolo
The document discusses the development and adoption of electronic tablets for educational use. It describes how tablets began as an experiment in the 1960s and were commercialized starting in the 2000s. Factors that influenced adoption included affordability, mobility, compatibility with other devices, and ability to enhance learning. Early adopters who experienced the technology's benefits, such as engaged learning, helped drive broader adoption.
This document summarizes 9 arguments in favor of openness in education. It discusses the technical argument that knowledge sharing is at the core of education. It outlines the political argument that publicly funded research should be openly available. It explores the financial arguments that open educational resources (OER) can reduce costs for students while not negatively impacting sales, and may even facilitate unexpected innovations. It also notes arguments around quality improvement, viewing content as educational infrastructure, and a moral responsibility to maximize the benefits of openness. Overall, the document advocates that open licensing of educational content through OER can better facilitate knowledge sharing and innovation in education.
The document discusses the appropriate use of technology with young children. It provides tips for early childhood teachers on integrating technology into daily learning activities while applying developmentally appropriate practices. The document also discusses potential benefits and risks of screen time and mobile devices for young children and emphasizes the importance of monitoring use and engaging in technology together.
This document discusses eLearning and electronic resources. It begins by defining eLearning as learning delivered through digital devices like computers and mobile phones connected to the internet. The history of eLearning is then outlined, noting how factors like the rise of the internet, development of multimedia, affordable digital devices, and learning management systems facilitated its growth. Various types of electronic resources are also defined, including e-books, e-journals, databases, websites and more. Concerns with eLearning like difficulty learning practical skills online and isolation are addressed. Overall the document provides a high-level overview of the definition, history and types of eLearning and electronic resources.
This document summarizes three articles about using technology to assist students with disabilities. The first article discusses considerations for assistive technology decisions during IEP meetings. The second describes how iPad applications help students with communication and learning. The third highlights a technology summer camp that engaged students through internet activities. The summaries identify the key topics, benefits discussed, and legal acts related to providing technology accommodations.
This document discusses a seminar on the impact of smartphone technology on adult learning. It begins with introductions of the presenters and objectives to discuss why smartphones are being considered as a learning solution, social trends in smartphone use, and how smartphones can serve as an educational solution. The document provides examples of how smartphones are being used for educational purposes, such as recording coursework, mapping apps for geography, and filming rehearsals for feedback. It argues that smartphones can enhance learning through increased engagement, feedback and analysis of performance.
1. The document discusses strategies for 21st century classrooms, including connecting students globally using virtual classrooms, videoconferencing, and collaborative projects.
2. Key skills discussed include digital literacy, communication literacy, and using multimedia tools to transcend language barriers.
3. Specific examples are provided of students collaborating with peers in other countries on blogs, wikis and Voicethreads to share experiences and learn from each other.
Digital Literacy & Citizenship in the 21st CenturyAndrea Tejedor
Presentation for Hudson Valley NYSCATE Conference
Session G: Digital Literacy & Citizenship in the 21st Century
Most of today’s students are entirely comfortable with technology, but are they using it appropriately? Do they understand their roles and responsibilities in digital society? How can teachers help students become responsible digital citizens? Learn more about the interconnected world that our kids are growing up in -- and how they can thrive in it.
This document summarizes Andrew Campbell's presentation on educational technology. It discusses both benefits and concerns around edtech, including how it is big business, raises privacy issues, and can worsen the digital divide. It also notes that while technology changes teaching, teachers are not replaceable and their role remains important as guides and facilitators. Early adopters see potential in edtech but the early majority needs reliable infrastructure and support to feel comfortable adopting new technologies.
This document discusses the difference between digital literacy and computational thinking. While digital literacy focuses on using technology and basic computer skills, computational thinking teaches problem solving, logical reasoning, and how to program computers. It argues that India's education system still emphasizes digital literacy over computational thinking. The document then describes computational thinking courses offered by MyPal Online School in partnership with the Institute of Mathematics and Computer Science, including introductory programming courses and courses focusing on languages like Java. It shares a testimonial from an alumnus who benefited from these courses.
The document discusses three articles about how children learn and view technology. The first article studies how children from low-income and middle-income homes develop digital literacy skills through using computers for homework, communication, and entertainment. It finds that time spent on computers and support from teachers and parents impacts skills. The second article describes how students are using cloud-based computing for collaborative projects involving field trips, assistive technology, and creating online math programs. The third article examines how children understand technological concepts through hands-on experiments with balancing toys and creating their own devices. It finds that children can understand complex systems by representing solutions through experience and imagination.
This document discusses the social media platform Pinterest and its potential uses for education. Pinterest allows users to create digital pinboards to organize and share images and other content they find online. The document outlines some of Pinterest's features and provides guidance for teachers and students on using it safely and effectively, such as creating boards for teaching resources, student portfolios, or image galleries. Potential issues around copyright and inappropriate content are also addressed. Links are provided to additional resources on exploring Pinterest's educational value.
1. The document discusses key factors to consider when selecting devices for a 1:1 program, including pedagogy, stakeholder views, and learning spaces.
2. It emphasizes starting with understanding the school's pedagogical approach and values around teaching and learning. Device selection should enhance and align with this.
3. The views of administrators, teachers, technicians, students, and parents should also be considered through surveys and focus groups.
4. Existing and potential physical and virtual learning spaces must be examined to see how devices can enhance learning in these spaces and be supported by them.
5. By analyzing these three data sets together, a school can make the best decision matching devices to their
This document discusses using infographics in the classroom. It begins with an icebreaker poll about information preferences. It then defines infographics and discusses how they can be used by teachers to engage students and teach complex topics visually. The document provides examples of infographics and discusses websites like Visual.ly and Piktochart that can be used to create infographics. It emphasizes that infographics tell stories with data and images in an easy to understand way.
The document announces that peer tutors are needed for all subjects and to see Ms. Abney for more details. It also mentions that lost ID badges can be retrieved from Mrs. Davis at the front desk. Finally, it advertises a raffle being held by the Medical Club with proceeds benefiting mothers day gifts.
EdTech 2012 Keynote: Digital Literacy - Your Message is Your MediumMartha Rotter
My keynote talk at EdTech 2012 in Dublin was about digital literacy. It covered what is digital literacy today versus in previous decades as well as what educators can do to increase digital literacy in their own classrooms & courses.
This document discusses copyright and fair use as it relates to teaching digital citizenship and media literacy. It explains that fair use allows for limited use of copyrighted works for educational purposes without permission. The document provides examples of lesson plans teachers can use that incorporate fair use, such as having students find images on Flickr labeled for reuse or transform copyrighted content in new works. It emphasizes that fair use is a flexible standard determined by factors like the educational purpose and amount of the original work used.
Tania Kerr, Erica Smith, Michael Smith, and Sarah Turner created a professional development package on digital portfolios. They define a digital portfolio as an electronic collection that demonstrates a student's learning journey and supports assessment. Digital portfolios should be used for assessment of learning, not just assessment of skills or knowledge. The package provides examples of how digital portfolios can be implemented and considerations for their use, such as purpose, technologies, and logistics.
The document promotes an initiative called the Hour of Code, which aims to get 10 million students to try computer science by participating in introductory coding activities during Computer Science Education Week from December 9-15, 2013. It provides information on organizing an Hour of Code event in classrooms, including options that do not require a computer for every student. The goal is to introduce students to computational thinking and potentially inspire more to study computer science.
This deck covers 11 stories of success in addressing off-campus Education Broadband access by School Districts across the US. Districts covered are large-small, urban, suburban and rural, Title I, Title III, Pre-K programs through AP Learning in high school. Back of the deck has info about Kajeet used as a reference during Q&A.
Innovation of electronic mobile devices in education, final presentationDwanell DiBartolo
The document discusses the development and adoption of electronic tablets for educational use. It describes how tablets began as an experiment in the 1960s and were commercialized starting in the 2000s. Factors that influenced adoption included affordability, mobility, compatibility with other devices, and ability to enhance learning. Early adopters who experienced the technology's benefits, such as engaged learning, helped drive broader adoption over time.
Innovation of electronic mobile devices in education, final presentationDwanell DiBartolo
The document discusses the development and adoption of electronic tablets for educational use. It describes how tablets began as an experiment in the 1960s and were commercialized starting in the 2000s. Factors that influenced adoption included affordability, mobility, compatibility with other devices, and ability to enhance learning. Early adopters who experienced the technology's benefits, such as engaged learning, helped drive broader adoption.
This document summarizes 9 arguments in favor of openness in education. It discusses the technical argument that knowledge sharing is at the core of education. It outlines the political argument that publicly funded research should be openly available. It explores the financial arguments that open educational resources (OER) can reduce costs for students while not negatively impacting sales, and may even facilitate unexpected innovations. It also notes arguments around quality improvement, viewing content as educational infrastructure, and a moral responsibility to maximize the benefits of openness. Overall, the document advocates that open licensing of educational content through OER can better facilitate knowledge sharing and innovation in education.
The document discusses the appropriate use of technology with young children. It provides tips for early childhood teachers on integrating technology into daily learning activities while applying developmentally appropriate practices. The document also discusses potential benefits and risks of screen time and mobile devices for young children and emphasizes the importance of monitoring use and engaging in technology together.
This document discusses eLearning and electronic resources. It begins by defining eLearning as learning delivered through digital devices like computers and mobile phones connected to the internet. The history of eLearning is then outlined, noting how factors like the rise of the internet, development of multimedia, affordable digital devices, and learning management systems facilitated its growth. Various types of electronic resources are also defined, including e-books, e-journals, databases, websites and more. Concerns with eLearning like difficulty learning practical skills online and isolation are addressed. Overall the document provides a high-level overview of the definition, history and types of eLearning and electronic resources.
This document summarizes three articles about using technology to assist students with disabilities. The first article discusses considerations for assistive technology decisions during IEP meetings. The second describes how iPad applications help students with communication and learning. The third highlights a technology summer camp that engaged students through internet activities. The summaries identify the key topics, benefits discussed, and legal acts related to providing technology accommodations.
This document discusses a seminar on the impact of smartphone technology on adult learning. It begins with introductions of the presenters and objectives to discuss why smartphones are being considered as a learning solution, social trends in smartphone use, and how smartphones can serve as an educational solution. The document provides examples of how smartphones are being used for educational purposes, such as recording coursework, mapping apps for geography, and filming rehearsals for feedback. It argues that smartphones can enhance learning through increased engagement, feedback and analysis of performance.
1. The document discusses strategies for 21st century classrooms, including connecting students globally using virtual classrooms, videoconferencing, and collaborative projects.
2. Key skills discussed include digital literacy, communication literacy, and using multimedia tools to transcend language barriers.
3. Specific examples are provided of students collaborating with peers in other countries on blogs, wikis and Voicethreads to share experiences and learn from each other.
Digital Literacy & Citizenship in the 21st CenturyAndrea Tejedor
Presentation for Hudson Valley NYSCATE Conference
Session G: Digital Literacy & Citizenship in the 21st Century
Most of today’s students are entirely comfortable with technology, but are they using it appropriately? Do they understand their roles and responsibilities in digital society? How can teachers help students become responsible digital citizens? Learn more about the interconnected world that our kids are growing up in -- and how they can thrive in it.
This document summarizes Andrew Campbell's presentation on educational technology. It discusses both benefits and concerns around edtech, including how it is big business, raises privacy issues, and can worsen the digital divide. It also notes that while technology changes teaching, teachers are not replaceable and their role remains important as guides and facilitators. Early adopters see potential in edtech but the early majority needs reliable infrastructure and support to feel comfortable adopting new technologies.
This document discusses the difference between digital literacy and computational thinking. While digital literacy focuses on using technology and basic computer skills, computational thinking teaches problem solving, logical reasoning, and how to program computers. It argues that India's education system still emphasizes digital literacy over computational thinking. The document then describes computational thinking courses offered by MyPal Online School in partnership with the Institute of Mathematics and Computer Science, including introductory programming courses and courses focusing on languages like Java. It shares a testimonial from an alumnus who benefited from these courses.
The document discusses three articles about how children learn and view technology. The first article studies how children from low-income and middle-income homes develop digital literacy skills through using computers for homework, communication, and entertainment. It finds that time spent on computers and support from teachers and parents impacts skills. The second article describes how students are using cloud-based computing for collaborative projects involving field trips, assistive technology, and creating online math programs. The third article examines how children understand technological concepts through hands-on experiments with balancing toys and creating their own devices. It finds that children can understand complex systems by representing solutions through experience and imagination.
This document discusses the social media platform Pinterest and its potential uses for education. Pinterest allows users to create digital pinboards to organize and share images and other content they find online. The document outlines some of Pinterest's features and provides guidance for teachers and students on using it safely and effectively, such as creating boards for teaching resources, student portfolios, or image galleries. Potential issues around copyright and inappropriate content are also addressed. Links are provided to additional resources on exploring Pinterest's educational value.
1. The document discusses key factors to consider when selecting devices for a 1:1 program, including pedagogy, stakeholder views, and learning spaces.
2. It emphasizes starting with understanding the school's pedagogical approach and values around teaching and learning. Device selection should enhance and align with this.
3. The views of administrators, teachers, technicians, students, and parents should also be considered through surveys and focus groups.
4. Existing and potential physical and virtual learning spaces must be examined to see how devices can enhance learning in these spaces and be supported by them.
5. By analyzing these three data sets together, a school can make the best decision matching devices to their
This document discusses using infographics in the classroom. It begins with an icebreaker poll about information preferences. It then defines infographics and discusses how they can be used by teachers to engage students and teach complex topics visually. The document provides examples of infographics and discusses websites like Visual.ly and Piktochart that can be used to create infographics. It emphasizes that infographics tell stories with data and images in an easy to understand way.
The document repeats the date "Tuesday, 30 August 2011" multiple times without providing any other context or information. It is unclear what event or topic the document is about from the limited information provided.
This document discusses the debate around allowing mobile devices in classrooms. It notes that while devices could enhance engagement and prepare students for the real world, they may also be distracting. Research shows students already spend 7.5 hours per day on media. The Department of Education supports giving students 24/7 internet access via mobile devices. However, proper etiquette must be taught to reduce interruptions and respect others. Overall, technology is not going away, so schools must work to implement it effectively for innovative learning.
Using Technology to Support Preschoolers' Emergent Literacy and Family Involv...Diane Bales
This document discusses using technology tools like iPads to support emergent literacy and family involvement in preschoolers. It outlines benefits of intentional technology use, such as allowing exploration and communication, but also challenges like passive use. An iPad project at a Child Development Lab found that children formed new partnerships and taught each other apps, while teachers learned to facilitate developmentally appropriate use. The document concludes with tips for getting started with technology in early childhood settings and emphasizing cooperative use, free resources, and building technology into budgets.
The document outlines 21 steps for 21st century learning and strategic planning for technology-rich learning environments. It discusses expectations for student skills and behaviors with laptop initiatives, and recommendations for increasing digital literacy, teacher competencies, and realigning educational outcomes. The document also addresses developing policies, understanding stakeholder concerns, and ensuring initiatives focus on transforming learning rather than just adding technology.
Frog 13 - Microsoft - Innovative teaching and learning with BYODFrogEducation
Education continues to be the bell weather for innovation and opportunity to do things differently with technology. Consumerisation is driving change and consequently there is a demand for new ways of working, from BYOD to Flipped Classroom to MOOCs (Massive Open Online Courses).
Amongst this opportunity we need to ensure that technology is indeed going to serve teaching and learning appropriately; Teachers need to be trained on how to apply these innovations in and outside the classroom.
In this session, we will share our observations on what it means to introduce BYOD to your school, the challenges, the opportunities and how to bring this all together in a well formed teaching and learning package, where you are using Microsoft technologies and services (such as Windows 8 and Office 365).
This document outlines plans for a Bring Your Own Device (BYOD) trial at Towradgi Public School in 2016. Key points include:
- The BYOD trial will allow students in grades 3-6 to bring their own iPad or Android device to school. Minimum requirements are outlined.
- Devices will be used to support a shift toward self-directed, flexible learning where students can select tools that best meet their needs. Google Drive will be used for collaboration and file storage.
- Concerns about BYOD are addressed, like safety and myths that it will lead to uncontrolled internet use or require standardization of apps. Cyber safety training and guidelines for device use are discussed.
- A parent
This document outlines an agenda for a meeting to introduce a Bring Your Own Device (BYOD) trial at a school. The meeting will discuss 21st century learning, what BYOD is and its rationale, address common myths about BYOD, and provide details about a BYOD trial in two classrooms. The trial will allow students to bring their own internet-enabled devices to access online tools and apps for collaborative and self-directed learning. Guidelines are provided around device requirements, internet safety, and parental responsibilities.
CLP Presentation - Experiential Learning in Practice - 2-17-15Sean Gallagan, Ph.D.
The document discusses experiential learning and two examples of experiential learning programs - George T. Baker Aviation Technical College and iTech @ Thomas A. Edison Educational Center. It provides details on the programs, including what is taught, challenges and successes of the programs, and how they apply experiential learning theories.
This document discusses Mid Calder Primary School's implementation of Anytime, Anywhere Learning (AAL) and a Bring Your Own Device (BYOD) program. It provides details on the technology resources available at the school and outlines the benefits of AAL and BYOD. It also describes the school's process for developing the program, including brainstorming concerns and solutions, creating a responsible use contract, and sharing plans with the Parent Council. The goal is for students to use technology to personalize their learning while developing responsible digital citizenship skills.
Mid Calder Primary School is implementing a new Anytime, Anywhere Learning (AAL) program that allows students to use their own digital devices to support learning both in school and at home. The school aims to prepare students for future jobs and technologies through this initiative. Each class has access to laptops, netbooks, and iPads to enhance learning. The benefits of the Bring Your Own Device program include developing responsible digital citizenship skills, personalized learning, and improved home-school connections. The school has addressed parental concerns by emphasizing that device use is optional and that school technologies will still be available. A trial of the program is underway with uptake rates ranging from 12% to 65% across grades.
Mid Calder Primary School is introducing an Anytime, Anywhere Learning (AAL) program that allows students to use their own devices to support learning. The school provides laptops, netbooks, and iPads for in-class use. AAL will give students access to a secure network and resources from home. Potential benefits include developing digital skills, personalized learning, and improved home-school connections. Teachers and students have addressed concerns about device safety, appropriate use, and including students without devices. An initial trial indicates overall interest from 46% of students.
10 steps to a Successful iPad Implementation in SchoolsSam Gliksman
Sam Gliksman provides 10 steps for a successful iPad implementation in schools: 1) clarify educational objectives, 2) build a solid foundation like wireless infrastructure, 3) communicate the vision to parents and teachers, 4) develop management strategies for devices, apps, and content, 5) recognize issues with shared devices, 6) create simple workflows for content, 7) use apps as tools rather than solutions, 8) foster a culture of growth through ongoing training, 9) connect with others implementing iPads, and 10) expect the unexpected innovative uses of iPads in the classroom. The document outlines best practices and challenges based on Gliksman's expertise in iPad integration in K-12 education.
This document discusses launching a 1:1 iPad program at a school. It outlines reasons for implementing such a program, including creating a 21st century learning environment and augmenting the curriculum. It discusses positives of using iPads for education such as accessibility, mobility, and available educational apps. The document also covers practical considerations for implementation like wireless performance, insurance, app management, professional development, and pricing. It provides steps for rolling out an iPad program and developing supportive policies and procedures.
Mobile learning in Cambodia with Grit and KAPEsamng
The document summarizes a presentation about experimental mobile learning projects in Cambodia. It describes a pilot project using tablet devices loaded with educational content and games that resulted in a 52% increase in math test scores compared to a control group. It discusses challenges like limited electricity as well as opportunities to expand the projects through peer learning, video lessons, and collaborating with teachers. The goal is to replicate and improve the model at another school while exploring sustainable funding models.
Barriers to the Integration and Adoption of iPads in Schools: A Systematic Li...Khalid Md Saifuddin
iPad, with its Apple platform and interoperability-dependent material conditions, bring complex barriers in its adoption and integration in secondary education system as a learning tool. In the schools’ context, it is an emerging educational technology for its affordances supporting collaborative learning. This systematic literature review on the barriers to the integration of iPad in primary and secondary schools is based on 13 peer-reviewed and full-text articles. The paper discusses what are the challenges in using iPad as a learning tool in primary and secondary educational settings. The identified barriers are discussed in three broad categories or stages of innovation process in an educational context: basic challenges with the tool, barriers to the integration of the iPad in a school setting, and barriers in the use of the iPad.
Scope of Integration Technology Enabled Learning In Academic Programmefaizan faizan
Scope of Integration Technology Enabled Learning In Academic Programme a PhD seminar presented by Faizan Ulhaq Faizan in Agricultural Extension Division at Indian Agricultural Research Institute, New Delhi India
Case Study: Students get One-to-One with Mobile Technology and OtterBoxOtterBoxPR
Conrad Ball Middle School in Colorado launched a 1:1 iPad program for its 670 students using a grant from a local foundation. This provided students access to technology some had never used before. To protect this investment, the school selected OtterBox Defender cases, which have protected the iPads from any damage despite numerous reported drops. Teachers were trained on the basic iPad apps and have incorporated the devices into enhanced lessons, research, projects, and daily quizzes to check understanding. The iPads have become a valuable classroom tool that has improved student engagement and learning.
This document discusses a trial conducted by Sydney Region Public Schools to explore the use of iPads in the classroom. 75 iPads were provided to 3 primary schools along with training for teachers. An evaluation found that iPads increased student engagement and motivation, improved learning outcomes, and enabled new forms of pedagogy. Teachers developed lessons categorized as "modification" or "redefinition" on the SAMR model of technology integration. The evaluator concluded that iPads can shift learning to a more student-centered approach when used for authentic tasks, but the teacher's role in design is critical to the technology's success.
Building 1-to-1 BYOD Learning Communities Parent PresentationTravis McNaughton
A presentation designed specifically for parents sharing how and why technology should be in the classroom. The presentation invites parents to have their children participate in the 1 to 1 BYOD initiative at Muir Lake School. Presented in the spring of 2013.
This document discusses Gardenvale Primary School's "Bring Your Own Device" (BYOD) policy, which allows students to bring their personal electronic devices to school for educational purposes. It provides several reasons for implementing a BYOD policy, including equipping students with 21st century skills, improving engagement, increasing access to information, and saving costs compared to providing devices for all students. The document also describes Lenovo laptop options that are suitable for BYOD and notes that Edunet can help schools set up an online portal for parents to purchase devices that meet the school's requirements. Edunet offers several payment options, including an upfront payment plan or a 12-month financing plan through Zip Money.
Technology Policy Presentation for ParentsK-12 Blueprint
A sample presentation for discuss technology policy with parents. Visit the K-12 Blueprint for more information on Policy and Leadership in K-12 Education: http://www.k12blueprint.com/policy
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The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
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.
1. What do you mean we
are going 1:1 next year?
What you need to know if this is
happening in your school.
Mark Richardson
ICTeD Services
Thursday, 18 October 12
2. What’s our experience with 1:1?
•
A - I teach in a 1 to 1 classroom.
•
B - I have access to take 1 to 1
lessons for some classes.
•
C - My school is considering
going 1 to 1.
•
D - I’m just interested in the idea
for later.
Thursday, 18 October 12
3. Why do schools go 1:1?
• School adminstration direction?
• School Council / parent pressure?
• Government programs and trials?
• School System Directions?
• Teacher demand? • Student demand?
• Supported by research?
• Pressure from neighbourhood
schools?
Thursday, 18 October 12
4. What do you think the major 1:1 issues in
schools?
Thursday, 18 October 12
5. Think about Pedagogy & School Vision
Why have 1:1 programs in schools?
Thursday, 18 October 12
6. What are 21st Century Skills?
http://www.skills21.org/
Thursday, 18 October 12
7. The Pedagogy of 1:1 Teaching
Students are:
• Connected Learners
• Mobile Learners
• 24/7 - Home and School Learners
• Collaborative
• Constructivist
• Creative
• Communicators
• Digital Citizens
• Information Literate
• Problem Solvers
Thursday, 18 October 12
9. Budget
It’s not just the cost of the device!
• Software Licences
• Security / Storage / Charging
• Covers / Bags
• Warranty / Insurance
• Wireless Connectivity
• Network Infrastructure [School &
System]
Thursday, 18 October 12
10. Budget
It’s not just the cost of the device!
Wireless Internet
• Robust
• Affordable
• Secure
• Scalable
Thursday, 18 October 12
11. What about BYOD?
• Bring Your Own Device.
• Very big in the USA.
• Students provide technology
• Schools provide Internet connectivity
• Equity Issues
Thursday, 18 October 12
13. Tablets / iPads
It’s also not just the cost of the device!
• Apps - Who Buys
• Security / Storage / Charging
• Covers / Skins
• Warranty / Insurance
• Wireless Connectivity
• Network Infrastructure [School &
System]
Thursday, 18 October 12
14. Budget
It’s not just the cost of the device!
Wireless Internet
• Robust
• Affordable
• Secure
• Scalable
Thursday, 18 October 12
15. DEECD iPad Trial & Resources
Website
http://www.ipadsforeducation.vic.edu.au/
http://www.ipadsforeducation.vic.edu.au/ipad-
student-trial
Slide2Learn
Ning
http://slide2learn.ning.com/
Thursday, 18 October 12
16. DEECD iPad Trial
Findings [edited]
1. The iPad (as a device) has functionality and features that enhance its use as
an effective and engaging learning tool.
a) The iPad is easy to use.
b) The touch-interactive flat screen tablet with pinch in/pinch out functionality
provides students with autism, ADHD, Aspergers, visual disabilities and poor fine and
gross motor skills with more efficient access to effective learning opportunities.
c) High speed access to online information enables more self-directed learning and
rapid access to a fast-growing market of relevant and regularly updated educational
apps.
d) Portability enhances collaboration between students and communication between
students and teachers, increases parental engagement in learning and strengthens
home-school connections.
2. The iPad is just a device. It is just another tool (albeit a powerful ‘anything
anytime anywhere’ tool) in the teaching and learning toolkit.
Thursday, 18 October 12
17. DEECD iPad Trial
Findings [edited]
3. Quality teaching is (as has been found in other studies) the factor which enables
the iPad to be used effectively to improve student motivation, engagement and
learning outcomes.
a) Teachers used the iPad to meet the specific learning needs of students and support
engaging, interesting and collaborative learning.
b) Students used the iPad to take greater control of their learning and present and share
their learning with their peers, teachers and family.
c) Teachers found the iPad to be an especially valuable learning tool for students with
special learnings.
d)
Students used the iPad to improve their learning outcomes, especially in literacy,
numeracy, communication and thinking skills.
e) The iPad was used to extend learning beyond the classroom.
4. 90% of students said that learning was more fun when using the iPads.
Thursday, 18 October 12
18. DEECD iPad Trial Findings [edited]
5. Teaching and learning success with iPads is more likely where they are used in a
supportive school and home environment.
a) School leaders actively encourage the purposeful use of iPads as a strategic support for
improving student outcomes, and facilitate teacher access to pedagogically-focused
professional learning opportunities.
b) Students and teachers have timely access to quality technical advice and support.
c) Parents are informed about and understand the way in which iPads will be used to support
their child’s learning and take an active interest in their child’s learning.
6. iPads in the trial had a significantly greater educational impact (and were more
successfully implemented) in primary and special school settings than in secondary
schools.
a) This was in part related to structural differences between contemporary primary and
secondary classes.
b) Primary and special school teachers in the trial also demonstrated greater preparedness and
capacity to incorporate the effective use of iPads into learning and assessment activities.
The iPads for Learning Trial reinforces that quality of teaching, combined
with purposeful and effective use of ICT contributes to improved learning.
Thursday, 18 October 12
19. iPads - Licencing & Volume
Purchase Program
You can install an app on up to 5 compatible
devices [i.e iPad, iPhone, iPod] as long as they
are registered with the same iTunes account.
For more than 5 devices you need to purchase
though Apple Volume Purchase Program.
http://www.apple.com/education/volume-purchase-
program/faq.html
Thursday, 18 October 12
20. Some of the recent iPad
resources I’ve found
http://ictedservices.typepad.com/icted_services/
2012/09/my-recent-aggregation-of-ipad-
resources.html
Thursday, 18 October 12
25. Policies and Procedures 1
You will need policies and procedures on these matters [at least]
• Student Parent Information on the purpose of the 1 to 1 program
• Equity Issues
• Acceptable Usage and Home and at School
• Student / Parent agreement of care of device
• Advice of caring for the device
• Student Protocols 24/7 [e.g. Digital Citizenship / Software / Music
Downloads / Copyright / Publishing Content / Photos]
Thursday, 18 October 12
26. Policies and Procedures 2
You will need policies and procedures on these matters [at least]
• Internet at school [Filtered] and Internet at home [Usually Unfiltered]
• Funding arrangements and management [ School owned or leased /
Student owned or leased / Parent contribution]
• App installation & purchase [iPads]
• Technical support
• Warranty
• Insurance
• Storage, charging, transportation, OH&S concerns
• Other mobile devices bought to school
[ e.g smart phones]
Thursday, 18 October 12
28. Software Licences
• System Licences
e.g. eduSTAR Software for Win & Mac
http://epotential.education.vic.gov.au/showcase/index.php?showcase_id=63
• School Licences
e.g. Whatever your school has purchased
• Free and Open Source Software
e.g. See this list from Open Source Victoria
http://ictedservices.typepad.com/icted_services/2010/09/open-source-resources-for-
schools.html
Thursday, 18 October 12
29. Resources
Mobile Devices for Learning.
What You Need to Know
[Edutopia]
http://www.educatorstechnology.com/2012/10/
teacher-guide-mobile-devices-classroom.html
Thursday, 18 October 12
30. • Contact Mark
eMail
ictedservices@gmail.com
My Blog
http://ictedservices.typepad.com
Twitter
@ictedservices
Thursday, 18 October 12