Archive of ‘technology literacy’ category
What’s the Role of the Chief Academic Technology Officer?
Research from the Center for Higher Education CIO Studies (CHECS) has been transferred to EDUCAUSE, including a report on the role of the Chief Academic Technology Officer and its differences and similarities to other higher ed IT tech executives.
https://library.educause.edu/resources/2019/1/the-center-for-higher-education-cio-studies-reports-2003-2018 Friday, January 18, 2019
The Center for Higher Education CIO Studies (CHECS) was a nonprofit organization founded by Dr. Wayne A. Brown, dedicated to the education and development of technology leaders in higher education. CHECS produced the CIO Study, the Technology Leadership (TL) Study, the Chief Information Security Officer (CISO) Study and the Higher Education Chief Academic Technology Officer Study.
The Chief Information Officer (CIO) study provides information about higher education CIOs’ attributes, education, experience and effectiveness. The CIO study was conducted from 2003 to 2018. Find all the CIO reports here.
The Technology Leadership (TL) study surveyed those in the next organizational layer down from the CIO. The TL study examines the demographics of the TL, where they have worked, and the activities they are undertaking to prepare themselves to become CIOs. The TL study was study was conducted from 2009 to 2018. Find all the TL reports here.
The Chief Information Security Officer (CISO) study examines the demographics of the higher education CISO, the career route they have taken to their role, and the activities and attributes needed for a CISO according to the CISO and the CIO. The CISO study was study was conducted from 2014 to 2017. Find all the CISO reports here.
The Higher Education Chief Academic Technology Officer Study, 2018 canvassed CIOs, known CATOs and academic technology leaders, as well as deans and provosts to understand changes happening across institutions of higher education in academic technology.
According to the this Colorado Community College System comprehensive white paper: https://www.cccs.edu/wp-content/uploads/documents/CCCS-Digital-Badging-Taskforce-Whitepaper-11.12.14.pdf
Acclaim, Badger, Badge List, Credly, CSULogics, and Red Critter
Acclaim and Credly merged. CSULogics seems CCCS native; pls advise if I need to contact them nevertheless. Badgr is now with Canvas, but I still think we need to explore the options with other LMS, such as D2L.
Meeting with Pete from Credly: https://zoom.us/recording/share/gh-NPaJf-3No3mRE6lj_Ulq7qFfRjW0GRjUb27YRsX6wIumekTziMw
contacted April 25, 2019.
From: Hank from Badge List <firstname.lastname@example.org>
Reply-To: Hank from Badge List <email@example.com>
Date: Friday, April 26, 2019 at 4:53 PM
To: Plamen Miltenoff <firstname.lastname@example.org>
Subject: Re: Discuss a setup of microcredentialing system
|Hi Plamen! The pricing is is available here: https://www.badgelist.com/pricing
Please look that over and we can help you via email if you have any questions.
From: Ben from Badge List <email@example.com>
Reply-To: Ben from Badge List <firstname.lastname@example.org>
Date: Monday, April 29, 2019 at 5:30 PM
To: Plamen Miltenoff <email@example.com>
Subject: Re: Discuss a setup of microcredentialing system
We’d love to get on a call but unfortunately we can’t spend those time resources on accounts that generate below $4,950 per year. Does your budget meet those requirements? If so we’d be happy to schedule a conversation.
Benfrom Badge List
email sent March 26.
respond on March 29: https://www.badgelist.com/pricing
email sent March 26. submission #28545
Zoom meeting https://zoom.us/j/7796063558 with Dan Hoffman on March 26, Tues, 3PM
Zoom meeting recording https://zoom.us/recording/share/gmCYai1IkMUFH3r2x-yxGciY977Beok5fgay5Czja_CwIumekTziMw with Dan Hoffman of April 30, 2019
http://redcritterconnecter.com/APIReference.aspx to make easy integrate. http://redcritterconnecter.com/APIReference.aspx?apiid=14
What Researchers Want Teachers to Know About Virtual Reality’s Health Risks
By Jenny Abamu Feb 16, 2018
with Google ramping up sales of its Expeditions Kit, and Facebook giving away 500 free Oculus Rift headsets to schools in Arkansas, the number of teachers using VR tools in U.S. classrooms could jump to more than 15 percent by 2021, predicts Futuresource, a market research firm.
A recent study was done by Children and Virtual Reality, a collaboration between researchers, VR companies, universities and health organizations, found that using VR tools could have significant health impacts on children.
What the researchers found in the third phase of the study, published last October, was that usage of VR headsets could impact a child’s vision, balance and spatial awareness
more on VR in this IMS blog
5 All-Too-Common Ways Edtech Implementations Fail
Chris Liang-Vergara and Kerry Gallagher (Columnist) Apr 6, 2017
End users are too often removed from the decision-making process during procurement. Educators argue that too many products don’t actually meet the needs of teachers or students. Still others worry that it is too easy to implement new and popular technology without considering whether it is research-based and effective.
Only 33 percent of parents surveyed by the Learning Assembly said their child’s school did an excellent job using technology to tailor instruction.
Insufficient Modeling of Best Practices
A survey from Samsung found that 37 percent of teachers say they would love to use technology but don’t know how, and 76 percent say they would like a professional development day dedicated to technology.
implementations should start with the “why” and then address the “how.” Trainings should first model the best pedagogical approach, and how technology fits into this approach to support a learning objective. How to effectively use and troubleshoot the tool itself is also important, but it’s not the only factor.
How teachers integrate technology into their own teaching practices can have a dramatic impact on the results, even when they’re all using the same edtech tool. Videos that focus on scaling and modeling best practices (produced by places like the Teaching Channel and The Learning Accelerator) can help teachers and schools do this.
Teachers face initiative fatigue: They are constantly being asked to implement new programs, integrate new technologies, and add on layers of responsibility.
take the time to learn from the challenges of other schools, and recruit a coalition of the willing.
Real-World Usability Challenges
Relying on multiple devices (remote, clicker, iPad, computer mouse) to launch or navigate technology can be difficult. Additionally, teachers may start to use a tool, only to realize it is not flexible enough to meet their original needs, fit into the constraints of their particular school or classroom, or allow them to integrate their own content or supplemental resources.
The Right Data to Track Progress
Sometimes tech implementations fail because the products themselves don’t have the right depth of data for teachers or a workable interface. And sometimes they fail when eager IT directors lock down hardware and networks for security purposes in a way that makes the tool far less valuable for instructors.
Teachers Are Turning to Podcasts as an Instructional Tool
Students practice reading, writing, interviewing
By Sasha Jones February 11, 2019
“Traditionally, it’s write, write, write, write, write, and if you’re not a strong writer, you may start to think you’re not good at an English class in general.”
Podcasts that require scripts similarly encourage students to explore writing formats that stray from the traditional essay.
“When it’s just my eyes seeing it, it’s one-on-one and I’m the safety net,” Stevens said. “Even when you open it up to their classmates, they realize ‘OK, I’m going to be judged by them,’ and then you open it up to the internet. It’s a big deal.”
Last spring, cinematic arts and broadcast journalism teacher Michael Hernandez introduced his 11th and 12th graders to podcasting to teach them speaking skills that could be necessary for upcoming college or job interview.
more on podcasts in this IMS blog
zSpace is a technology firm based in Sunnyvale, California that combine elements of virtual and augmented reality in a computer. zSpace allows people to interact with simulated objects in virtual environments as if they are real.
zSpace is known for its progressive developments in human-computer interaction.
Give your students the chance to learn science in an engaging and effective way with Labster’s virtual labs.
Labster offers students a true-to-life lab experience at a fraction of the cost of a real lab.
You can supplement your teaching with virtual labs to prepare your students for the wet lab, to help them understand difficult concepts, to engage them with your science course, and more.
n our virtual lab simulations, students work through real-life case stories, interact with lab equipment, perform experiments and learn with theory and quiz questions.
Thanks to engaging 3D animations, students can explore life science at the molecular level and look inside the machines they are operating. https://www.labster.com/why-choose-labster/
Integrates with D2L and the major LMS
Profile of a technologically literate graduate
By Jorge Valenzuela 1/7/2019
digital equity and digital citizenship
use your divisionwide or statewide profile of a graduate.
STEP 1: Have a model and unpack it
In my state of Virginia (like many other states), we focus on these four:
- Content knowledge
- Workplace skills
- Community engagement and civic responsibility
- Career exploration
STEP 2: Tag team with colleagues to plan instruction
In step one we created our graduate profile by brainstorming and identifying both the personal and professional knowledge and skills that our future graduates need. Now it’s time to formulate plans to bring the profile to fruition. To ensure student success, implementation should take place in the classroom and tap the expertise of our colleagues.
Student success is never due to one teacher, but a collaborative effort.
STEP 3: Identify and leverage the right industry partners
Technological literacy requires students to create authentic products using appropriate edtech, therefore developing technologically literate graduates should not be left entirely to teachers and schools.
Soliciting the help of our industry and business partners is so crucial to this process
Step 4: Create career pathways in schools
schools create systemic K-12 career pathways — or pipelines — for their students and give teachers ample time and space to plan and work together to maximize the learning aligned to well-developed graduate profiles.
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