Searching for "technology learning"

How Technology Wires the Learning Brain

How Technology Wires the Learning Brain

http://blogs.kqed.org/mindshift/2011/02/how-technology-wires-the-learning-brain/

“It’s a matter of finding balance,” he said. “Upgrade the technology skills of older ‘digital immigrants,’ and help young kids improve social skills.”

On one hand, we’re trained not to think deeply about subjects when we text quick snippets, Tweet short thoughts,
On the other hand, technology trains the brain to be nimble and to process new ideas quickly. We become more open to new ideas, and communicate more freely and frequently.

 

Teachers on Pinterest – A Great Resource for Teachers ~ Educational Technology and Mobile Learning

Teachers on Pinterest – A Great Resource for Teachers ~ Educational Technology and Mobile Learning

http://www.educatorstechnology.com/2013/10/teachers-on-pinterest-great-resource.html

Videos Explaining BYOD for Teachers and Students ~ Educational Technology and Mobile Learning

Excellent Videos Explaining BYOD for Teachers and Students ~ Educational Technology and Mobile Learning:

http://www.educatorstechnology.com/2013/11/excellent-videos-explaining-byod-for.html

Bring Your Own Device/Technology is an initiative meant to increase students learning opportunities through technology.

Educational Technology and Mobile Learning

http://www.educatorstechnology.com/

A Resource of educational web tools and mobile apps for teachers and educators

SCSU’s First Technology in Teaching and Learning Institute

You are invited to participate in the “First Annual SCSU Technology in Teaching and Learning Summer Institute” co-sponsored by the Center for Continuing Studies, InfoMedia Services and the Center for Excellence in Teaching and Learning.

When?                                 Monday, May 13 – Tuesday, May 14, 2013

Where?                                Miller Center

Space is limited to 75 participants. Registration is required and can be completed at this link:     http://www.eventbrite.com/org/3606333855

The Institute program is available here: http://web.stcloudstate.edu/informedia/cetl/tech_institute_schedule.docx

Participants are eligible for incentive awards to support their teaching with technology. Please see the attachment, “participant incentives.”

The goal of the SCSU Technology in Teaching and Learning Summer Institute and its follow-up sessions is to provide high quality and effective pedagogical strategies, skills and discussions around the use of technology for teaching and learning in online, face-to-face and blended courses.  This Institute is part of our on-going varied and collaborative efforts to foster a professional peer learning climate around teaching and learning with technology.

 

Participants who attend all sessions on both days including the follow-ups and complete all evaluations will have the opportunity to use their self-assessment of current skills and knowledge of technology and select sessions in order to:

•             Acquire basic and advanced skills in using the current Learning Management System, i.e. D2L

•             Distinguish the appropriate use of pedagogical strategies with technology in online, face-to-face and blended settings

•             Explore opportunities to improve student learning through application of e-conferencing tools (e.g. Adobe Connect), and Web 2.0 tools such as social media, etc.

•             Meet and interact with faculty and staff experts and mentors and learn the processes by which they can get additional and on-going support for each of the above areas.

 

Please register no later than Wednesday May 8.

“Full-time faculty and full-time professional staff with teaching responsibilities who participate in both days of the “Summer Institute” and complete the evaluations will be rewarded with a $300 coupon for a one-time purchase of material that directly supports teaching with technology at the SCSU Computer Store in the Miller Center.  Faculty who participate in one of the two days will receive a $150 coupon for the same purpose. Coupons are not transferable.

 

Please remember that the items purchased remain the property of SCSU but may be used by the purchaser to support their teaching and related academic activities.

 

Upon completion of the “Summer Institute” participants will be contacted by the SCSU Online Office to verify level of participation in the institute and verify eligibility for funds. These funds must be spent by June 15, 2013.”

 

Clarification on Presenters Registration

  1. Presenters do not have to register unless they want to attend both days.
  2. If presenters are not going to participate in sessions other than the one(s) they are presenting but want to eat lunch with us on either day please contact me directly so we can add you to the lunch count and identify any dietary needs

mobile technology, badges, flipped classrooms, and learning analytics according to Bryan Alexander

Very short video of Bryan Alexander, senior fellow at the National Institute for Technology in Liberal Education, discussing the issues and opportunities facing mobile technology, badges, flipped classrooms, and learning analytics: 

http://online.qmags.com/CPT0113/default.aspx?sessionID=C711175DBEE9188D0D93C2F28&cid=2335187&eid=17730&pg=18&mode=2#pg18&mode1

feedback w technology

How to Give Your Students Better Feedback With Technology ADVICE GUIDE

y Holly Fiock and Heather Garcia

https://www.chronicle.com/interactives/20191108-Advice-Feedback

students continue to report dissatisfaction with the feedback they get on assignments and tests — calling it vague, discouraging, and/or late.

The use of technology in the classroom (both in face-to-face and online environments)

  • Rubrics: online scoring guides to evaluate students’ work.
  • Annotations: notes or comments added digitally to essays and other assignments.
  • Audio: a sound file of your voice giving feedback on students’ work.
  • Video: a recorded file of you offering feedback either as a “talking head,” a screencast, or a mix of both.
  • Peer review: online systems in which students review one another’s work.

Two main types of feedback — formative and summative — work together in that process but have different purposes. Formative feedback occurs during the learning process and is used to monitor progress. Summative feedback happens at the end of a lesson or a unit and is used to evaluate the achievement of the learning outcomes.

Good feedback should be: Frequent, Specific, Balanced, Timely

guide on inclusive teaching, frequent, low-stakes assessments are an inclusive teaching practice.

Time-Saving Approaches: rubrics and peer-reviews.

When to Use Audio or Video Tools for Feedback: personalize your feedback, convey nuance, demonstrate a process, avoid miscommunication

Faculty interest in classroom innovation is on the rise. Professors are trying all sorts of new techniques to improve the first few minutes of class, to make their teaching more engaging, to hold better class discussions. Buzzwords like active learningauthentic assessmenttechnology integration, and case-based learning are more and more a part of faculty discussions.

Don’t assume technology will solve every problem.

Avoid making long videos

Video and audio feedback doesn’t have to be perfect.

There is such a thing as too much information.

Have a plan.

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more on feedback in education in this IMS blog
http://blog.stcloudstate.edu/ims?s=feedback

E-learning Technologies

Science and Technology Resources on the Internet E-learning Technologies
April L. Colosimo Associate Librarian McGill University Library & Archives
McGill University, Montreal, QC, Canada  april.colosimo@mcgill.ca
https://journals.library.ualberta.ca/istl/index.php/istl/article/view/24/66
https://www.merlot.org/merlot/viewCompositeReview.htm?id=1347947
The technologies section covers: learning environmentslearning objectsactivitiesgaming, and building community. The tools were selected to potentially enhance synchronous teaching, asynchronous teaching or blended classrooms. The focus is on open or freely available tools but whenever a cost is involved it is indicated.

SAMR personalized learning

https://www.edsurge.com/news/2018-10-18-what-the-samr-model-may-be-missing

Developed by Dr. Ruben Puentedura, the SAMR Model aims to guide teachers in integrating technology into their classrooms. It consists of four steps: Substitution (S), Augmentation (A), Modification (M), and Redefinition (R).

The SAMR Model

The problem with many personalized learning tools is that they live mostly in realm of Substitution or Augmentation tasks. 

It’s in moments like these that we see the SAMR model, while laying an excellent foundation, isn’t enough. When considering which technologies to incorporate into my teaching, I like to consider four key questions, each of which build upon strong foundation that SAMR provides.

1. Does the technology help to minimize complexity?

2. Does the technology help to maximize the individual power and potential of all learners in the room?

use Popplet and iCardSort regularly in my classroom—flexible tools that allow my students to demonstrate their thinking through concept mapping and sorting words and ideas.

3. Will the technology help us to do something previously unimaginable?

4. Will the technology preserve or enhance human connection in the classroom?

Social media is a modern-day breakthrough in human connection and communication. While there are clear consequences to social media culture, there are clear upsides as well. Seesaw, a platform for student-driven digital portfolios, is an excellent example of a tool that enhances human connection.

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more on SAMR and TRACK models in this IMS blog
http://blog.stcloudstate.edu/ims/2018/05/17/transform-education-digital-tools/

more on personalized learning in this IMS blog
http://blog.stcloudstate.edu/ims?s=personalized+learning

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