The document discusses arguments for and against the use of interactive whiteboards (IWBs) in classrooms. While IWBs can promote interactivity if used effectively, some argue they just enforce old teaching habits and teacher-centric instruction. However, others maintain that IWBs have been shown to improve teaching and learning outcomes when teachers receive proper training. The key is finding the right balance and using IWBs to enable new, engaging ways of teaching with technology rather than just projecting old methods onto the board. Whether a technology improves education depends more on how it is applied than on the technology itself.
Presentation to the University of Johannesburg (UJ) Faculty of Science First Year Lecturer Academy on 2 November, and to UJ's Faculty of Management and CPASD Teaching and learning seminar on 1 November 2011.
#ICOT2013 | Breakout exploring a social network site and teacher professional...Karen Spencer
The rapid shift in learning behaviours towards networked, online and blended models heralds new ways to imagine notions of learning and education. The movement towards increasingly democratized modes of knowledge making and creating is central to the way our ‘future society’ is developing. Recent years have seen a growing expectation that learners can access materials, resources and networks of experts and fellow-learners in ways that suit their contexts, location, time constraints, personal and professional needs and choice of technology.
In the field of education, e-learning (be it blended or fully online) is increasingly becoming part of both informal, and formal, educational professional learning for teachers. With the growth of social networking, combined with the growing demand for flexible and cost-efficient solutions to professional training, it is vital to understand the limitations and opportunities of the role that social network sites, and their communities, play within educational contexts.
This interpretive, case-based study (scheduled for 2012) will seek to explore the extent to which a New Zealand-based social networking site, the VLN Groups network, can support educators’ professional learning in ways that are meaningful. Findings will aim to identify the affordances and limitations of the VLN Groups social network site in terms of design in the service of learning to make recommendations about how we might improve the design and facilitation to enhance the way the space supports teachers’ professional learning.
Presentation to the University of Johannesburg (UJ) Faculty of Science First Year Lecturer Academy on 2 November, and to UJ's Faculty of Management and CPASD Teaching and learning seminar on 1 November 2011.
#ICOT2013 | Breakout exploring a social network site and teacher professional...Karen Spencer
The rapid shift in learning behaviours towards networked, online and blended models heralds new ways to imagine notions of learning and education. The movement towards increasingly democratized modes of knowledge making and creating is central to the way our ‘future society’ is developing. Recent years have seen a growing expectation that learners can access materials, resources and networks of experts and fellow-learners in ways that suit their contexts, location, time constraints, personal and professional needs and choice of technology.
In the field of education, e-learning (be it blended or fully online) is increasingly becoming part of both informal, and formal, educational professional learning for teachers. With the growth of social networking, combined with the growing demand for flexible and cost-efficient solutions to professional training, it is vital to understand the limitations and opportunities of the role that social network sites, and their communities, play within educational contexts.
This interpretive, case-based study (scheduled for 2012) will seek to explore the extent to which a New Zealand-based social networking site, the VLN Groups network, can support educators’ professional learning in ways that are meaningful. Findings will aim to identify the affordances and limitations of the VLN Groups social network site in terms of design in the service of learning to make recommendations about how we might improve the design and facilitation to enhance the way the space supports teachers’ professional learning.
Digital Citizenship: Educating 21st Century LearnersMister Norris
A presentation I made to all middle school parents about digital citizenship, 21st century education and what I am doing in my classroom to address it.
This is the creative commons slide show that i made during ICT. This slide show talks about the different licenses and what they are used for. It is easy to read and understand.
Technology Driven Differentiated InstructionVicki Davis
Reach every student by using technology-rich project based learning experiences that can transform your teaching. Presented by a full time classroom teacher who is collaborating globally and using technology to reach every student.
Digital Citizenship: Educating 21st Century LearnersMister Norris
A presentation I made to all middle school parents about digital citizenship, 21st century education and what I am doing in my classroom to address it.
This is the creative commons slide show that i made during ICT. This slide show talks about the different licenses and what they are used for. It is easy to read and understand.
Technology Driven Differentiated InstructionVicki Davis
Reach every student by using technology-rich project based learning experiences that can transform your teaching. Presented by a full time classroom teacher who is collaborating globally and using technology to reach every student.
Web2.0 in the classroom…The Who, What, Where and the HowAnne-Mart Olsen
A presentation that briefly introduces the need for technology in education and looks at why it is so important. It also briefly touches on digital design, digital literacies and some basic tools (of many out there) one can start with in order to kick one's classroom into the 21st century.
This presentation serves as an introduction into the world of technology in education.
Passion, Purpose, Perspective and a Pirate AttitudeChris Betcher
As teachers we all have an enormous responsibility......every single day; we take on the important task of nurturing the impressionable minds of future generations. But what does it take to be an outstanding teacher?
What does "peak performance" look like for an educator? In particular, what skills, attitudes and beliefs are helpful to us if we want to be the best teachers we can be?
When you look at what great teachers do, there is always a common thread....a collection of core qualities that they all seem to possess, so how do we learn to deliberately cultivate these?
Our kids are supposed to be the Digital Natives, the ones that inherently understand all this technology stuff. After all, they've grown up with technology and live with it every day! We talk a lot about how fluent our students are with technology, but are they really? In this keynote we'll think about some of the realities of technology use in schools, and try to get a clearer perspective about our roles in the learning process.
Change, Creativity, Curriculum and CommunityChris Betcher
The world has changed (a lot) and if we can't adapt we run the risk of becoming irrelevant and replaced. Creativity, and looking at the world in new ways will be what helps us thrive in this new world, where so many of the existing skills are being automated or shipped offshore. The curriculum that is supposed to provide opportunities for creativity often lacks the real teeth to do so and our job as contemporary educators is to make sure that creativity, innovation and thinking different are highly valued and rewarded in our classrooms, even if the system in general doesn't measure and support these things. We need to ensure that we do great things with kids in spite of the system. Finally, the impetus for maintaining our motivation and our understanding of the changing world can only come from surrounding ourselves with networks of like-minded people that can support us in our work every day.
Interactive Whiteboards: Leading us into the 21st century or chaining us to t...Chris Betcher
These are the slides from the ActivInspire Flipchart I used for the 2010 IWBNet conference on the Gold Coast.
Despite their rapid adoption in schools all over the world, the effectiveness and value of IWB technology is still viewed with considerable controversy. Can they make a real difference to teaching and learning, or are they just another expensive gimmick. The answer, it seems, is completely up to you. In this keynote we explore some of the controversy, myths and hype surrounding IWBs so you can make up your own mind.
Teaching And Learning In A Digital World (Without Breaking The Law)Chris Betcher
This presentation looks at the many issues surrounding the creation of digital media, and explores the free and open resources available to schools, including Creative Commons and the huge online collections of Open Education Resources. Learn how to find images, audio and other digital resources that are free of traditional copyright restrictions and offer completely legal alternatives for digital publishing and republishing.
In this talk we will look at the role of the teacher in a 21st century student-centered learning environment, and in particular how this role can be powerfully enhanced with interactive technology such as IWBs. If modern classrooms are all about making learners more responsible for their own learning, what are the essential skills that every teacher needs to bring to that environment? How do we find the right teaching/learning balance? And what role can technology play in helping us find this balance?
This slideshow is a PDF export of a presentation given to tech leaders in Montreal. It was focused on the effective use of interactive whiteboard technology. This slideshow is not interactive itself, just a series of still slides.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Delivering Micro-Credentials in Technical and Vocational Education and TrainingAG2 Design
Explore how micro-credentials are transforming Technical and Vocational Education and Training (TVET) with this comprehensive slide deck. Discover what micro-credentials are, their importance in TVET, the advantages they offer, and the insights from industry experts. Additionally, learn about the top software applications available for creating and managing micro-credentials. This presentation also includes valuable resources and a discussion on the future of these specialised certifications.
For more detailed information on delivering micro-credentials in TVET, visit this https://tvettrainer.com/delivering-micro-credentials-in-tvet/
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2. Why IWBs, as in...
“Why IWBs are the best option for your
classroom”
“Why IWBs in preference to other possible
classroom technologies?”
“Dear God, of all the things I could put in
my classroom, why IWBs!?”
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6. “They reinforce the
dominance of the
front of the room and
teacher supremacy”
Gary Stager
http://www.techlearning.com/Default.aspx?tabid=67&EntryId=681
31. Cost of complete IWB installation: $5500
Less cost of projector, cabling, etc: -$4000
Cost of just the IWB: $1500
IWB life expectancy: 5 years
IWB cost per year: $300
Teaching days per year: 180
Average students per class: 25
Cost per day, per student, per year: 6 cents
32. Argument 5
IWBs are completely
unnecessary when every
student has a laptop
33. Used by a group Used by an individual
Shared learning Individual learning
Ideal for stimulating group Ideal for self-paced,
discussion self-directed work
Good for introducing key Good for personal
concepts productivity and creativity
Focus is on teaching Focus is on learning
35. Students who are taught by expert teachers exhibit
an understanding that is more integrated, more
coherent, and at a higher level of abstraction.*
*Dr John Hattie
University of Auckland
Teachers Make a Difference: What is the Research Evidence?
36. The effects of
quality teachin When all other so urces of variation
g
on educational
outcomes are are taken int o account, including
greater than th
ose that arise gender, socia l backgrounds of
from students
’ backgrounds students and dif ferences between
The quality of teac schools, the mos t important source
her
education and teach of variation in stud ent achievement is
ing appears
to be more strongly teacher quality.
related to
student achievement
than class
sizes, overall spendin
g levels or E xcellence in teaching is the
teacher salaries. singl e most powerful influence
on achievement
The best strategy to enhance
student achievement is to It could be argued that
ensure that all students receive effective sc hools are only
the best possible qu ality of
tive to the ext ent that they
effec
teaching. have effe ctive teachers.
Kenneth Rowe Dr John Hattie
37. Maybe a little bit of
‘teacher-centricity’ is
not that bad after all?
40. Teaching is not rocket science. It is, in fact, far more
complex and demanding work than rocket science.
Richard Elmore professor of educational leadership at Harvard Graduate School of Education
44. “IWBs clearly demonstrated a positive effect on
teaching and learning.”
ERNIST ICT School Portraits, 2004
“In a UK study, teachers were extremely positive
about the technology and were convinced that
IWBS were responsible for improvements in
teaching and learning.”
Higgins, et al, 2005
“When used wisely, IWBs can produce a
significant improvement to student learning.”
Balanskat, Blamire & Kefala, 2006
45. 85 classrooms
Lesson without IWB
Lesson with IWB
Same teacher, same lesson
Technology enabled
lessons tested an average
Dr Robert Marzano 17% better than non
technology enabled lessons
46. The "Sweet Spot" is when interactive
technology is used by an experienced
teacher, who has had training, at least
2 years of IWB use, and uses it 75% of
the time in class.
That teacher shows a 29% gain in scores.
47. Two different studies* into the effects of IWBs
found an overwhelming majority of teachers
(98%) felt more confident in using ICT in
general as a direct result of using an IWB.
*Higgins (2005) and Underwood (2006)
48.
49. And how did we envision ways to
use this amazing new technology?
We drove it to work.
50.
51. Old Things Old Things New Things
in Old Ways in New Ways in New Ways
52. Old Things
in Old Ways
• Notes are still handwritten on the board as the lesson is
taught.
• Lesson content consists primarily of Word or PDF
documents.
• Limited use is made of the IWB’s toolset.
• Lessons are not usually prepared in advance.
• Lessons do not take advantage of interactive features.
• Lessons are not saved at the end of class.
• The teacher works in isolation, not sharing resources with
others.
53. Old Things
in New Ways
• Modification of existing paper-based worksheets and
activities to work on the IWB.
• Greater use of lessons prepared in advance.
• Greater use of dragable layered objects that can be moved
around the screen, revealing existing words and objects.
• Greater reliance on resources found in the gallery or web.
• Effective use of software that works well on an IWB.
• All lessons saved for future use and reused.
• Lessons shared with other teachers to reduce workloads.
• Noticeably increased levels of student engagement and
interest.
54. New Things
in New Ways
• The use of short snippets of video or animation.
• The inclusion of high-resolution photo images.
• Tapping into libraries of interactive learning objects and
embedding these in lessons so students are able to easily
explore the ‘what if’ possibilities.
• Greater use of software that enables students to manipulate
ideas seeing what happens to the final outcome if a variable
is changed here or there.
• The ability to perform impractical or dangerous
experiments via simulation.
• The ability to engage with virtual worlds and simulated
environments.
55. New Things
in New Ways
• The use of real-time video communication software to
facilitate class-to-class collaboration
• Skyping in guests and experts so that students can ask
questions and interact with others outside their classroom.
• The use of classroom interactive learner response systems
to gauge student understanding in real time.
• Increased levels of interactivity and student involvement
often raising questions that were unexpected but with
answers that offer greater insight into and deeper
understanding of a topic.
59. "Evidence suggests that the presentational
advantages of IWB use are considerable and that
the consequent motivational gain is to be
welcomed.
However, it is also clear that neither of these add
to teaching effectiveness unless they are
supported by teachers who understand the
nature of interactivity as a teaching and learning
process and who integrate the technology to
ensure lessons that are both cohesive and
conceptually stimulating".
Miller, Glover and Averis, 2005