Searching for "edtech"
EdTech Innovation Chase
https://commons.hostos.cuny.edu/achievements/
[BLEND-ONLINE] Online Technology Training for Staff
Carlos Guevara
Director, Office of Educational Technology
Co-Director, Center for Teaching and Learning
Office of Academic Affairs
Hostos Community College, CUNY
p. 718-319-7915
a. 500 Grand Concourse, Bronx, NY 10451
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more on faculty development in this IMS blog
https://blog.stcloudstate.edu/ims?s=faculty+development
https://www.linkedin.com/feed/update/urn:li:activity:6519206759985410048
Ethical Alternatives & Resources
Follow Along With a Grad Seminar About Edtech: Part 1, Picking the Best Tech
https://www.edsurge.com/news/2019-03-12-follow-along-with-a-grad-seminar-about-edtech-part-1-picking-the-best-tech
a tech catalog for students to explore and choose from, partially based on Georgetown’s enterprise suite, including a learning management system (Canvas), blogging (WordPress or other), student-run web domains, web annotation (Hypothesis) https://web.hypothes.is/, collaborative writing (Google Suite), discussion boards (Discourse), and videoconferencing (Zoom).
Neil Selwyn’s excellent Education and Technology: Key Issues and Debates.
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How Can Digital Audio Enhance Teaching and Learning?
https://www.edsurge.com/news/2019-03-28-grad-seminar-on-edtech-part-2-how-can-digital-audio-enhance-teaching-and-learning
Before there were podcasts, there was pirate radio, rogue broadcasters flinging unusual sounds over borders and adding new music to cultures. And before that there was the “theater of the mind,” harnessing radio’s deep power to inspire listeners’ imaginations.
Then we advanced to podcasting’s second wave—the one we’re enjoying now—the one sparked by Serial’s massive success in 2014. When you consider audiobooks in the mix, it’s clear how varied and mainstream portable digital audio is today.
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https://www.edsurge.com/news/2019-04-18-video-assignments-are-the-new-term-paper-how-does-that-change-teaching-and-learning
Digital video has taken the world by storm. Netflix is busy changing television and movies. YouTube may be humanity’s largest collaborative cultural project, aggregating an astonishing amount of user-generated content. The Google-owned service is widely used that it may already soak up more than a third of all mobile traffic.
Unsurprisingly, we increasingly learn from digital video. The realm of informal learning is well represented on YouTube—from DIY instruction to guerrilla recordings of public speakers. Traditional colleges now rely on digital video, too, as campuses have established official channels and faculty regularly turn to YouTube for content. And new kinds of educational institutions have emerged, like the nonprofit Khan Academy,
We also explored the rise of teaching via live video. More colleges are using it for online learning, since it can make students and instructors more present to each other than most other media. We also saw videoconferencing’s usefulness in connecting students and faculty when separated by travel, illness or scheduling challenges.
Our readings—Zac Woolfitt’s “The effective use of video in higher education,” and Michelle Kosalka’s “Using Synchronous Tools to Build Community in the Asynchronous Online Classroom”—and discussion identified a range of limitations to video’s utility. Videoconferencing requires robust internet connection that not all students have access to, and even downloading video clips can be challenging on some connections. People are not always comfortable appearing on camera. And some content is not well suited to video, such as mostly audio conversations or still images.
What the World Can Teach the US About Education Technology
By Wade Tyler Millward Mar 24, 2019
https://www.edsurge.com/news/2019-03-24-what-the-world-can-teach-the-us-about-education-technology
Omidyar Network’s report on what works in scaling education technology in different regions worldwide. Governments, educators, advocacy groups and companies large and small need to work better together. Long-term planning and investment in infrastructure for widespread and improved access to the internet and mobile devices is critical.
But what may surprise some readers of the report, released Monday, is what the United States can learn from developing nations when it comes to bringing together all parties interested in edtech.
5 All-Too-Common Ways Edtech Implementations Fail
https://www.edsurge.com/news/2017-04-06-5-all-too-common-ways-edtech-implementations-fail
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.
Find, vet and implement edtech – painlessly!
By Nicole Krueger 12/13/2018
Pre-vetted tools are rated in several categories
Educators seeking new technology can start by consulting a database of pre-vetted edtech tools, rated based on alignment with both child data privacy laws and the district’s instructional vision. Each entry includes notes about what the software does, how it can be used in the classroom, and the appropriate age level. Kaye is also working on aligning the database to the ISTE Standards so teachers can see at a glance which standards each tool can help them meet.
Every app falls into one of four categories:
- Tools the district approves, supports, pays for, and will train teachers to use.
- Tools that are approved and can be freely used on an independent basis.
- Tools that are approved with stipulations, such as age or parental permission requirements.
- Tools that are not approved because they don’t align with the district’s vision or data privacy needs.
Teachers can request to have a tool vetted
Teachers who choose a pre-vetted app from the approved list can start using it right away, without any further action needed. Educators who have a specific tool in mind that hasn’t yet been vetted can submit a request form that asks questions such as:
- How does the tool connect to the curriculum?
- Will students be consumers or producers when using it?
- How easy is it to learn and use?
- What are some of the things they plan on doing with it?
How Do We Make Edtech More Effective? (Hint: It Has Nothing to Do With Technology)
https://www.edsurge.com/news/2018-12-01-how-do-we-make-edtech-more-effective-hint-it-has-nothing-to-do-with-technology
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more on edtech in this IMS blog
https://blog.stcloudstate.edu/ims?s=edtech
5 All-Too-Common Ways Edtech Implementations Fail
https://www.edsurge.com/news/2017-04-06-5-all-too-common-ways-edtech-implementations-fail
On the surface, adopting technology to support teacher needs or student challenges isn’t terribly complex: define the problem you’re trying to solve, identify the right tools for the job, and implement the tools effectively and with fidelity.
challenges. 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.
Technology is just a tool, not a means in and of itself. Any school or teacher that sets out to use technology for its sake alone, and not in the service of personalizing learning or addressing specific needs, is on a mission to fail.
- 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.
ideos 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. In one Wisconsin district, nearly half of teachers felt ongoing district initiatives were a “significant area of concern.”
Forward-thinking schools 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
Lack of useful data, problem definition, weak teacher buy-in, first impressions, and usability challenges all have the potential to torpedo smart technology products.
Edtech playground: Helping teachers choose better tools
By Nicole Krueger Leadership
https://www.iste.org/explore/articleDetail?articleid=2177
A virtual reality headset can take students on an immersive journey to another world. But no matter how cool it is, if that $3,000 piece of equipment enters a classroom and doesn’t provide any real instructional value, it can quickly become a very expensive paperweight.
Most schools don’t do edtech procurement really well yet. Sometimes we buy products that end up in closets because they don’t fit the instructional needs of students, and we end up not being good stewards of taxpayer dollars.
Located in the district’s central office, where hundreds of teachers and staff members stop by each week for professional development, the playground offers a creative space that encourages teachers to explore new tools that have been vetted and approved by the district’s tech department.
In the United States, K-12 schools spend more than $13 billion a year on edtech — often without any idea whether it will make a difference in learning outcomes.
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More on ISTE in this IMS blog
https://blog.stcloudstate.edu/ims?s=iste
more on digital literacy for ed leaders in this IMS blog
https://blog.stcloudstate.edu/ims?s=digital+literacy+EDAD
My Note: when stripped from the commercialized plug in for Apple, this article makes a good memorization exercise for pedagogues.
According to American psychologist Abraham Maslow, all humans have the same fundamental needs (food, clothing and shelter), and these needs must be met before an individual is motivated to look beyond these basic needs. This motivational theory is commonly referred to as Maslow’s hierarchy of needs.
- Physiological (basic) needs: food, water, warmth, rest
- Safety needs: security, safety
- Love needs: intimate relationships, friends
- Esteem needs: feeling of accomplishment
- Self-actualization: achieving one’s full potential
Maslow’s hierarchy of needs can serve as an analogy for what is possible with instructionally-designed technology
1. Device Deployment = Basic Needs
Device deployment is the first basic need of any school looking to leverage education technology. If schools are unable to procure devices and if IT is unable to get these devices into the hands of students and educators, there is no moving forward.
2. Communication = Safety Needs
Beyond basic communications functions, apps must be made available and installed for an additional layer of connectivity. For example, learning management systems (LMS) enable communication beyond classroom walls and empower students with the learning resources they need while at home or in the community. However, how do we ensure access off-campus for those without ubiquitous internet connections
3. Productivity = Love Needs
Communication that encourages higher-level thinking and problem solving is where dramatic learning happens.
4. Transformation = Esteem and Self-Actualization Needs
IT and educators are pairing innovative teaching methods such as blended learning (a mix of technology and traditional learning) or flipped classrooms (teaching is done at home and exercises during class time) with education apps (productivity layer).
5. Let Mobile Device Management (MDM) Be Your Stepladder
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more on digital literacy for EDAD in this IMS blog
https://blog.stcloudstate.edu/ims?s=digital+literacy+EDAD