Welcome to the LAT Web Site! Technology Implementation in Schools: Key Factors to Consider New technologies have changed teaching and learning in a number of ways—from graphing calculators to online lesson plans to virtual field trips and simulated dissections, educational technologies can help students access content in new and often exciting ways. In fact, one would be hard pressed to find a single school that doesn’t have access to some kind of educational technology. According to surveys, as many as 95% of schools are connected to the Internet; even at the level of the individual classroom, connection is nearly as universal—close to 75% of classrooms in the United States have Internet access (CEO Forum, 2000). Despite this nearly ubiquitous access to computer technology, however, there is a significant gap between the presence of technology and its usage in the classroom. While some type of technology is present in nearly every classroom in the country, it is rarely used to its fullest potential (Royer, 2002). Professional Development Leadership Resources and Support
Resources for Technology Integration In this section, you will find materials and resources for teaching about how to successfully integrate technology into the classroom, whether you are conducting a two-hour session or class or can spend a day or two on the topic. We believe you will find much here from which you can build a set of experiences tailored to class participants for the purpose of exploring technology integration: More Edutopia.org Resources on Technology Integration: Top Edutopia.org Case Study Videos on Technology Integration: Back to Top Additional Resources Elsewhere on the Web: OrganizationsResearch and ReadingsGuidelines and Tools Recommended Texts: Edutopia: Success Stories for Learning in the Digital AgeThe George Lucas Educational FoundationJossey-Bass, A Wiley CompanyCopyright © 2002ISBN: 0-7879-6082-9Teaching and Learning with Technology (4th Edition)Judy Lever-Duffy, Jean B. This PowerPoint presentation introduces technology integration.
Encouraging Teacher Technology Use Technology use in classroom instruction can vary greatly from school to school. We asked the Education World Tech Team how their schools encourage -- or discourage -- staff technology use. Included: Tips for encouraging staff technology use. Some teachers, experts say, still are reluctant to use technology, mostly because of a lack of time, a lack of resources, or a lack of confidence in their ability to use the available technology. It appears that technology use varies greatly from school to school. We asked the following questions: Are teachers at your school expected to meet certain levels of technology proficiency? "Teachers here in Fort Knox (Kentucky) are encouraged to use technology in several different ways," educational technologist Stacey J. "Our school server provides another incentive for teachers to use technology," Wyatt noted. "Our teachers also use special software to maintain student information," Wyatt said. "We have e- mail for the entire division," Timmons noted.
The 5 Steps of Effective Technology Integration - Getting Smart by Dave Guymon - edchat, EdTech, education In schools, districts, and departments of education alike, a trend toward integrating technology into the education process is on the rise. One could argue that it always has been. But with the proliferation of Internet access in school buildings and the ubiquity of mobile computing devices, educators are taking note and beginning to consider new ways they can include these tools into their classroom instruction. The formalized field of educational technology is still in its infancy. As a result, professional development and training practices are still being refined. 1. 2. 3. 4. 5. That a shift toward technology in education is on the rise isn’t what excites many educators in the profession.
TPACK.org The community of teachers, researchers, and others interested in TPACK is diverse and growing. There are a number of ways to interact with others about TPACK. In this post, we highlight four of the ways – 1) Facebook, 2) Twitter, 3) Mendeley, and 4) sections of the TPACK.org site – in which TPACK.org is involved with social media. If there are other ways you or others are discussing TPACK, we would love to hear about and share them here. Facebook A poll conducted on TPACK.org asked “Should there be a TPACK Facebook group or page?” Mendeley Mendeley is publication management software in which there is an active group. Twitter There is an active TPACK community on Twitter. TPACK.org In addition to the Facebook group, Twitter community, and the Mendeley group, the questions and answers section on TPACK.org is a good place to ask general questions about TPACK-related topics. Dr. Joshua M.
Hawaii DOE | Future Ready Learning What is Future Ready Learning? State and district teams work collaboratively with schools and communities to transform teaching and learning using the power of technology to help drive continuous improvement. We: Assist schools and families with the transition to high-speed access. HIDOE is an enthusiastic proponent of blended learning — a broad concept in which technology is used to enhance and expand traditionally non-digital teaching and learning. Schools that wish to accelerate blended learning in their classrooms and would like to know more about HIDOE's supports should contact the technology integration team at the Office of Curriculum, Instruction and Student Support. Schools that have cultivated Future Ready Learning in their classrooms and beyond are well situated to implement Computer Science education. Related: ConnectED Initiative Examples of Future Ready Learning Dispatches from the Hour of Code — "Anyone can do this!" Expansion & Supports
Lee Shulman Lee S. Shulman (born September 28, 1938) is an American educational psychologist. He has made notable contributions to the study of teaching, assessment of teaching, and the fields of medicine, science and mathematics. Background Shulman is a professor emeritus at Stanford Graduate School of Education, past president of the Carnegie Foundation for the Advancement of Teaching, past president of the American Educational Research Association, and the recipient of several awards recognizing his educational research. Shulman is credited with popularizing the phrase "pedagogical content knowledge" (PCK). Pedagogical content knowledge (PCK) In 1986, Shulman claimed that the emphases on teachers' subject matter knowledge and pedagogy were being treated as mutually exclusive. Shulman also claimed that Sesame Street was the very best resource for teachers for expanding their pedagogical content knowledge. References Further reading Ball, D. External links