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"A Resource Supporting the Full Integration of Technology in Arizona Schools What is the Arizona Technology Integration Matrix? The Technology Integration Matrix (TIM) illustrates how teachers can use technology to enhance learning for K-12 students. The TIM incorporates five interdependent characteristics of meaningful learning environments: active, collaborative, constructive, authentic, and goal directed (Jonassen, Howland, Moore, & Marra, 2003). The TIM associates five levels of technology integration (i.e., entry, adoption, adaptation, infusion, and transformation) with each of the five characteristics of meaningful learning environments. Together, the five levels of technology integration and the five characteristics of meaningful learning environments create a matrix of 25 cells. What is in each cell? Within each cell of the Matrix one will find two lessons plans with a short video of the lesson. Each lesson is designed to show the integration of technology in instruction and classrooms as well as the Arizona Educational Technology Standards."

"The Technology Integration Matrix (TIM) illustrates how teachers can use technology to enhance learning for K-12 students. The TIM incorporates five interdependent characteristics of meaningful learning environments: active, constructive, goal directed (i.e., reflective), authentic, and collaborative (Jonassen, Howland, Moore, & Marra, 2003). The TIM associates five levels of technology integration (i.e., entry, adoption, adaptation, infusion, and transformation) with each of the five characteristics of meaningful learning environments. Together, the five levels of technology integration and the five characteristics of meaningful learning environments create a matrix of 25 cells as illustrated below."

"Background Student authentication in distance education has been an issue of interest to federal policy makers for several years. The growth in enrollments and in the number of educational providers of online learning fueled concerns about the ability of institutions to verify the identity of online students throughout the cycle of an online course: registration, participation, assessment, academic credit. Passage of the Higher Education Opportunity Act of 2008, followed by federal rulemaking, resulted in new regulations. One regulation required accrediting agencies to assure distance and correspondence education programs have processes in place to verify student identity. Photo of Asian female student in front of computer The issue is complex and frequently misrepresented. Among many e-learning professionals, the issue seems unfairly aimed only at online education when similar concerns of identity falsification could apply in traditional higher education settings. The policy and regulatory conversations concerning identify authentication, originally focused on academic dishonesty, now encompass the serious problem of financial aid fraud, as reported in some high profile cases. WCET has led a number of important efforts aimed at informing policy makers, accrediting agency leaders, and online program administrators of different approaches-pedagogical as well as technological-that ensure their compliance with the regulation but also raise the conversation to a more widely relevant discussion of academic integrity. WCET's Study Group on Academic Integrity and Student Authentication, established in March 2008, continues its work to identify and disseminate information on promising practices to promote academic integrity of which identity authentication is but one component."

From Idea to Action: Promoting Responsible Management Education Through a Semester-Long Academic Integrity Learning Project Marc H. Lavine marc.lavine@umb.edu Christopher J. Roussin Abstract The authors describe a semester-long action-learning project where undergraduate or graduate management students learn about ethics, responsibility, and organizational behavior by examining the policy of their college or university that addresses academic integrity. Working in teams, students adopt a stakeholder management approach as they make recommendations for improvements to their school's academic integrity policy, its dissemination and enforcement. The authors detail their efforts facilitating this project at three universities. As students examine how an ethical conduct policy informs and is informed by individual and organizational behaviors, they come to more deeply understand the social processes through which all manner of responsibility-promoting outcomes are enacted. The approach to learning described in this project promotes students' internalization of ethical principles and accountability for responsible behavior that is consonant with the core aims and principles of responsible management education.

Australasian Survey of Student Engagement (AUSSE) Areas measured by the AUSSE The survey instruments used in the AUSSE collect information on around 100 specific learning activities and conditions along with information on individual demographics and educational contexts.The instruments contain items that map onto six student engagement scales: Academic Challenge - the extent to which expectations and assessments challenge students to learn; Active Learning - students' efforts to actively construct knowledge; Student and Staff Interactions - the level and nature of students' contact and interaction with teaching staff; Enriching Educational Experiences - students' participation in broadening educational activities; Supportive Learning Environment - students' feelings of support within the university community; and Work Integrated Learning - integration of employment-focused work experiences into study. The instruments also contain items that map onto seven outcome measures. Average overall grade is captured in a single item, and the other six are composite measures which reflect responses to several items: Higher-Order Thinking - participation in higher-order forms of thinking; General Learning Outcomes - development of general competencies; General Development Outcomes - development of general forms of individual and social development; Career Readiness - preparation for participation in the professional workforce; Average Overall Grade - average overall grade so far in course; Departure Intention - non-graduating students' intentions on not returning to study in the following year; and Overall Satisfaction - students' overall satisfaction with their educational experience.

Assessment and feedback Our work on assessment and feedback supports the sector, as we advise on policy and strategy, develop resources, and coordinate a series of activities to identify and share effective practice. We work with institutions and their students to improve their approaches to assessment and feedback, including setting criteria and emphasising the importance of assessment for learning. Our Academic Integrity Service exists to raise awareness and enhance understanding of academic integrity issues in higher education, including student plagiarism We have a range of resources, both generic and subject-specific, on feedback and assessment, which you will find valuable.

"EdTech Isn't Optional, It's Essential by Seeta Pai June 21, 2013 Research, Technology integration How important do you think it is for teachers to use educational technologies in the classroom? During this school year, how often do you or your students use [insert type of educational technology] in your classroom? What are the biggest challenges to integrating educational technologies in schools?  These are some of the questions we asked in a national online survey of teachers and administrators, conducted for Common Sense Media's Graphite by Harris Interactive in May 2013. And here are some of the answers. EdTech isn't optional, it's essential. An overwhelming majority of teachers (86%) and administrators (93%) think it's "important" or "absolutely essential" to use products (such as apps, computer games, websites, digital planning tools, or digitally delivered curricula) designed to help students or teachers. Almost all teachers (between 87% and 96%) agree the use of educational technologies increases student engagement in learning, enables personalized learning, improves student outcomes, and helps students collaborate. And 9 out of 10 teachers agree they would like to use more edtech in the classroom."

July 9, 2012 Early Computing's 'Deal With the Devil' Victoria StoddenGeorge Dyson, son of the physicist Freeman Dyson and author of Turing's Cathedral, grew up playing with discarded bits of early computers at Princeton's Institute for Advanced Study.Enlarge Image By Marc Parry In 1936, the British logician Alan Turing imagined a universal computing machine. In the wake of World War II, at Princeton's Institute for Advanced Study, a team of mathematicians and engineers built one. The machine stood roughly the size of four refrigerators. People called it Maniac, for Mathematical and Numerical Integrator and Computer. At its heart was "a 32-by-32-by-40 bit matrix of high-speed, random-access memory-the nucleus of all things digital ever since," writes George Dyson in a new book, Turing's Cathedral (Pantheon Books). How that computer came to be, he says, is the story of "a deal with the devil." Mathematicians built a machine that helped create the hydrogen bomb. In exchange, they got a new breed of computer that enabled incredible scientific progress.

Watch the final video that caps the entire Reinvent the University for the Whole Person series. The 15-minute documentary-style video synthesizes what we accomplished through the work of all six roundtables and weaves together the very best contributions from 40 top-tier experts and innovators who helped figure out how universities could integrate the best aspects of a liberal arts education for the whole person with the new possibilities of digital tools, the online world, and the learning sciences.

As an integral part of students' daily lives, mobile technology has changed how they communicate, gather information, allocate time and attention, and potentially how they learn. The mobile platform's unique capabilities - including connectivity, cameras, sensors, and GPS - have great potential to enrich the academic experience.3 Learners are no longer limited to the classroom's geographical boundaries, for example; they can now record raw observations and analyze data on location. Furthermore, mobile technology platforms let individuals discuss issues with their colleagues or classmates in the field. The ever-growing mobile landscape thus represents new opportunities for learners both inside and outside the classroom.4 We conducted two surveys - one in 2012 and one in 2014 - to investigate student use of mobile technology.

"The Digital Learning Compass Partnership Since 2003, the Babson Survey Research Group (BSRG) has conducted national surveys on enrollments, activities, and attitudes regarding online learning for U.S. colleges and universities. When the U.S. Department of Education's Integrated Postsecondary Education Survey (IPEDS) began collecting distance learning enrollments in the Fall of 2012, BSRG switched to reporting the Department's statistics. e-Literate and WCET conducted their own separate and joint analyses of the IPEDS enrollment data. After noting small differences in the numbers reported, the three organizations harmonized the data sets they used and continued to share what was learned behind the scenes. Realizing that we accomplish more together (and that we liked each other's data wonk personalities), the three organizations partnered in 2017 to create the Digital Learning Compass. "

With most critics of higher education focused on rising prices or on whether American colleges and universities are producing enough degree and certificate holders with sufficient skills to keep the U.S. economy vibrant and competitive -- the latter known in shorthand as the "completion agenda" -- a few analysts are homing in on the quality and rigor of what students are learning (or not) en route to those credentials. Last year's Academically Adrift set the tone, providing data suggesting that many colleges are imposing relatively minimal academic demands on their students and that, perhaps as a result, many students do not appear to gain in some measures of cognitive abilities as they move through college. The authors of We're Losing Our Minds (Palgrave MacMillan) add their own clamoring to the agenda focused on the quality of learning. Richard P. Keeling and Richard H. Hersh, longtime scholars and administrators, describe themselves as "friendly critics" of higher education, and unlike many of academe's naysayers, they don't spend a lot of time trashing the faculty as overpaid and underworked or bashing administrators as fat-cat corporatizers (though they do complain that institutions have overemphasized rankings and enrollment growth and sports and research -- take your pick depending on institution type).