Searching for "k12 technology"
a survey conducted by nonprofit organization Project Tomorrow.
https://edtechmagazine.com/k12/article/2019/01/state-k-12-it-survey-highlights-cloud-technology-and-security-infographic
Eighty percent of K–12 districts are using cloud-based software to improve everything
With the incorporation of cloud-based tools, K–12 schools are starting to consider more effective privacy and security measures, such as identity access management and managed cloud services from third-party vendors that can take responsibility for overseeing security.
Better teaching through technology? Only with thoughtful preparation
Roger RiddellNov. 30, 2017
https://www.educationdive.com/news/better-teaching-through-technology-only-with-thoughtful-preparation/511896/
Dive Brief:
- Research from the Yale Center of Teaching and Learning highlights the ups and downs of classroom tech use, including the juxtaposition of increased engagement from using familiar platforms for assignments and decreased motivation and grades from limitless internet exposure, eSchool News reports.
- Educators must ensure a cautious approach to tech use that doesn’t make students overly reliant upon it to complete tasks and solve problems, using social networking and collaborative platforms as a means to an end rather than the be-all solution.
- Before adopting and implementing it, educators should consider how any given piece of classroom technology will improve studying, what the possible pitfalls are and how to avoid them, how it will help meet goals or close gaps, and how it will improve workflow, according to eSchool News.
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more on K12 technology in this IMS blog
https://blog.stcloudstate.edu/ims?s=k12+technology
K–12 Teachers Use Augmented and Virtual Reality Platforms to Teach Biology
Immersive technology allows students to explore the world firsthand on a molecular level.
Eli Zimmerman
https://edtechmagazine.com/k12/article/2019/03/k-12-teachers-use-augmented-and-virtual-reality-platforms-teach-biology-perfcon
t universities and medical schools, students are already using AR and VR
Originally, AR and VR lesson plans revolved around the virtual field trip.with the HTC Vive, for example, can take a detailed, 3D-rendered journey.
In May 2018, Google announced a partnership with Labster, a virtual lab simulator, to develop immersive high school and college biology and anatomy courses.
by Intel last year, Middle Township High School in New Jersey embraced the idea of using Oculus Rift headsets to examine virtual frogs. In California, a new bill introduced in the state legislature would swap out real animals in schools for virtual replacements to teach biology more humanely.
Achievement Unlocked_ Understanding the Future of Gamification in Education.docx
https://www.academia.edu/38551388/Achievement_Unlocked_Understanding_the_Future_of_Gamification_in_Education_docx
how gamification elements may be applied to a typical Science, Technology, Engineering and Mathematics (STEM) class to support engagement, discuss the limitations of gamification in the classroom and finally provide a perspective on the future of gamification in education
Literature on project based learning for K 12
Keywords | search strategy:
project-based learning, kindergarten to high school, online leaching ? Online learning? Methodology? Online platforms.
старо но точно по темата:
Cathy Cavanaugh, & Kara Dawson. (2010). Design of Online Professional Development in Science Content and Pedagogy: A Pilot Study in Florida. Journal of Science Education and Technology, 19(5), 438–446. https://doi.org/10.1007/s10956-010-9210-2
https://mnpals-scs.primo.exlibrisgroup.com/permalink/01MNPALS_SCS/ppvqcp/cdi_proquest_journals_2259584669
flipped classroom зависи от културни особености. това изследване може да важи за Щатите, но не за България:
Raffaghelli, J. (2017). Does Flipped Classroom work? Critical analysis of empirical evidences on its effectiveness for learning. Form@re : Open Journal Per La Formazione in Rete, 17(3). https://doi.org/10.13128/formare-21216
https://mnpals-scs.primo.exlibrisgroup.com/permalink/01MNPALS_SCS/ppvqcp/cdi_doaj_primary_oai_doaj_org_article_589dc480fa9a48cd828561173c625b39
изследване от Турция
Şahin, S., & Baturay, M. (2016). The effect of 5E-learning model supported with WebQuest media on students’ achievement and satisfaction. E-Learning and Digital Media, 13(3-4), 158–175. https://doi.org/10.1177/2042753016672903
https://mnpals-scs.primo.exlibrisgroup.com/permalink/01MNPALS_SCS/ppvqcp/cdi_crossref_primary_10_1177_2042753016672903
изследване от Гърция|
Georgios FESSAKIS, & Stavroula PRANTSOUDI. (2019). Computer Science Teachers’ Perceptions, Beliefs and Attitudes on Computational Thinking in Greece. Informatics in Education, 18(2), 227–258. https://doi.org/10.15388/infedu.2019.11
Lee, D., Huh, Y., Lin, C., & Reigeluth, C. (2018). Technology functions for personalized learning in learner-centered schools. Educational Technology Research and Development, 66(5), 1269–1302. https://doi.org/10.1007/s11423-018-9615-9
https://mnpals-scs.primo.exlibrisgroup.com/permalink/01MNPALS_SCS/ppvqcp/cdi_proquest_journals_2071965296
Brookes, T. (2017). Design challenges: Connecting the classroom to the real world. Teaching Science, 63(4), 16–19. Retrieved from http://eric.ed.gov/ERICWebPortal/detail?accno=EJ1165661
https://mnpals-scs.primo.exlibrisgroup.com/permalink/01MNPALS_SCS/ppvqcp/cdi_proquest_journals_1979139411
училищен библиотекар да работи с преподавател над учебен план много трудно ще стане в съврменна България, но не е невъзможно:
Boyer, B. (2015). Designer Librarian: Embedded in K12 Online Learning. 59(3), 71–76. https://doi.org/10.1007/s11528-015-0855-9
https://mnpals-scs.primo.exlibrisgroup.com/permalink/01MNPALS_SCS/ppvqcp/cdi_proquest_journals_1675592618
Educause прогнозира нарастваща роля на instructional designer при съставянето на учебни планове: e.g. https://blog.stcloudstate.edu/ims/2019/04/24/2019-educause-horizon-report/; https://blog.stcloudstate.edu/ims/2018/11/09/new-directions-in-instructional-design/; https://blog.stcloudstate.edu/ims/2019/01/06/future-of-libraries-with-instructional-design/; https://blog.stcloudstate.edu/ims/2017/01/04/instructional-design-librarian-2/
Lindsey M Swagerty, & Tara Hodge. (2019). fostering creativity and curiosity: developing safer elementary STEM learning spaces. Technology and Engineering Teacher, 78(8), 20–23. Retrieved from https://search.proquest.com/docview/2226390222
https://mnpals-scs.primo.exlibrisgroup.com/permalink/01MNPALS_SCS/ppvqcp/cdi_proquest_journals_2226390222
Tandra L. Tyler-Wood, Deborah Cockerham, & Karen R. Johnson. (2018). Implementing new technologies in a middle school curriculum: a rural perspective. Smart Learning Environments, 5(1), 1–16. https://doi.org/10.1186/s40561-018-0073-y
https://mnpals-scs.primo.exlibrisgroup.com/permalink/01MNPALS_SCS/ppvqcp/cdi_doaj_primary_oai_doaj_org_article_6b4a31d0f8b9471bbe2d291cba18719b
Justin Weidman, & Geoffrey Wright. (2019). promoting construction education in K-12 by using an experiential, student-centered, STEM-infused construction unit. Technology and Engineering Teacher, 79(1), 8–12. Retrieved from https://search.proquest.com/docview/2309762278
https://mnpals-scs.primo.exlibrisgroup.com/permalink/01MNPALS_SCS/ppvqcp/cdi_proquest_journals_2309762278
това е за твоя офис за професионално ориентиране:
Destinations Career Academies Offer Support to Schools, Families Disrupted by Coronavirus (p. 68–). (2020). NewsRX LLC.
https://mnpals-scs.primo.exlibrisgroup.com/permalink/01MNPALS_SCS/ppvqcp/cdi_gale_healthsolutions_A617560083
Schachter, R. (2013). Project-based learning 2.0: technology pushes PBL into fifth gear in K12. 49(12), 60–.
https://mnpals-scs.primo.exlibrisgroup.com/permalink/01MNPALS_SCS/ppvqcp/cdi_gale_infotracacademiconefile_A353319541
Lee, D., Huh, Y., Lin, C., & Reigeluth, C. (2018). Technology functions for personalized learning in learner-centered schools. Educational Technology Research and Development, 66(5), 1269–1302. https://doi.org/10.1007/s11423-018-9615-9
https://mnpals-scs.primo.exlibrisgroup.com/permalink/01MNPALS_SCS/ppvqcp/cdi_proquest_journals_2071965296
From ResearchGate:
Amissah, P. (2019). ADVANTAGES AND CHALLENGES OF ONLINE PROJECT-BASED LEARNING [MS Media Arts and Technology]. https://www.researchgate.net/publication/336614010_ADVANTAGES_AND_CHALLENGES_OF_ONLINE_PROJECT-BASED_LEARNING
Ching, Y.-H., & Hsu, Y.-C. (2011). Incorporating peer feedback for learning in a project-based online learning environment. ResearchGate. https://www.researchgate.net/publication/277987113_Incorporating_peer_feedback_for_learning_in_a_project-based_online_learning_environment
Handoyono, N. A., & Rabiman, R. (n.d.).
(PDF) Improvement of Learning Motivation and Learning Outcomes by Applying The Problem Based-Learning Method. ResearchGate. Retrieved March 22, 2020, from
https://www.researchgate.net/publication/338796878_Improvement_of_Learning_Motivation_and_Learning_Outcomes_by_Applying_The_Problem_Based-Learning_MethodTran, T. Q., & Ngoc Tu, T. P. (2019). (PDF) The Important Roles of Project-Based Learning in Teaching English to High School Students.
ResearchGate.
https://www.researchgate.net/publication/333935026_The_Important_Roles_of_Project-Based_Learning_in_Teaching_English_to_High_School_StudentsZakaria, A., Salleh, A., Ismail, Mohd. S., & Ghavifekr, S. (2019).
(PDF) Cultivating Positive Values via Online Project-Based Module (m-PAT). ResearchGate.
https://www.researchgate.net/publication/334044540_Cultivating_Positive_Values_via_Online_Project-Based_Module_m-PATFrom Academia.com
VIA (very important article):
McDougall, J., Readman, M., & Wilkinson, P. (2018). The uses of (digital) literacy. Learning, Media and Technology, 43(3), 263–279. https://doi.org/10.1080/17439884.2018.1462206
K-12 IT leaders need to work with people, not just tech
<https://www.educationdive.com/news/k-12-it-leaders-need-to-work-with-people-not-just-tech/555004/
My note: this is the first step toward the conclusion of my dissertation: the CIO in education must wear three hats: computer geek, educator and administrator.
District Administration reports.
Since edtech varies from district to district and state to state, it’s unlikely that an IT candidate will be up-to-speed on the current system in use. Alabama solves this problem by offering the Alabama Chief Technology Officer certification program.
It is critical for those in K-12 IT leadership to understand the unique customer service needs of the education industry. When technology doesn’t work, it throws a wrench into an entire day of learning. Educators need a fast fix and responsive service. Effective tech leaders will delegate by teaming up with tech-savvy teachers who can serve as school tech leaders. This strategy allows for an on-site tech expert to step in to put out fires before the tech expert arrives.
Former teachers can also make strong chief technology officers because they understand both tech and education. This allows them to build trust with the staff, which is a critical component to launching new technology initiatives.
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more on digital literacy for EDAD in this IMS blog
https://blog.stcloudstate.edu/ims?s=digital+literacy+edad
Twelve Years Later: What’s Really Changed in the K-12 Sector? (Part 1)
https://www.edsurge.com/news/2019-04-03-twelve-years-later-what-s-really-changed-in-the-k-12-sector-part-1
In fall 2007, Larry Berger, CEO of Wireless Generation (now Amplify) was invited to submit a paper to an “Entrepreneurship in Education”
As education entrepreneurs know, growth in K-12 comes hard. Sometimes very hard. We were living Marc Andreessen’s startup mantra: “You only ever experience two emotions: euphoria and terror.”
The edtech boom of the past two decades promised efficacy and new instructional models. Many teachers instead experience it as “clutter.” But poorly integrated standards, curriculum, assessment, and intervention materials have always been a problem.
When it comes to instruction, the work consists of four segments: core curriculum, supplemental (intervention, test prep, little books) curriculum, assessment, and technology (hardware, infrastructure and connectivity). Each of these workstreams are run by separate teams, using independent funding streams, only rarely coordinating. Schools rely—as they always have—on the hero in the classroom, who has to somehow synthesize everything for a roomful of children, every single day.
Twelve Years Later: How the K-12 Industry and Investment Landscape Has Shifted (Part 2)
https://www.edsurge.com/news/2019-04-05-twelve-years-later-how-the-k-12-industry-and-investment-landscape-has-shifted-part-2
Twelve years ago, Amplify CEO Larry Berger and I wrote about the “pareto distribution” of companies in the K-12 sector.
The “oligopoly” was the natural outcome of a highly decentralized system and fragmented demand. To serve 15,000-plus districts and more than 100,000 school buildings, a company needed huge sales and service teams; to afford them, the company needed a bookbag full of products across content areas, grade ranges, and use cases. The structure of demand created the “Big Three”—McGraw-Hill, Houghton Mifflin Harcourt and Pearson.
Meanwhile, the number of small players—further right on the pareto distribution—has grown dramatically. Online distribution and freemium business models have enabled companies like Flocabulary, Newsela, Nearpod, and others
few alternative models to consider:
companies like Remind, ClassDojo, and Edmodo, who all adopted a “West Coast” approach: collect active users now, with plans to monetize later.
The second includes the “platform” players—Schoology, itslearning, Canvas, and other LMS-like platforms. They have set out to do something differently, only possible by means of technology—to be the search, storage and distribution platform for instructional content. Google Classroom has instead emerged as the de facto standard platform, fueled by the runaway adoption of Chromebooks.
The third includes “policy responsive” players—companies like Panorama, Ellevation or Wireless Generation. hese companies help school systems meet a new policy requirement—social-emotional learning, English Language Learning, and reading assessment, respectively.
But we’re not “decluttering” our classrooms or in our schools. What would it take for the private and public sectors to work shoulder-to-shoulder?
a catch-22: so long as buying is fragmented, it’s hard to justify the integrated product investment; so long as products are fragmented, it’s hard for a district to create an integrated instructional model.
Fact or Myth?
Device Implementation Is Possible Without the Headache!
Presented by the Classcraft Learning Team
Eric Davis & Kinshasa Marshall @classcraftgame eric@classcraft.com kinshasa@classcraft.com
https://www.edweb.net/.5b97fbb8/ Gaming 03-28-19 Slides1-1qgto1x
! Tasks with motivational gamified mechanics → improvement in 21st-century learning skills, technical competencies,
independence, and personal accountability for devices and their readiness
! Student-led, independent, and sophisticated use of devices increased roughly 100%
! “Gamification as a motivational tool and platform for online delivery of learning activities and resources is a critical element of
integrating technology into schools”
! Students placed a greater value on their devices being present and ready to use in order to enjoy gamified content
! The use of gamification capitalized on the curiosity aspect being at the center of intrinsic motivation — encouraging students to
explore what their devices can do for them in general and what they are capable of given the task, some direction, and a
prospective reUward
Planning, care FOR and ABOUT the device
With Safety in Mind, Schools Turn to Facial Recognition Technology. But at What Cost?
https://www.edsurge.com/news/2019-01-31-with-safety-in-mind-schools-turn-to-facial-recognition-technology-but-at-what-cost
SAFR (Secure, Accurate Facial Recognition)
violent deaths in schools have stayed relatively constant over the last 30 years, according to data from the National Center for Education Statistics. But then there’s the emotive reality, which is that every time another event like Sandy Hook or Parkland occurs, many educators and students feel they are in peril when they go to school.
RealNetworks, a Seattle-based software company that was popular in the 1990s for its audio and video streaming services but has since expanded to offer other tools, including SAFR (Secure, Accurate Facial Recognition), its AI-supported facial recognition software.
After installing new security cameras, purchasing a few Apple devices and upgrading the school’s Wi-Fi, St. Therese was looking at a $24,000 technology tab.
The software is programmed to allow authorized users into the building with a smile.
“Facial recognition isn’t a panacea. It is just a tool,” says Collins, who focuses on education privacy issues.
Another part of the problem with tools like SAFR, is it provides a false sense of security.
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more on surveillance in this IMS blog
https://blog.stcloudstate.edu/ims?s=surveillance
more on privacy in this IMS blog
https://blog.stcloudstate.edu/ims?s=privacy
5 Trends Shaping K12 Ed Tech
https://s3.amazonaws.com/dive_assets/rlpsys/ED_k12_5_trends_k12_ed_tech.pdf
- Chromebooks. (versus iPADs)
- Blended learning
- Single sign-on and interoperability
- Wireless and cloud-based multimedia
- IoT
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more on tech trends in education in this IMS blog
https://blog.stcloudstate.edu/ims?s=technology+trends+education