Skip to main content

Home/ Content Literacy/ Group items tagged technology planning

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
Roland O'Daniel

Technology Integration Matrix - 0 views

fcit.usf.edu/matrix

Technology Integration matrix education tech_integration edtech IES_proposal

shared by Roland O'Daniel on 22 Apr 09 - Cached
  • Roland O'Daniel on 22 Apr 09
     
    The Technology Integration Matrix (TIM) was developed to help guide the complex task of evaluating technology integration in the classroom. Basic technology skills and integration of technology into the curriculum go hand-in-hand to form teacher technology literacy. Encouraging the seamless use of technology in all curriculum areas and promoting technology literacy are both key NCLB:Title II-D/EETT program purposes. The Inventory for Teacher Technology Skills (ITTS) companion tool is designed to help districts evaluate teachers' current levels of proficiency with technology and is also used as a professional development planning and needs assessment resource. The TIM is envisioned as an EETT program resource which can help support the full integration of technology in Florida schools. What is in each cell? Each cell in the matrix will have a video (or several videos) which illustrate the integration of technology in classrooms where only a few computers are available and/or classrooms where every student has access to a laptop computer. Transformation The teacher creates a rich learning environment in which students regularly engage in activities that would have been impossible to achieve without technology. Active Indicator: Given ongoing access to online resources, students actively select and pursue topics beyond the limitations of even the best school library. Collaborative Indicator: Technology enables students to collaborate with peers and experts irrespective of time zone or physical distances. Constructive Indicator: Students use technology to construct, share, and publish knowledge to a worldwide audience. Authentic Indicator: By means of technology tools, students participate in outside-of-school projects and problem-solving activities that have meaning for the students and the community. Goal Directed Indicator: Students engage in ongoing metacognative activities at a level that would be unattainable without the support of technol
Roland O'Daniel

Six-Step Process in Creating a Technology Plan - 0 views

dese.mo.gov/...gettingstarted.htm

technology edtech process technology planning

shared by Roland O'Daniel on 29 Mar 11 - Cached
  • Roland O'Daniel on 29 Mar 11
     
    If your school isn't using your technology very effectively then this six step process for creating a technology plan might help you focus your efforts to be more effective. 
Roland O'Daniel

K12 Online Conference 2009 | Week in the Classroom"Wiki Collaboration Across the Curric... - 0 views

k12onlineconference.org/?p=38

web2.0 wikis instruction graphorg

shared by Roland O'Daniel on 22 Aug 09 - Cached
  • Roland O'Daniel on 22 Aug 09
     
    As we further incorporate technology and online tools into content literacy. Here is a great set of tools/resources from Vicky Davis on using a wiki in your classroom. She even goes so far as to include a rubric, lesson planning ideas, and examples.
Jill Griebe

NEA - Turning the Page - 1 views

www.nea.org/35939.htm

shared by Jill Griebe on 17 Dec 09 - Cached
  • Getting students engaged in 400-year-old drama is usually a challenge, to put to mildly. But in Seale’s classroom, classic literature gets the Web 2.0 treatment. During Romeo and Juliet, for example, Seale used Ning.com to create a class-only social media group called Verona Lifestyles, where her students, posing as characters in the play, created profiles and posted updates and discussion forums. “Posting in character got them more engaged,” explains Seale, “and gave them confidence to tackle the language. They even took a stab at writing couplets and shared them on Ning
  • “It’s about initiating higher levels of engagement,” says Seale, “and making the learning more self-directed and self-motivated.” “Let’s face it,” she adds, “being literate today means more than reading words on a printed page and writing an essay.”
  • Digital technology, however, still suffers from an image problem. To their more boisterous critics, blogs, video games, wikis, and other social media have stunted the attention span and diluted the concentration of an entire generation. What’s more, Web sites provide not knowledge, but the lesser currency of “information,” broken down into bytes to be skimmed over and hyperlinked.
  • ...6 more annotations...
  • Consequently, say the detractors, young people no longer have the time or inclination for books—not to mention proper grammar, smart writing, or reasoned thought.
  • “Kids have the passion, the technical know-how, and the creativity,” says Hogue, “but they need educators to teach them how to use digital media constructively and responsibly. There’s a huge difference between blogging for a friend or posting an update on Facebook and writing for a prospective employer.”
  • Instead, her students take To Kill a Mockingbird to the blogosphere and discuss the novel with a ninth-grade English class in Illinois, led by a teacher Seale met via Twitter. She also plans to have her students use Flip video cameras to record each other acting out different parts of the novel as they explore character motivation and perspective.
  • The key for students today, says Hogue, is the “authenticity” of the audience—in other words, creating for and sharing with someone other than the teacher. “Students are reaching literally global audiences online,” she explains. “Why would they be motivated to write an essay for only one person, who is only reading it because it is his or her job?”
  • In other words, Johnny can post, friend, update, and tweet, but he still can’t read.
  • a ninth-grade English teacher in Bryant, Arkansas, was confident that her students were enjoying the unit on Romeo and Juliet. But she didn’t realize the extent of their enthusiasm until the day she pulled out an audio CD of actors performing the Shakespearean classic.
  • Jill Griebe on 17 Dec 09
     
    Literacy in the digital age.
Roland O'Daniel

I-Search - Emerging Perspectives on Learning, Teaching and Technology - 0 views

projects.coe.uga.edu/...index.php

I-SEARCH search research social studies history

shared by Roland O'Daniel on 24 Mar 11 - Cached
  • In each phase of the I-Search process, students reflect on their I-Search experience
  • During the pre-search and search phases, students also learn how to create a plan, evaluate the information they gather, and integrate the information into their own experience.
  • hese activities correspond to the three higher-level thinking skills of analyzing, evaluating and creating described in the revised Bloom’s Taxonomy
1 - 6 of 6
Showing 20▼ items per page