Enhancing Teaching and Learning Through Technology- Andy Dolinski

This document provides an agenda and resources for tools that can be used in the classroom. It includes: 1) A discussion of presentations to be given by students on using technology in the classroom along with requirements for the presentations. 2) An overview of several web tools for the classroom including Socrative, Glogster, QR codes, Symbaloo, Pinterest, Vimeo, flipped classrooms, ooVoo, word clouds, speech to text tools, and resources from Education Week, ISTE, and Edutopia. 3) Information on using these tools in lessons and examples of how they have been used by teachers and students.

Blogs For Teaching And Learning

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Developing online learning resources for schools on a budget

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This document provides an agenda and overview of tools that can be used in the classroom. It discusses several interactive tools like Socrative, Glogster, QR codes, Symbaloo, and Pinterest. It also mentions flipped classroom approaches using videos on Vimeo. Other topics covered include word clouds, speech to text with Voki, the Technology Integration Matrix, and teacher resources from Education Week, ISTE, and Edutopia. Next week's session will focus on using iPads in the classroom.

Just in Time Teaching (JiTT) and ILMs

Allan Carrington

This presentation is about a pedagogical approach develop by Novak and colleagues in the USA in 1997 called JiTT However with today's learning technologies much more can be achieved in student outcomes. It introduces teachers to Interactive Learning Modules (ILMs) using Articulate software. These concepts and methods were introduced into the University of Adelaide in 2005 and have been very successful

Edu614 session 6 s 15

This document provides an agenda and overview of tools that can be used in the classroom. It discusses several interactive tools for students like Socrative, Glogster, QR codes, Symbaloo and Pinterest. It also covers tools for creating and sharing videos, using word clouds, speech recognition software and ways to integrate technology into lessons. Resources for teachers are highlighted, including Education Week, the International Society for Technology in Education, TeacherTube and Edutopia.

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Get Connected!

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The document discusses building an online presence as a teacher through various social web tools. It outlines objectives of understanding why teachers need an online presence, how to build an effective one, and recognizing the academic and professional value of tools. Several specific tools are then described, including Doppelme for avatars, NetVibes as an aggregator, Diigo and Symbaloo for bookmarking, YouTube for video sharing, Jing for tutorials, Blogger for blogging, and Weebly for websites. The document concludes by suggesting teachers pick a space, brand themselves, and meet students online through surveys.

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Flipping your class with / out technology

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This document outlines an agenda for a session on integrating technology for all that includes discussions on using tools like Twitter, Diigo, Google apps, Wikis, Edmodo, and Skype for sharing, storing, and collaborating online. It provides an overview of these tools and resources for using them, as well as recommendations for online teacher resources and setting up accounts with services like Google and Edmodo. The goal is to introduce educators to different technologies that can be used for professional development, collaborative learning, and in the classroom.

Online collaborative learning with audiencefeedback

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The document discusses practical ways to implement online collaborative group activities in courses. It recommends using tools like screen sharing, video chat, wikis and Google docs for group work. It provides tips for forming student groups, tracking participation, handling group issues, and providing feedback. The presenters are Andrea Stone from Oklahoma State University and Liz Crowell from University of Central Oklahoma.

Flipping the Classroom Presented by Tony Edwards

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The document discusses how to flip a science classroom using the learning management system Edmodo. Key points covered include how to create engaging video lessons for students to watch outside of class, use class time for hands-on activities and projects, provide feedback to students, incorporate reading and writing assignments, and prepare students for science fairs using Edmodo. The presenter provides many specific examples and strategies for implementing a flipped classroom model with Edmodo.

SAMR Webinar for Module.pptx

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This document presents the SAMR model for technology integration in online courses. The SAMR model identifies four levels of technology integration: substitution, augmentation, modification, and redefinition. It is presented as a framework to help instructors evaluate how they currently use technology in their course and identify opportunities to move up the levels towards more transformative uses of technology. The document also includes self-reflection and group reflection questions. Benefits of technology integration are noted such as remedying weaknesses, promoting skills, and supporting self-paced learning. Other technology integration models are also briefly presented.

The flipped classroom introduction and sources

Inge de Waard

Designing_Flipped_Classroom_Instruction.pptx

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This document discusses designing flipped classroom instruction using Canvas. It defines the flipped classroom model as presenting lectures through short videos for students to view at home, while dedicating class time to active learning exercises and projects. The presenters describe their context of teaching information literacy to undergraduate students. They outline their design process, including developing conceptual and procedural content into modules. Lessons from the pilot included tailoring assignments and activities to learning goals. The document provides tips for creating buy-in from key stakeholders and prompting student reflection.

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SUNY Empire State College

This document provides an agenda for a session on integrating technology for all that includes discussing readings, using various online tools like Twitter, Diigo, Google Apps, Wikis, Edmodo, and Skype. It also lists several teacher resources like Education Week, the International Society for Technology in Education, TeacherTube, and resources from the Partnership for 21st Century Skills. The goal is to introduce educators to different ways of sharing, storing, collaborating online and finding online professional development opportunities.

Using Virtual Communication and Collaboration to Enhance Curriculum

Sarah Lowey

The document discusses various digital tools that are essential for 21st century learning, including blogs, wikis, and Google Apps. Blogs allow students to publish online journals and diaries, which can increase writing skills and knowledge sharing. Wikis facilitate collaboration and allow students to collectively create and edit content. Google Apps like Docs, Sites, and Drive enable students to create, share, and collaborate on projects online. These digital tools provide opportunities for communication, reflection, publishing student work, and facilitating collaboration both within and outside the classroom. The document advocates that teachers choose one tool to implement based on their learning objectives and provide guidance to help students get started.

Using Virtual Communication and Collaboration to Enhance Curriculum

Sarah Lowey

Embracing technology to enhance development 9 23-11

In this session, our presentation will focus on the types of technologies we use to deliver content and curriculum in the asynchronous online environment. We will discuss how we use a variety of technological applications such as web conferencing tools, a learning management system, blogs, wikis and other web 2.0 applications to achieve learning goals and objectives in our workshops and courses.

Presentation Title

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This document discusses various ways that instructional technology can be used to enhance teaching and learning. It is organized by functional categories of learning activities including presentation tools, active learning tools, collaborative learning tools, and more. Specific examples are provided for tools like video conferencing, simulations, discussion forums, blogs and wikis. Key principles of instructional design are also reviewed, such as backward design and establishing learning goals and objectives. Overall, the document serves as a guide for instructors to thoughtfully integrate different technologies into their teaching.

Conole masterclass

Grainne Conole

The document discusses the 7Cs framework for learning design proposed by Gráinne Conole. It outlines characteristics of new media technologies and their implications for learning, teaching and research. Some key points include: new technologies allow for peer critiquing, user-generated content, and networked and personalized learning. However, their potential is not fully realized as existing pedagogies are often replicated without taking advantage of new opportunities. The 7Cs framework - conceptualize, create, communicate, consume, collaborate, contribute, and critique - provides a design-based approach that encourages reflective practices and sharing. It can help educators harness new technologies while rethinking design, support and assessment of learning.

Education technology - Design for an Evolving Learning Model

Lisa Kostova Ogata

A presentation on education technology delivered to the administration and Board of Trustees of the American College of Sofia in April 2014 by Lisa Kostova Ogata, trustee. The main message is that technology is not just an inevitable annoyance to teachers, but an enabler to teach kids the skills and mindset needed to function effectively in the new and rapidly changing workplace. The Appendix contains a walk-through of the leading education technology companies and their offerings.

Create your Open Course Design (OER)

Martijn Ouwehand Msc

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The document discusses the 7Cs of learning design proposed by Gráinne Conole. The 7Cs include: conceptualize, capture, communicate, collaborate, consider, consolidate, and continue. Conole outlines how new technologies have led to more open, social, and participatory approaches to learning. However, replicating old pedagogies with new tools does not fully leverage their potential. The learning design process emphasizes explicit design methods and sharing of practices. It encourages reflecting on how to harness new technologies and resources while rethinking support and assessment of learning.

Top technological tools for English language teaching and learning

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Healey-Tech tools for busy teachers

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This document provides an overview of technology tools for English language teachers presented by Deborah Healey. It begins with Healey's beliefs about teaching, learning, and technology. The document then describes several planning tools, teaching/learning tools, assessment and feedback tools, and motivational tools. Examples include lesson planning websites, online reading materials, tools for creating lessons and assessments, and ways to give feedback to students. The presentation aims to demonstrate how technology can help teachers save time and motivate students in the English classroom.

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