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Great wiki on the advantages of technology integration and issues and problems that arise because of technology.

Useful tools for integrating technology into the classroom

A brief article with three tips on how to integrate technology for ELL students

Seamon states in this article that there is evidence that social communication (PLN) can strengthen human relationships, particularly for introverts. It may help foster family and business as well. It encompasses learning from feedback, insights, new contacts, and is based in reciprocity and trust. It is needed to increase the chance of higher levels of learning maturity.

The author addresses concerns about the feelings of isolation that can stem from the use of technology (in the sense that it is utilized to the exclusion of in-person connections) but makes sure to point out the benefits of technology as evidenced by Personal Learning Networks.

This article provides some insights and links to technology that can be used to teach PE classes. Some of the tools that the author links to are apps that turns exercise into games and help track fitness progress. This article is a good, short resource to use if you are interested in teaching PE with technology or just want to discover some useful fitness apps.

A useful resource for technology integration in language arts. The webpage links to various technology resources that focus on literature, writing, storytelling, and reading.

This article condenses the main goals/steps an educator should keep in mind when integrating technology in a learning environment. The content reflects aspects of the TIP (Technology Integration Planning Model) framework and is a good resource for a brief overview of integration strategies.

This post explains very clearly what the purpose of connectivism is and why it is critical to student learning. It explains 6 things educators should do with their students and how to encourage them to explore and connect with ideas. At the end it provides a few examples of tools readily available to use in connecting people and technology.

This article states the knowledge exists "through the variety of connections established amongst students, instructors, and technologies." It gives 6 skills that connectivist educators need and examples of networks and tools.

Great article! I have been very intrigued about connectivism since I heard about it in my learning theories class. This article gives good reasoning behind connectivism as well as a few ideas for how to incorporate it.

This post discusses George Siemens 2005 article Connectivism: A Learning Theory for the Digital Age and examines the limitations of this theory as well as its relevance to teaching and knowledge management practices. The relationship of connectivism to learning in a MOOC is described. It is suggested that widespread adoption of connectivism in formal learning will face resistance because of its stance that 1) the network is more important than content 2) knowledge is a process rather than an artifact 3) and knowledge can be retrieved rather than memorized.

This source is actually a summary/review of a different article, but it provides some good insight. The author argues that the explosion of technology and internet sources has changed the way that we acquire knowledge. Different pieces of information are accessible by tapping into different sources. The author also discusses how connectivity can be used in the classroom and how some people may resist the use of the connectivity theory.

I found it valuable to go through Siemen's fundamental principles of connectivism. Siemens considers connectivism as a significant departure from previous learning theories because connectivism includes learning occurring outside of the learner, within the network. I also found it valuable to go through the applications of connectivism in classroom and managing knowledge.

Abstract A complementary relationship exists between technology and constructivism, the implementation of each one benefiting the other. Constructivism is a doctrine stating that learning takes place in contexts, while technology refers to the designs and environments that engage learners. Recent attempts to integrate technology in the classroom have been within the context of a constructivist framework (e.g., Richards, 1998).

Thanks to the implementation of the Common Core, technology has a guaranteed space in the classroom. Because of the abundant use of technology in the world technology is an essential tool for educators if they want to make a lasting impact on their students.

Technological Pedagogical and Content Knowledge, also known as TPACK, is a framework that identifies the knowledge teachers need to teach effectively with technology.It's a framework we can use for technology integration in the classroom.

Technological Pedagogical and Content Knowledge - This site has resources for learning more about TPACK. This could be a great resource when developing PD.

Council for Exceptional Children, (n.d.), Embedding technology in education for all learners: CEC's recommendations to the National Education Technology Plan. Retrieved from https://www.cec.sped.org/~/media/Files/Policy/Archives/Assistive%20Technology/CEC%20Recommendations%20to%20National%20Assistive%20Technology%20Plan.pdf

Article that includes an excellent description of universal design for learning. Alnahdi, G. (2014) Assistive technology in special education and the universal design for learning. The Turkish Online Journal of Educational Technology. 13 (2) Retrieved from http://www.tojet.net/articles/v13i2/1322.pdf

This article discusses technology in the classroom and has a lot of ideas for incorporating technology on a budget.

This is the government's take on Communities of Practice, and I included it because like it or not, it impacts many of us on so many levels. The National Education Technology Plan asserts that we need PLC's, and if you have never read this document, it is worth the read. It definitely furthered my knowledge when I read it in EDTECH 501. The bottom line is that because so many students have access to mobile technology, they are able to be a part of social networks. The goal is to harness this power and cultivate collaboration and engaging learning experiences. Its premise is student-centered learning where students are able to make decisions and choices that form their own pathway to learning.

Thanks for including this document. I was impressed to see the progressive views outlined with many strong and important points for changing our education culture. One of the main areas included the need to leverage technology to empower students and shift learning responsibility from teacher to learners. In essence we want to strive to create master learners, where students understand how to evaluate and gain the information they need as life-long learners. The section "Measure what Matters" I especially applauded, as I feel our extreme emphasis on testing is misplaced if we don't make sure the tests and measures are appropriate for what students need to know to be life-long learners. Do standardized tests even have a section about locating information and assessing its validity? This report started out with a short list of recommendations that included, "Be clear in outcomes we seek". I think this is an important point as we strive to embrace and utilize the growing potential of connectivness.

Interesting statistical information about the desire for technology integration and actual users.

Authors discuss advantages of personal learning environments in facilitating collaboration and fostering learner control. PLEs are facilitated by technology, networking, and self-regulation by learners. Open network learning environments from instructors allow PLEs to form. Focus of PLE is not information consumption, but information creation and participation. Authors relate PLE and ONLE to the theory of connectivism and discuss various applications and limitations.

Fantastic quote: "Educators perceive the instructional value of integrating Web 2.0 tools include autonomy, diversity, openness, and connectedness (van Harmelen, 2006); yet, they find multiple technologies daunting, which may affect their attitudes toward online learning. The integration of multiple Web 2.0 tools has created frustration among educators and students because they lack knowledge of the tools (Lee, Miller, & Newnham, 2008), difficulty learn- ing different tools (Weller, 2007), conducting multiple authentications (Suess & Morooney, 2009), visiting multiple sites for different tools, etc. This phenomenon results from a lack of understanding of the social networking learning paradigm and inappropriate integration." This article describes the role of Personalized Learning Environments (PLEs) and how Open Network Learning Environments (ONLEs) are instrumental for creating a PLE. The authors indicate that connectivism is a key underlying principle for developing such a PLE--seeking connections to learners and sources of information. They cite Siemens ("the pipe is more important than the content in the pipe"), which surprised me, as I read that comment from Siemens as hyperbolic. Practical advice for creating your own PLE are also incorporated, as well as examples of how to work and learn within a PLE. The authors suggest that PLEs (operating through ONLEs) disrupt LMSs in the same way that technology disrupts learning in general. Interesting analogy.

This article discusses the components of the current educational structure and how they can be detrimental to continued learning. It also proposes an alternative structure that promotes shared connections and networking.

Written in 2007, this article purposes an "alternative design" to online education that seeks to expose students to a variety of different technologies instead of having them master one. It would then ask students to share new found resources and ideas with other students. Although this "new" concept is clearly the type of education the MET program subscribes to, it is interesting to read about it in a hypothetical sense.

This article argues that personal learning networks will help advance the field of education technology. The author explains the differences between the dominant design of education technology and personal learning networks. The author states that personal learning networks will help people build relationships and connections.

This is one of my favorite resources for educational technology. Includes examples of videos and a matrix of key indicators of levels of technology integration in classrooms.

Thank you for this resource! When deciding to use technology, I struggle with efficiency vs effectiveness. Bu using the matrix, I can now frame my analyses in terms of "to what extent" does the tool meet student needs.