6 elements of a successful iPad implementation By Samantha Messier and Stephanie Schroeder 11/17/2014 Topics: Mobile Learning, 1-to-1, Professional learning As more districts across the United States move to 1:1 initiatives, a common barrier is financial resources, and a common temptation is to regard these initiatives as technology enterprises rather than instructional transformations. In a three-year pilot project, the Boulder Valley School District (BVSD) addressed these challenges by implementing a creative approach designed to entice public funders by providing all students with equitable access to digital devices. A key feature of our model was synergy among multiple, interdependent program elements: Community engagement A strong instructional model Digital devices and apps for students Logistical support Guidance toward high-leverage resources Ongoing, embedded professional development None of these elements alone is sufficient. 1. We also made every effort to include one of the most important stakeholder groups: parents.
National Geography Standard Index “The world facing the high school graduates of 2025 will be even more crowded than the world of today. The physical environment will be even more threatened. The global economy will be even more competitive and interconnected. Understanding and responding to the challenges and opportunities of the world in the twenty-first century will require many skills; the capacities to think and communicate mathematically and scientifically will remain at a premium. Show All Making all of these decisions, personal and collective, requires a geographically informed person—someone who sees meaning in the arrangement of things on Earth’s surface, who sees relations between people, places, and environments, who uses geographic skills, and who applies spatial and ecological perspectives to life situations. —Geography For Life: National Geography Standards, Second Edition
National Education Technology Plan | Office of Educational Technology About the National Educational Technology Plan The U.S. Department of Education released the 2024 National Educational Technology Plan (NETP): A Call to Action for Closing the Digital Access, Design and Use Divides. First released in fulfillment of Improving America’s Schools Act of 1994, NETP has been updated multiple times since its original release, most recently in 2016. While past NETPs have largely served as surveys of the state of the field, the Department of Education’s 2024 NETP frames three key divides limiting the transformational potential of educational technology to support teaching and learning, including: The Digital Use Divide, addressing opportunities to improve how students use technology to enhance their learning, including dynamic applications of technology to explore, create, and engage in critical analysis of academic content and knowledge;
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. Five year plans are too long. Technology is changing so fast that it is almost impossible to plan what type of technology will be available for use five years from now. Even one year plans may be about as far ahead as we can now effectively plan for specific purchases of certain types or brands of equipment. 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.
ISTE NETS Essential Conditions 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. 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 One theme that has emerged from the research to date is that simply adding technology to K-12 environments does not necessarily improve learning.
EdofICTJSSALC - SAMR Examples The following examples are ways to examine the progress from S to R. A Technology Integration Planning (TIP) Model For Teachers Teachers are the ones that decide on instructional strategies and how to carry them out. When teachers create an instructional design for technology integration, they need to consider the characteristics of their topic and the needs of their students and then decide on a course of action that will meet both needs within the constraints of their classroom environment. When deciding on teaching/learning methods the first distinction a teacher must make is whether or not to use directed strategies or constructive strategies. After determining whether integration strategies will be primarily directed or constructive, also consider content approach. Should the approach be single subject or interdisciplinary? Remember as a teacher you never stop learning.
The Practical Effect of Twitter Chats + Pedagogy Wheel Many months ago I founded what would quickly become the largest Australian ‘ed-chat’ on twitter. The ‘#aussieED’ twitter chat runs on a Sunday at 8:30pm every Sunday night. Shortly after beginning, an awesome team began forming around me and together we have literally been able to reach tens of thousands of teachers across Australia using the twitter platform. The speed of the take up has been outstanding and it has highlighted the fact that there is a genuine desire from classroom teachers to control their professional development and tailor their learning to allow them to provide tangible changes and improvements to the activities that teachers provide students in their classrooms. The #aussieED mantra is CONNECTION, COLLABORATION and INSPIRATION. One of the wonderful concepts that I was exposed to on twitter was Allan Carrington’s work on, ‘The Padagogy Wheel’. The Padagogy Wheel is an infusion of a number of educational ideologies. Allan Carrington talking about the Padogogy wheel:
Information and Communication Technology (ICT) Capability - Learning continuum - The Australian Curriculum v8.1 Level 1 Typically by the end of Foundation Year, students: Recognise intellectual property recognise ownership over their own digital work Apply digital information security practices follow class rules about using digital information Apply personal security protocols follow class rules when sharing personal information with known audiences and demonstrate an awareness of applying social protocols when using ICT to communicate Identify the impacts of ICT in society identify how they use ICT in multiple ways on multiple devices Level 2 Typically by the end of Year 2, students: recognise ownership of digital products that others produce and that what they create or provide can be used or misused by others follow class rules about applying selected standard guidelines and techniques to secure digital information follow class guidelines when sharing personal information and apply basic social protocols when using ICT to communicate with known audiences identify how ICT is used at home and at school