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Technology Integration Research Review

Technology Integration Research Review
Editor's Note: This article was originally written by Vanessa Vega, with subsequent updates made by the Edutopia staff. Technology integration can be one of the most challenging topics to find quality research on. The term itself is a broad umbrella for numerous practices that may have little in common with each other. In addition, technology tools change rapidly, and outcomes can vary depending on implementation. Edutopia's tech integration review explores some of the vast body of research out there and helps you navigate useful results. What Is Successful Technology Integration? A key transition over the history of information technology has been in the shift from passive audiences to active users. Read our article about successful technology integration for more ideas on the many different ways teachers and schools are integrating technology today. Learning Outcomes Continue to the next section of the Tech Integration Research Review, Evidence-Based Programs by Subject. Related:  Technology PlanningWhy should we integrate technology in classrooms?Integrating Technology

EdofICTJSSALC - SAMR Examples The following examples are ways to examine the progress from S to R. Girls and Robotics Editor's Note: In this blog sponsored by Lego, author Mary Beth Hertz mentions her use of the Lego Mindstorm product. Hertz did not know Lego was sponsoring her blog and Lego made no request for product mentions. To best serve our audience, Edutopia is leaving the reference intact, as it reflects the facts of the author's experience and not any commercial arrangement between Lego and Edutopia. Right now in education, it seems like everyone is talking about STEM (Science, Technology, Engineering and Math). Once again, our government has had a knee-jerk reaction to the success that other countries are having on international science and math tests. For many robotics coaches, this is all a bit "ho-hum." I attended a FIRST Robotics League competition here in Philadelphia last year to see the teams compete and get a backstage look at the world of robotics. A Robotics Club is Born Crossing the Gender Barrier

12 Ways To Integrate (Not Just Use) Technology In Education There are a couple dozen ways to ‘use’ technology in education. There are also a couple dozen ways to integrate technology in education. Think those two things are the same? Think that throwing a few iPads and a few Edudemic blog posts into a classroom is the best way to launch a 1:1 initiative? In case you couldn’t guess, it’s not. So here’s a hypothetical to clear up my rhetorical questions even more: Situation 1 You’re a school principal and decide to make the Apple iPad a cornerstone of your school’s curriculum. Situation 2 You’re a school principal and decide to make the Apple iPad a cornerstone of your students’ learning. Weigh In Which principal would you want?

ISTE NETS Essential Conditions Challenge Winners - Gallery - Mindstorms LEGO.com Did you know that 2014 is the Year of the Maker? The LEGO MINDSTORMS team was at World Maker Fair in New York City this past September for the first time! We shared and saw a lot of amazing robots including one tagged as an honorable mention in this contest (can you guess which one?). Speaking of this building challenge, to honor of Maker Fair and the Year of the Maker, the MINDSTORMS team challenged the community to show off their inner ROBOT MAK3R. Here are the winners: ROBOT-D3SIGN: This award goes to the Year of the Maker Robot with the most beautiful design.Puzzle TimerCreated by: LEGOkid2158 LEGOkid2158 wanted to build a Rubik’s Cube timer that did more than just record time. ROBOT FUNCTION: This award goes to the Year of the Maker Robot with the most robust functionality. ONE STEP BEYOND: This award goes to the Year of the Maker Robot that is so innovative that it goes beyond our limited imaginations and blows the judges minds! RC busCreated by: RoBoTs9999

How to Integrate Tech When It Keeps Changing Asking if technology enhances learning is like asking if dogs are playful. Whether we're discussing tech or those furry mouth-breathers, the answer is the same: it depends on the situation. Here's a better line of inquiry: how do you coordinate knowledge, instructional practices, and technologies in order to positively influence academic achievement? We can begin to answer this question with the Technological Pedagogical Content Knowledge Framework (TPACK), which conceptualizes the integration of "Pedagogical Content Knowledge (PCK), Technological Content Knowledge (TCK), Technological Pedagogical Knowledge (TPK), and the intersection of all three," explains Dr. Reading about TPACK helps me understand why transforming instruction with technology is slow in many but not all classrooms, a notion articulated beautifully by William Gibson: "The future is already here -- it's just not very evenly distributed." Sensible Technology Integration 1. 2. 3. 4. 5.

National Center for Technology Planning John See Technology Integration Specialist Minnesota Department of Education [Originally appeared in The Computing Teacher, Vol. 19, Number 8, May 1992] Contact information for John See -- unavailable as of Feb 2012 Effective technology plans are short term, not long term. If you do develop a long-term plan, tie it to your district's budget cycle. Effective technology plans focus on applications, not technology. Many technology plans are based on numbers of machines - input. By taking this approach, you can also answer the debate over which brand names to purchase. Effective technology plans go beyond enhancing the curriculum. I agree that we need to teach keyboarding skills. Remember the real question, "what applications of technology are available that will help our students, staff, and administration work smarter, not harder?" Effective technology plans define technology as more than computers. Television production is much more than giving kids a camera and shooting pictures.

Technology Integration Research Review: Evidence-Based Programs by Subject In the following sections, we review specific technology integration practices that have been shown to enhance teaching and learning in four academic subject areas: You may also skip to the section on Additional Evidence-Based Programs for Learning for more on tech for collaborative discussion, assessment, customizing instruction, and teaching digital literacy. Technology for Learning Reading According to a meta-analysis of reading technology models, including 84 rigorous studies and over 60,000 K-12 participants, the largest impacts on K-12 reading achievement come from comprehensive models that integrate computer and non-computer instruction in the classroom and provide extensive support for teachers' professional development (Cheung and Slavin, 2012). A body of research supports the role of educational television in developing early reading skills (Center for Children and Technology, 2004). Back to Top Technology for Learning Math Technology for Learning Inquiry Science

Bridging The Digital Divide | Next Generation Learning; Today... Over the past decade, the growth of social media has been quite remarkable. Global citizens have embraced new ways to communicate which have, quite literally, changed The World. Text messages and emails are fast becoming a thing of the past as new and innovative social media concepts continually spring up and pave new ways for communication and sharing. Just the other day, I was conversing with a friend of mine, @hallboy10, via Garmin Connect; a social media for runners and cyclists to share their exercise statistics and comment on achievements. It dawned on me that I was using at least 5 different mediums with which to communicate with the same person depending on the context! The graphic on the left was made using Piktochart and demonstrates how the methods by which I communicate have changed since the 1980s. However, burying our heads in the sand is simply NOT an option.

National Education Technology Plan | Office of Educational Technology The National Education Technology Plan is the flagship educational technology policy document for the United States. The Plan articulates a vision of equity, active use, and collaborative leadership to make everywhere, all-the-time learning possible. While acknowledging the continuing need to provide greater equity of access to technology itself, the plan goes further to call upon all involved in American education to ensure equity of access to transformational learning experiences enabled by technology. The principles and examples provided in this document align to the Activities to Support the Effective Use of Technology (Title IV A) of Every Student Succeeds Act as authorized by Congress in December 2015. In order to keep pace with the changes we are seeing in schools, districts, and states on an almost daily basis, we are updating the NETP more often. Feedback from our stakeholders indicates that the previous five year update cycle was not frequent enough.

AJET 19(1) Herrington, Oliver and Reeves (2003) - engagement in authentic online learning environments Jan Herrington, Ron OliverEdith Cowan UniversityThomas C. ReevesThe University of Georgia, USA The use of authentic activities within online learning environments has been shown to have many benefits for learners in online units and courses. There has been renewed interest in the role of student activities within course units, as constructivist philosophy and advances in technology impact on educational design and practice. Courses based on these principles have been used successfully across a wide variety of discipline areas. In spite of the growing evidence of the success of authentic learning environments, they are not without their problems. Authentic activities in learning environments The use of authentic activities within online learning environments has been shown to have many benefits for learners in online units and courses. Authentic activities have been used successfully across a wide variety of discipline areas. Authenticity in learning environments Patterns of engagement

Curricula Designed to Meet 21st-Century Expectations | EDUCAUSE.edu Alma R. Clayton-Pedersen with Nancy O'Neill Association of American Colleges and Universities © Alma R. Introduction When I first began working in higher education, most of the traditional-aged students in the class of 2005 had just been born. Recently, a new college graduate said to me that, in her experience, professors' use of technology had largely consisted of converting their teaching notes into PowerPoint slides. Yet too often, students' use of technology in higher education settings has been relegated to searching the Internet, accessing an online course, or word-processing. graphing calculators for complex mathematical computations and displaying trigonometric functions; graphics programs for displaying phenomena in the natural and earth sciences; statistical software packages that can manipulate large data sets in the social sciences; and design software for developing architectural and engineering models. Implications 21st-Century Expectations For Students The report also notes:

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