EdTech Isn't Optional, It's Essential How important do you think it is for teachers to use educational technologies in the classroom? During this school year, how often do you or your students use [insert type of educational technology] in your classroom? What are the biggest challenges to integrating educational technologies in schools? These are some of the questions we asked in a national online survey of teachers and administrators, conducted for Common Sense Media's Graphite by Harris Interactive in May 2013. And here are some of the answers. EdTech isn't optional, it's essential. But demand outstrips usage. 19% of teachers use subject-specific content tools 31% of teachers use information/reference tools 24% of teachers use teacher tools 14% of teachers use digital curricula And only 1 in 9 are implementing 1:1 or BYOD (bring your own device) programs. Funding, Access, Time, and Training. It's tough to find the good stuff. What's your edtech setup and how do you find the best stuff?
iPad en classe; prise 2 Nos 9 iPads sont en circulation dans l'école depuis 8 semaines. Nous pouvons maintenant parler un peu plus des avantages et des inconvénients ce nouvel outil. Certains avantages incontournables Sa grandeur et son poids ; très facile à manipuler et à déplacer. Plusieurs enseignants ont préféré réserver les iPads pour faire de la recherche que d'utiliser le chariot avec les ultraportables. SonicPicsLite : Permets de choisir 3 photos et d'y ajouter de la narration. Evaluating Technology Use in the Classroom Evaluating the use of technology in a classroom environment is not something most administrators are trained to do. It is easy to walk into a classroom and see that every student is using a computer, but how do you really assess if and what type of learning is taking place? In the past, I have had administrators tell me “I walked into the teacher’s room and all the students were on laptops.” As though just the site of students working on laptops meant they were engaged in the learning process. I have been trying to wrap my head around a simple way for administrators to evaluate the use of technology in the classroom (a thank you to Dennis Harter who got me thinking about this). When most administrators evaluate teachers during the evaluation process, they have some sort of check sheet they are working from either mental or as part of a school’s evaluation process. I remembered a Marc Prensky article in Edutopia in which he talks about the typical process of technology adoption:
Virtual Schools Can new education technologies short-circuit change-resistant politics and remake our schools? Or are well-intended advocates once again overhyping the ability of electrons and processors to solve thorny problems of teaching and learning? In this Education Next forum, John Chubb of Edison Schools and Stanford University political scientist Terry Moe make the case for the transformative power of today’s technology. EDUCATION NEXT: How likely is it that technology will make advances in education in the next decade that go far beyond any changes that have taken place in the past? John Chubb and Terry Moe: The worldwide revolution in information technology has globalized the international economy, made communication virtually instantaneous and costless, put vast storehouses of information within reach of everyone on the planet, and in countless other ways transformed how life is lived. Such resistance is not new. EN: What can we learn from technological adoption in education in the past?
3 Tech Tools For the First Day of School 3 tools, individually or together, will help elementary students leverage technology in ways we couldn’t imagine just a few short years ago. 1. The Answer Pad An interactive, graphically based answer response tool that can be used from a mobile device, laptop or desktop – so can really work in any type of classroom or computer lab. The freemium model allows for 36 students, a full teacher dashboard and student use of basic templates, like number lines, graphs and a student drawing tool. The Answer Pad has even more capability coming- by October teachers and students will be able to annotate on the template and push it back and forth to students. 2. This app is the result of a hard working 4th grade teacher, Brad Wilson, from Michigan. Write About This can be used in many different ways inside the classroom. 3. eduClipper This free sharing tool,completely focused on education, is perfect for clipping, curating and sharing content… with other teachers or with students.
Tâches de base dans OneNote 2010 - OneNote Contenu de cet article Qu’est-ce que OneNote ? Microsoft OneNote 2010 est un bloc-notes numérique dans lequel vous pouvez rassembler toutes vos notes et informations, avec l’avantage de disposer de capacités de recherche puissantes vous permettant d’accéder rapidement aux informations dont vous avez besoin, ainsi que de bloc-notes faciles à partager pour gérer la surcharge d’informations et travailler efficacement avec d’autres. Contrairement aux systèmes sur papier, programmes de traitement de texte, de messagerie électronique et autres programmes bureautiques, OneNote vous permet de recueillir et d’organiser du texte, des images, du texte manuscrit numérique, des enregistrements audio et vidéo ou autre — le tout dans un bloc-notes numérique sur votre ordinateur. OneNote 2010 est une partie intégrante de Microsoft Office 2010, qui facilite les tâches de collecte, d’organisation, de recherche et de partage des notes et informations en les rendant plus efficaces. Haut de la page
Faculty Adoption of Educational Technology (EDUCAUSE Quarterly Research in Brief Faculty Adoption of Educational Technology Educational technology support plays a critical role in helping faculty add technology to their teaching By Franziska Zellweger Moser Roughly 10 years into the e-learning age, educational technology has made only modest inroads into changing teaching in universities.1 In Europe, and in Switzerland in particular, governmental programs implemented in the late 1990s aimed to exploit the potential of educational technology and keep pace with developments in Anglo-Saxon countries. An early lesson from these programs was the lack of sustainability of a pure project-funding approach and the need for institutional strategies regarding educational technology.2 The search for such strategies at U.S. research universities was the starting point for my doctoral dissertation. Thus, I selected three highly interesting but very different universities—MIT, Tufts, and Northeastern—for in-depth case studies into this issue. Implications 1. 2. 3. 4.
Promethean IWB Promethean's aim is to unlock the potential of human achievement in education and training at all ages around the world. It does so by creating, developing, supplying and supporting leading edge, interactive learning technology and by encouraging the growth of the world's largest online teacher community in this field. In these ways, Promethean is helping bring to life the promise of 21st century learning, improving engagement and results for learners and teachers alike. Leading Edge Teaching Solutions Promethean is a world leader in the rapidly growing global market for interactive learning technology. Proven Ideas, Driven by Technology Everything we do at Promethean begins with two basic premises: No one understands teaching better than teachers. The best way to engage tech-savvy students is through technology. By thoughtfully combining these two simple ideas, Promethean is revolutionising the way education happens. World-Class Support Global Offices
Teaching Reading in the Digital Age Earlier this summer, following a deep dive into the paradigm shifting models of design thinking and gamification in education at the annual conference of the International Society for Technology in Education (ISTE 2013), I found myself settling in to a week-long study of the time-tested, best-practices pedagogy at the Reading and Writing Institutes at Teachers College, Columbia University. It felt a bit like inhabiting one portion of my brain and then taking up residence in an entirely different thinking space – both equally valid to my professional life. Searching for a way to reconcile my learning, I am left wondering most about what it means to be a reader today. Common Ground Digital Readers Reading What, then, does this mean for those of us who teaching readers today? The Reading Institute puts a lot of emphasis on “eyes on print” time – that is, on classroom time given over to readers engaged in the act of reading. A New Generation of Readers