What is Effective Technology Integration for 21st Century Learners.
•Download as PPTX, PDF•
0 likes•119 views
Effective technology integration for 21st century learners should be appropriate, easy to use, and enhance learning. It should provide a variety of engaging resources and references to support students. The document discusses key principles for technology use in education, including that it needs to be suitable for the topic, intuitive for students, and improve the learning experience rather than just entertain or distract. Examples and citations are provided to illustrate these concepts.
Report
Share
Report
Share
Recommended
Workshop1 Powerpoint Slides 26802
This document discusses using Web 2.0 tools to facilitate student project work. It introduces Gliffy for online project planning, Google Calendar for reporting progress, and Google Docs & Spreadsheets for sharing documents and collaborating. Web 2.0 tools offer advantages over traditional methods like being available anywhere, allowing two-way communication, and saving time and materials through easy updating and sharing of content.
slideshare workshop dummy
This document discusses using Web 2.0 tools to facilitate student project work. It introduces Gliffy for online project planning, Google Calendar for reporting progress, and Google Docs & Spreadsheets for sharing documents and collaborating. Web 2.0 tools offer advantages over traditional methods like being available anywhere, allowing two-way communication, and saving time and materials through easy updating and sharing of work.
idcelt
This document discusses using online tools to facilitate student project work. It introduces Gliffy for online project planning, Google Calendar for reporting progress, and Google Docs & Spreadsheets for sharing and collaborating on documents. Gliffy is a free online drawing software that allows users to share and collaborate on files. Google Calendar allows teams and instructors to monitor project progress by sharing calendars and sending reminders. Google Docs & Spreadsheets provides a platform for collaborating and sharing documents and spreadsheets.
Workshop1 Powerpoint Slides 26802
This document discusses using online tools to help students plan projects and monitor progress in a workshop about facilitating student work with social software. It introduces Gliffy for online project planning, Google Calendar for reporting progress, and Google Docs & Spreadsheets for sharing and collaborating on documents. These tools allow students to work flexibly from anywhere, share and communicate in two ways, and save time and materials compared to traditional methods.
Workshop1 Powerpoint Slides 1234
This document discusses using online tools to help students plan projects and monitor progress in a workshop about facilitating student work with social software. It introduces Gliffy for online project planning, Google Calendar for reporting progress, and Google Docs & Spreadsheets for sharing and collaborating on documents. These tools allow students to work flexibly from anywhere, share and communicate in two ways, and save time and materials compared to traditional methods.
Workshop1 Powerpoint Slides 26802
This document discusses using online tools to facilitate student project work. It introduces Gliffy for online project planning, Google Calendar for reporting progress, and Google Docs & Spreadsheets for sharing documents. Gliffy is a free online drawing software that allows for sharing and collaborating on files. Google Calendar allows teams and instructors to monitor project progress and send reminders. Google Docs & Spreadsheets provides a platform for collaboration and sharing documents.
Slideshare workshop dummy
This document discusses using online tools to facilitate student project work. It introduces Gliffy for online project planning, Google Calendar for reporting progress, and Google Docs & Spreadsheets for document sharing. Gliffy is a free online drawing software that allows for sharing and collaborating on files. Google Calendar allows teams and instructors to share schedules and monitor progress. Google Docs & Spreadsheets provides a platform for collaboration and sharing documents.
Workshop1 Powerpoint Slides 26802
This document discusses using online tools to facilitate student project work. It introduces Gliffy for online project planning, Google Calendar for reporting progress, and Google Docs & Spreadsheets for sharing and collaborating on documents. Gliffy is a free online drawing software that allows users to share and collaborate on files. Google Calendar allows teams and instructors to monitor project progress and send reminders. Google Docs & Spreadsheets provides a platform for collaborating and sharing documents.
Recommended
Workshop1 Powerpoint Slides 26802
This document discusses using Web 2.0 tools to facilitate student project work. It introduces Gliffy for online project planning, Google Calendar for reporting progress, and Google Docs & Spreadsheets for sharing documents and collaborating. Web 2.0 tools offer advantages over traditional methods like being available anywhere, allowing two-way communication, and saving time and materials through easy updating and sharing of content.
slideshare workshop dummy
This document discusses using Web 2.0 tools to facilitate student project work. It introduces Gliffy for online project planning, Google Calendar for reporting progress, and Google Docs & Spreadsheets for sharing documents and collaborating. Web 2.0 tools offer advantages over traditional methods like being available anywhere, allowing two-way communication, and saving time and materials through easy updating and sharing of work.
idcelt
This document discusses using online tools to facilitate student project work. It introduces Gliffy for online project planning, Google Calendar for reporting progress, and Google Docs & Spreadsheets for sharing and collaborating on documents. Gliffy is a free online drawing software that allows users to share and collaborate on files. Google Calendar allows teams and instructors to monitor project progress by sharing calendars and sending reminders. Google Docs & Spreadsheets provides a platform for collaborating and sharing documents and spreadsheets.
Workshop1 Powerpoint Slides 26802
This document discusses using online tools to help students plan projects and monitor progress in a workshop about facilitating student work with social software. It introduces Gliffy for online project planning, Google Calendar for reporting progress, and Google Docs & Spreadsheets for sharing and collaborating on documents. These tools allow students to work flexibly from anywhere, share and communicate in two ways, and save time and materials compared to traditional methods.
Workshop1 Powerpoint Slides 1234
This document discusses using online tools to help students plan projects and monitor progress in a workshop about facilitating student work with social software. It introduces Gliffy for online project planning, Google Calendar for reporting progress, and Google Docs & Spreadsheets for sharing and collaborating on documents. These tools allow students to work flexibly from anywhere, share and communicate in two ways, and save time and materials compared to traditional methods.
Workshop1 Powerpoint Slides 26802
This document discusses using online tools to facilitate student project work. It introduces Gliffy for online project planning, Google Calendar for reporting progress, and Google Docs & Spreadsheets for sharing documents. Gliffy is a free online drawing software that allows for sharing and collaborating on files. Google Calendar allows teams and instructors to monitor project progress and send reminders. Google Docs & Spreadsheets provides a platform for collaboration and sharing documents.
Slideshare workshop dummy
This document discusses using online tools to facilitate student project work. It introduces Gliffy for online project planning, Google Calendar for reporting progress, and Google Docs & Spreadsheets for document sharing. Gliffy is a free online drawing software that allows for sharing and collaborating on files. Google Calendar allows teams and instructors to share schedules and monitor progress. Google Docs & Spreadsheets provides a platform for collaboration and sharing documents.
Workshop1 Powerpoint Slides 26802
This document discusses using online tools to facilitate student project work. It introduces Gliffy for online project planning, Google Calendar for reporting progress, and Google Docs & Spreadsheets for sharing and collaborating on documents. Gliffy is a free online drawing software that allows users to share and collaborate on files. Google Calendar allows teams and instructors to monitor project progress and send reminders. Google Docs & Spreadsheets provides a platform for collaborating and sharing documents.
see
This document discusses using online tools to facilitate student project work. It introduces Gliffy for online project planning, Google Calendar for reporting progress, and Google Docs & Spreadsheets for sharing and collaborating on documents. Gliffy is a free online drawing software that allows users to share and collaborate on files. Google Calendar allows teams and instructors to monitor project progress by sharing calendars and sending reminders. Google Docs & Spreadsheets provides a platform for collaborating and sharing documents and spreadsheets.
Introduction to e-Learning
A short presentation to introduce ideas about implementing e-learning for HE courses in an FE context.
Web 2.0
This document provides an outline and overview of a presentation on Web 2.0 technologies including Facebook, Twitter, blogs and wikis. It defines Web 2.0 as websites that facilitate user interaction and collaboration through features like commenting, liking, and editing. Examples are provided of how universities can use social media to share information, showcase work, promote events, and connect with students. Best practices for setting up accounts and posting on these sites are also reviewed.
Moodle in the Classroom
This presentation presents a training outline for presenters to address various aspects of Moodle. At the moment the training resource listed in the presentation is geared entirely towards use in Easton Area School District.
2015InternshipFair
This document is a resume for Kevin LaFerriere. It includes his education at Auburn University where he is studying for a Bachelor of Architecture, expected to graduate in May 2015. It lists awards he has received, activities and involvement, including being a member of the Auburn Christian Student Center. It provides references from professors and professionals in the architecture field. It outlines work experience including internships at architecture firms and on design-build projects. It lists skills such as Revit, SketchUp, hand drawing, and research.
Web 2.0 at Hawkesdale P12 College
This document summarizes the implementation of Web 2.0 technologies at Hawkesdale P12 College by teachers Anne Mirtschin and Jess McCulloch. They began by setting up individual blogs and wikispaces to lay the groundwork for a virtual school. Over six months, 70% of teaching staff began blogging and some ancillary staff as well. Wikis were set up in the math and science faculties. Staff training involved introducing tools for personal use to encourage adoption. By 2008, 10 minute tech sessions at staff meetings and informal lunch discussions helped drive continued exchange of ideas. Students took ownership of many blogs. The school is now enrolling in global projects and establishing networks to expand use of mobile technologies and video
Meda5400TechnologyIntegrationPlanning(TIP)Model
This document describes the Technology Integration Model (TIP) which is a 5-phase process for integrating technology into teaching based on the work of M.D. Roblyer. The 5 phases are: 1) Determine relative advantage of using technology; 2) Decide on objectives and assessments; 3) Design integration strategies; 4) Prepare the instructional environment; 5) Evaluate and revise integration strategies. Each phase involves answering key questions to guide teachers through planning, implementation, and evaluation of technology integration. The goal is to ensure efficient and successful use of technology to address instructional problems and meet learning objectives.
Meda5700 masteringpossibilities2.ppt
This document provides an overview of the process approach to instructional design. It discusses examining past learning experiences and identifying the major features of instructional activities. Instructional design is defined as systematically analyzing learner needs and addressing those needs. A needs assessment involves identifying the instructional problem, participants, context, and generating goals. The document also discusses developing mission statements and considering the characteristics of learners for an instructional design project.
Meda5400 emergingtechnology
1. Cloud computing and mobile technologies are emerging technologies that will be adopted in the next year according to experts. Cloud computing allows schools universal access to information and applications at a low cost, while mobile devices are increasingly how people access the internet.
2. Game-based learning and open content learning are seen as technologies that will be adopted in schools in the next 2-3 years. Game-based learning engages students and fosters collaboration, while open content provides interactive learning materials to schools at low costs.
3. Learning analytics and personal learning networks are farther-term emerging technologies that will be adopted in schools in the next 4-5 years. Learning analytics uses data to improve teaching and learning, and personal
Inquiry unit a. bockino
This document outlines an inquiry-based research project for 3rd grade students that can be adapted for other grades. Students will choose their own topics to research and form essential questions. They will learn research skills like taking notes from sources found online, in books, and from interviews. Students will create an Animoto presentation to share what they learned. The teacher plans lessons to introduce inquiry, research skills, and note-taking to support students completing their projects independently with guidance.
Technology integration class #3 2011.ppt
This document discusses ways to integrate technology across various subjects in the curriculum. It provides examples of websites and online tools that can be used to support instruction in English Language Arts, mathematics, science, social studies, health, art, music, and other subjects. These include interactive storybooks, online manipulatives, virtual field trips, simulations, and more. It also discusses developing students' internet literacy skills and cautions about internet safety.
The ocean t. hsiao
This document outlines a two-week unit plan for a 2nd grade Atlantic Ocean integrated thematic unit. Week 1 focuses on learning about the Atlantic Ocean through videos, websites and discussions. Week 2 has students work in teams to create a mural and soundtrack depicting key elements of the Atlantic Ocean, which they will present to their school. Assessments include daily ocean journals and the culminating art project. The unit utilizes technology resources and aims to help students learn through visualization, interaction, simulation and research.
Family heritage s. cook
This technology integration plan involves a 3-phase family history project for 3rd grade students. In Phase I, students will research their family's history using online resources to gain an appreciation for their cultural backgrounds. Phase II outlines objectives for students to create a family tree, research family origins, and design a family crest. Students will be assessed based on tasks completed and quality of work. Phase III discusses constructivist teaching strategies using technology to allow student-led exploration. The plan provides details on activities having students make a family tree online, research a country of origin, and present findings. Resources, timelines, and evaluation criteria are defined to support integrating these history and genealogy lessons using educational technology.
Electricity l. risoli
This document outlines an electricity unit plan for a special education classroom. It includes 5 phases: 1) introducing the unit and benefits of technology integration; 2) objectives and assessments; 3) integration strategies such as using a SMART Board for activities; 4) instruction using online videos and labeling diagrams; and 5) evaluation finding students engaged more with technology and hands-on experiments, with improvements like creating a customized webquest.
Inquiry training model by jangid ml
The Inquiry Training Model was developed by Richard Suchman in 1962 to help students develop intellectual discipline and skills for investigating unusual phenomena. It involves raising questions and searching for answers driven by curiosity. The model expects students to be curious, active, creative, conduct experiments, understand problems and puzzles, and solve problems with guidance. It follows five phases: confronting the problem, gathering data through verification, gathering data through experimentation, organizing and formulating, and analyzing the inquiry process. The goal is to help students learn through an interactive, cooperative environment with optimal teacher support focused on intellectual processes and strategies of inquiry.
Introductio1
This study examines the knowledge and awareness of banking services among commerce higher secondary students in Kerala, India. A survey was conducted of 30 commerce students using a questionnaire. The findings show that while students have some basic awareness and knowledge of banking accounts and transactions, they lack awareness and experience with more advanced banking services like online banking, mobile banking, ATMs, fixed deposits, and money transfers between accounts. The study concludes that practical training should be added to the commerce syllabus to improve students' understanding and usage of the full range of banking services.
Lesson pla1
The document outlines a lesson plan using an inquiry training model to teach students about the merits of cooperative societies, with phases including encountering the problem, gathering data through asking yes/no questions, group discussion and experimentation to form rules about the merits, and analysis of the inquiry process used. The lesson plan is designed to develop students' inquiry skills like observing and classifying while learning that cooperative societies ensure continuous existence, mobilize savings, protect members from exploitation, and give equal voting rights.
Inquiry training model
1) The inquiry training model describes an experiment using different types of mirrors to understand why an image in a convex mirror appears smaller than the original object.
2) Students are presented with a story of a princess seeing a smaller image of herself in a mirror on her birthday and must ask yes/no questions to gather information.
3) They perform experiments using convex, concave, and plane mirrors and observe that a convex mirror produces a smaller image, allowing them to determine that a convex mirror caused the princess' smaller reflection.
Lesson pla1
The document outlines a lesson plan using an inquiry training model to teach students about the merits of cooperative societies, with phases including encountering the problem, gathering data through asking yes/no questions, group discussion and experimentation to form rules about the merits, and analysis of the inquiry process used. The lesson plan is designed to develop students' inquiry skills like observing and classifying while learning that cooperative societies ensure continuous existence, mobilize savings, protect members from exploitation, and give equal voting rights.
The information processing model (inquiry training)
Model of Teaching is a pattern or plan which can be used to shape a curriculum to select instructional material and to guide the actions of a teacher.
Lesson Plan : Input Devices
The lesson plan is for a 1.5 hour computer studies class for year 7 students. The topic is input devices. The objectives are for students to define input devices, name three examples, and state one function of three devices. Teaching aids include computers, a projector, interactive whiteboard, and textbook. Students will do online activities including brainstorming devices, a word search, and exercises matching, identifying devices, and short discussion questions. The goal is for students to understand what input devices are and examples/functions of common ones.
Name of the student teacher
1) A wholesaler is a person who buys goods in large quantities from producers and sells them in smaller quantities to retailers.
2) The key functions of a wholesaler include assembling goods from different manufacturers, warehousing and storage, dispersing goods to retailers, transporting goods, financing manufacturers, and bearing various risks in the distribution process.
3) A wholesaler also grades products based on quality, packages them, and may apply their own brand names.
More Related Content
What's hot
see
This document discusses using online tools to facilitate student project work. It introduces Gliffy for online project planning, Google Calendar for reporting progress, and Google Docs & Spreadsheets for sharing and collaborating on documents. Gliffy is a free online drawing software that allows users to share and collaborate on files. Google Calendar allows teams and instructors to monitor project progress by sharing calendars and sending reminders. Google Docs & Spreadsheets provides a platform for collaborating and sharing documents and spreadsheets.
Introduction to e-Learning
A short presentation to introduce ideas about implementing e-learning for HE courses in an FE context.
Web 2.0
This document provides an outline and overview of a presentation on Web 2.0 technologies including Facebook, Twitter, blogs and wikis. It defines Web 2.0 as websites that facilitate user interaction and collaboration through features like commenting, liking, and editing. Examples are provided of how universities can use social media to share information, showcase work, promote events, and connect with students. Best practices for setting up accounts and posting on these sites are also reviewed.
Moodle in the Classroom
This presentation presents a training outline for presenters to address various aspects of Moodle. At the moment the training resource listed in the presentation is geared entirely towards use in Easton Area School District.
2015InternshipFair
This document is a resume for Kevin LaFerriere. It includes his education at Auburn University where he is studying for a Bachelor of Architecture, expected to graduate in May 2015. It lists awards he has received, activities and involvement, including being a member of the Auburn Christian Student Center. It provides references from professors and professionals in the architecture field. It outlines work experience including internships at architecture firms and on design-build projects. It lists skills such as Revit, SketchUp, hand drawing, and research.
Web 2.0 at Hawkesdale P12 College
This document summarizes the implementation of Web 2.0 technologies at Hawkesdale P12 College by teachers Anne Mirtschin and Jess McCulloch. They began by setting up individual blogs and wikispaces to lay the groundwork for a virtual school. Over six months, 70% of teaching staff began blogging and some ancillary staff as well. Wikis were set up in the math and science faculties. Staff training involved introducing tools for personal use to encourage adoption. By 2008, 10 minute tech sessions at staff meetings and informal lunch discussions helped drive continued exchange of ideas. Students took ownership of many blogs. The school is now enrolling in global projects and establishing networks to expand use of mobile technologies and video
What's hot (6)
Viewers also liked
Meda5400TechnologyIntegrationPlanning(TIP)Model
This document describes the Technology Integration Model (TIP) which is a 5-phase process for integrating technology into teaching based on the work of M.D. Roblyer. The 5 phases are: 1) Determine relative advantage of using technology; 2) Decide on objectives and assessments; 3) Design integration strategies; 4) Prepare the instructional environment; 5) Evaluate and revise integration strategies. Each phase involves answering key questions to guide teachers through planning, implementation, and evaluation of technology integration. The goal is to ensure efficient and successful use of technology to address instructional problems and meet learning objectives.
Meda5700 masteringpossibilities2.ppt
This document provides an overview of the process approach to instructional design. It discusses examining past learning experiences and identifying the major features of instructional activities. Instructional design is defined as systematically analyzing learner needs and addressing those needs. A needs assessment involves identifying the instructional problem, participants, context, and generating goals. The document also discusses developing mission statements and considering the characteristics of learners for an instructional design project.
Meda5400 emergingtechnology
1. Cloud computing and mobile technologies are emerging technologies that will be adopted in the next year according to experts. Cloud computing allows schools universal access to information and applications at a low cost, while mobile devices are increasingly how people access the internet.
2. Game-based learning and open content learning are seen as technologies that will be adopted in schools in the next 2-3 years. Game-based learning engages students and fosters collaboration, while open content provides interactive learning materials to schools at low costs.
3. Learning analytics and personal learning networks are farther-term emerging technologies that will be adopted in schools in the next 4-5 years. Learning analytics uses data to improve teaching and learning, and personal
Inquiry unit a. bockino
This document outlines an inquiry-based research project for 3rd grade students that can be adapted for other grades. Students will choose their own topics to research and form essential questions. They will learn research skills like taking notes from sources found online, in books, and from interviews. Students will create an Animoto presentation to share what they learned. The teacher plans lessons to introduce inquiry, research skills, and note-taking to support students completing their projects independently with guidance.
Technology integration class #3 2011.ppt
This document discusses ways to integrate technology across various subjects in the curriculum. It provides examples of websites and online tools that can be used to support instruction in English Language Arts, mathematics, science, social studies, health, art, music, and other subjects. These include interactive storybooks, online manipulatives, virtual field trips, simulations, and more. It also discusses developing students' internet literacy skills and cautions about internet safety.
The ocean t. hsiao
This document outlines a two-week unit plan for a 2nd grade Atlantic Ocean integrated thematic unit. Week 1 focuses on learning about the Atlantic Ocean through videos, websites and discussions. Week 2 has students work in teams to create a mural and soundtrack depicting key elements of the Atlantic Ocean, which they will present to their school. Assessments include daily ocean journals and the culminating art project. The unit utilizes technology resources and aims to help students learn through visualization, interaction, simulation and research.
Family heritage s. cook
This technology integration plan involves a 3-phase family history project for 3rd grade students. In Phase I, students will research their family's history using online resources to gain an appreciation for their cultural backgrounds. Phase II outlines objectives for students to create a family tree, research family origins, and design a family crest. Students will be assessed based on tasks completed and quality of work. Phase III discusses constructivist teaching strategies using technology to allow student-led exploration. The plan provides details on activities having students make a family tree online, research a country of origin, and present findings. Resources, timelines, and evaluation criteria are defined to support integrating these history and genealogy lessons using educational technology.
Electricity l. risoli
This document outlines an electricity unit plan for a special education classroom. It includes 5 phases: 1) introducing the unit and benefits of technology integration; 2) objectives and assessments; 3) integration strategies such as using a SMART Board for activities; 4) instruction using online videos and labeling diagrams; and 5) evaluation finding students engaged more with technology and hands-on experiments, with improvements like creating a customized webquest.
Inquiry training model by jangid ml
The Inquiry Training Model was developed by Richard Suchman in 1962 to help students develop intellectual discipline and skills for investigating unusual phenomena. It involves raising questions and searching for answers driven by curiosity. The model expects students to be curious, active, creative, conduct experiments, understand problems and puzzles, and solve problems with guidance. It follows five phases: confronting the problem, gathering data through verification, gathering data through experimentation, organizing and formulating, and analyzing the inquiry process. The goal is to help students learn through an interactive, cooperative environment with optimal teacher support focused on intellectual processes and strategies of inquiry.
Introductio1
This study examines the knowledge and awareness of banking services among commerce higher secondary students in Kerala, India. A survey was conducted of 30 commerce students using a questionnaire. The findings show that while students have some basic awareness and knowledge of banking accounts and transactions, they lack awareness and experience with more advanced banking services like online banking, mobile banking, ATMs, fixed deposits, and money transfers between accounts. The study concludes that practical training should be added to the commerce syllabus to improve students' understanding and usage of the full range of banking services.
Lesson pla1
The document outlines a lesson plan using an inquiry training model to teach students about the merits of cooperative societies, with phases including encountering the problem, gathering data through asking yes/no questions, group discussion and experimentation to form rules about the merits, and analysis of the inquiry process used. The lesson plan is designed to develop students' inquiry skills like observing and classifying while learning that cooperative societies ensure continuous existence, mobilize savings, protect members from exploitation, and give equal voting rights.
Inquiry training model
1) The inquiry training model describes an experiment using different types of mirrors to understand why an image in a convex mirror appears smaller than the original object.
2) Students are presented with a story of a princess seeing a smaller image of herself in a mirror on her birthday and must ask yes/no questions to gather information.
3) They perform experiments using convex, concave, and plane mirrors and observe that a convex mirror produces a smaller image, allowing them to determine that a convex mirror caused the princess' smaller reflection.
Lesson pla1
The document outlines a lesson plan using an inquiry training model to teach students about the merits of cooperative societies, with phases including encountering the problem, gathering data through asking yes/no questions, group discussion and experimentation to form rules about the merits, and analysis of the inquiry process used. The lesson plan is designed to develop students' inquiry skills like observing and classifying while learning that cooperative societies ensure continuous existence, mobilize savings, protect members from exploitation, and give equal voting rights.
The information processing model (inquiry training)
Model of Teaching is a pattern or plan which can be used to shape a curriculum to select instructional material and to guide the actions of a teacher.
Lesson Plan : Input Devices
The lesson plan is for a 1.5 hour computer studies class for year 7 students. The topic is input devices. The objectives are for students to define input devices, name three examples, and state one function of three devices. Teaching aids include computers, a projector, interactive whiteboard, and textbook. Students will do online activities including brainstorming devices, a word search, and exercises matching, identifying devices, and short discussion questions. The goal is for students to understand what input devices are and examples/functions of common ones.
Name of the student teacher
1) A wholesaler is a person who buys goods in large quantities from producers and sells them in smaller quantities to retailers.
2) The key functions of a wholesaler include assembling goods from different manufacturers, warehousing and storage, dispersing goods to retailers, transporting goods, financing manufacturers, and bearing various risks in the distribution process.
3) A wholesaler also grades products based on quality, packages them, and may apply their own brand names.
Worksheet2
The document discusses various input devices for computers such as keyboards, mice, graphics tablets, scanners, magnetic stripes, and barcodes. It explains that the QWERTY keyboard layout is popular due to early typewriter designs. Mice are called pointing devices and differ from trackballs in their shape. Graphics tablets are used by artists for digital drawings. Scanners convert images to digital formats. Magnetic stripes on credit cards and barcodes on products are machine-readable storage formats.
Viewers also liked (17)
The information processing model (inquiry training)
The information processing model (inquiry training)
Similar to What is Effective Technology Integration for 21st Century Learners.
Future Technology Trends: Social Networks, Smart Objects, & Electronic Books
1. The document discusses future technology trends in schools including social networks, smart objects, and electronic books. It provides examples and potential benefits and issues with each technology. 2. Social networks are predicted to play a major role in student interaction and learning through blogs and social media platforms. However, greater supervision may be needed due privacy concerns. 3. Smart objects like phones and tablets could enhance teaching and learning if used to access educational resources, though privacy and cost are considerations. 4. Electronic books are seen as convenient for students and can present information flexibly, though issues around legality and a decline in physical books must be addressed.
Developing the Global Student
This document discusses developing 21st century literacy skills in students. It defines 21st century literacy as developing students who are effective learners, collaborators, and creators. It encourages teachers to infuse global collaboration and networking into the classroom using various technology tools like blogs, wikis, social media and video chat. The goal is to help students learn anytime, anywhere by developing personal learning networks that allow them to communicate, connect and collaborate globally.
Digital storytelling
Digital storytelling combines narrative storytelling techniques with digital media like images, video, and audio. It allows for personal narratives, historical stories, or informational topics to be presented. The process involves identifying a topic, writing a script, storyboarding, gathering resources, and creating and sharing the digital story. Software tools like Photoshop and Movie Maker can be used to integrate text, images, video, and audio into a digital story. Digital storytelling promotes 21st century skills for students like critical thinking, collaboration, and communication and aligns with the ISTE NETS standards.
C:\Fakepath\Ed 6620 – Future Trends In Educational Technology
A presentation highlighting three future educational technologies; personal learning environments, the semantic web and ubiquitous computing
What is effective technology integration for 21st century
Effective technology integration for 21st century learners involves bringing learning to life through technology, learning how to use new technologies, allowing students and teachers to make mistakes when using technology to build skills, creating support systems for technology use, and expanding learning beyond the classroom walls using online resources. Teachers should act as models and guides for students as they explore new technologies.
Ed 6620 – Future Trends In Educational Technology
This document discusses future trends in educational technology, including personal learning environments, the semantic web, and ubiquitous computing. Personal learning environments allow customized, personalized learning for each student. The semantic web enhances the world wide web by adding meaning to data through structured relationships. Ubiquitous computing enables learning to occur anywhere through access on mobile devices and wireless networks. These trends are pushing education towards personalized, contextualized learning that is not limited by location.
E-Learning for Life: Qatar Academy August 2008
1) The document outlines the e-learning strategic plan and professional development opportunities for Qatar Academy for the 2008-2009 school year.
2) It discusses moving to a blended learning platform using over 150 teacher laptops and supporting 21st century skills like digital citizenship, online collaboration, and inquiry-based learning.
3) Teachers are encouraged to attend professional development sessions on using various web 2.0 tools in education and to participate in online conferences and workshops to share best practices in e-learning.
Ng Learning Styles Final
This document discusses learning styles and strategies for engaging students in the "Net Generation". It provides an overview of learning styles and compares the boomer and net generations. Experts recommend project-based learning, using technology like wikis and blogs, and addressing real-world issues to motivate students. Resources and websites are included to help educators adapt their teaching for the net generation.
Developing the Global Student V2
The document discusses developing 21st century literacy skills in students. It defines 21st century literacy as students who are effective learners, collaborators, and creators. It provides examples of how to develop these skills through technology tools like blogs, wikis, social networks and voice over internet protocol. The goal is to help students learn anytime, anywhere by developing global personal learning networks.
What is effective technology integration
This document discusses effective technology integration for 21st century learners. It defines 21st century learners as creative, collaborative, and global. It provides examples of how different technologies can be integrated to support the creative, collaborative, and global aspects of 21st century learners such as using smart boards, PowerPoints, and Bitstrips for creativity; Google Docs, Prezi, and chat rooms for collaboration; and Skype, blogging, virtual pen pals, and virtual field trips to support global connections. The document concludes by listing references used.
UDL ART Lesson
This UDL lesson plan aims to create a digital collage of childhood memories using various digital imaging and video production tools. The lesson involves 10 gifted students, 1 visually impaired student, 1 hearing impaired student, and 18 general education students. It utilizes open source and web 2.0 tools like Google Presentation, Picasa, Windows MovieMaker, Audacity, wikis, and YouTube. Adaptive technologies like Braille keyboards, assistive listening devices, text-to-speech, and closed captioning are incorporated to support diverse learners. Students will create a digital memory collage, upload it to a wiki for peer feedback, and create a video project with Audacity to be shared on YouTube. Formative and summat
Final project
This document discusses how to fulfill the needs of 21st century learners through engaging, interactive, and collaborative classroom environments that utilize technology. It promotes the use of movable furniture, multiple dry erase boards, various locations for internet/smartboard access, and a design that facilitates collaboration. It provides examples of technology tools that can be used like infographics software, audio recording tools, blogging platforms, and image/video editing programs. The goal is for students to engage with content, each other, and express their understanding in new ways through technology.
Flat Classroom Project Presentation: ECIS 2007
The document discusses the Flat Classroom Project, which aims to connect classrooms globally using web 2.0 tools. It provides an overview of past projects in 2006 and 2007 that had classrooms collaboratively working on topics. The 2007 project involved 5 classrooms, 56 students, and 35 educators who acted as judges and advisors. The document outlines the goals and elements of the Flat Classroom Project and provides resources for further information.
EME 5207
The document discusses integrating technology into curriculum according to the Technology Integration Matrix. It describes the matrix's levels from entry to transformation, where at each level students take on new roles from consumers to producers of content. The matrix provides a framework to understand the different ways teachers can use tools to support constructivist learning as students' use of technology becomes more sophisticated.
Education beyond Facebook
This document discusses the use of media in higher education. It begins by outlining the agenda and introducing the topic. It then examines how students currently use media like social networks, wikis and blogs for different purposes related to their studies. The document notes that boundaries between different types of media are blurring and that a broader understanding of media literacy is needed. It argues that dealing with media in higher education faces challenges due to vagueness in how media are addressed. The document concludes by advocating for designing educational environments incorporating media in teacher-driven and student-driven ways.
What is effective technology integration
The document discusses effective technology integration in the classroom for 21st century learners. It identifies ways that technology can deepen the curriculum by allowing students to access more information from a range of resources. When used effectively, technology can also increase communication within the school community and support systematic changes to learning. The document emphasizes how technology helps develop 21st century skills like collaboration, global awareness, and media literacy among students.
Literacy remixed in a Web 2.0 World.
This presentation was prepared for the Catholic Education Commission,Congregational Schools Targeted Programs Workshop, held at Mary MacKillop Place, Mount Street North Sydney.
Is Your University Ready For the Ne(x)t-Generation?
The document discusses how today's university students have changed and are digital natives who are comfortable with technology. It summarizes several studies that show students are highly connected through internet and mobile devices and use digital communication tools and social media. The document also presents results of a study conducted at Graz University of Technology that shows most students have internet access and use web 2.0 tools like Wikipedia and YouTube, though e-learning activities are not as commonly used. It concludes that while students are well-equipped digitally, universities need to better implement e-learning and train lecturers to take advantage of students' digital skills.
Video stories, bringing learning alive
This document discusses using video stories to enhance learning. It notes that multimedia like words and pictures can help learning more than words alone. Stories can bring people together, help explore different realities, and promote critical thinking. Video stories work best when they are short, lively, authentic, open-ended, and trigger thinking. The document proposes a collaborative online story bank called STORYboxHE where students and educators can share short video stories and text stories to serve as triggers for professional development and learning.
Educational Technology Future
This document discusses current issues and trends in educational technology and proposes ways to address needs in the future. It argues that current educational practices focus too much on what students should know rather than skills needed for the future. It also notes that schools integrate technology but do not adequately train teachers to use it or integrate it into lessons. The document recommends that future educational technology must incorporate instruction, professional development, and curriculum integration to prepare students and teachers for the 21st century.
Similar to What is Effective Technology Integration for 21st Century Learners. (20)
Future Technology Trends: Social Networks, Smart Objects, & Electronic Books
Future Technology Trends: Social Networks, Smart Objects, & Electronic Books
C:\Fakepath\Ed 6620 – Future Trends In Educational Technology
C:\Fakepath\Ed 6620 – Future Trends In Educational Technology
What is effective technology integration for 21st century
What is effective technology integration for 21st century
Is Your University Ready For the Ne(x)t-Generation?
Is Your University Ready For the Ne(x)t-Generation?
What is Effective Technology Integration for 21st Century Learners.
- 1. What is Effective Technology Integration for 21st Century Learners? By: Jessica Rempel
- 2. Appropriate
- 3. Easy to Use
- 5. Variety
- 6. Engaging
- 7. References D., Kristian., (2008). Flickr: Pen and Paper. Retrieved from http://www.flickr.com/photos/kristiand/3223920178/ Free Foto., (2002). Laptop Computer. Retrieved from http://www.freefoto.com/preview/04-04-17?ffid=04-04-17 Keatley, S., (2007). Mr. Keatley’s World History Blog. Retrieved from http://aphw.blogspot.com/2007_03_01_archive.html Virtual Learning Center, (2009). Flickr: Using Technology with Classroom Instruction that Works. Retrieved from http://www.flickr.com/photos/virtuallearningcenter/3618953421/ Raymond, V.,(2007). VAUNRAYMONDBLOG. Retrieved from http://vaunraymondblog.blogspot.com/ Route 21, (2007). 21st Century Curriculum and Instruction Retrieved from http://www.p21.org/route21/index.php?option=com_content&view=article&id=140:21st-century-c&i&catid=13:curriculum-and-instruction&Itemid=228 Route 21, (2007). 21st Century Support Systems. Retrieved from http://www.p21.org/route21/index.php?option=com_content&view=article&id=58&Itemid=17 Willow Glen,(2002).Flickr:Children Using Computer. Retrieved from http://www.flickr.com/photos/sanjoselibrary/2839835109/