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Babette Moeller & Tim Reitzes (2011) Education Development Center, Inc. (EDC). Integrating Technology with Student-Centered Learning. Quincy, MA: Nellie Mae Education Foundation. Retrieved from http://www.nmefoundation.org/getmedia/befa9751-d8ad-47e9-949d-bd649f7c0044/integrating The intent of this report is to detail the concepts of using technology with master of skills in mind. Beginning on page 17, details of assessment, advantages of technology-based assessment, mastery learning approach. Further they discuss the concepts of tools like clickers for quick feedback on levels of understanding and the details necessary for successful online learning - both synchronous and asynchronous.

Bill, I was somewhat surprised that the article includes a introductory headline: "Not surprising, 43 percent of students feel unprepared to use technology as they look ahead to higher education or their work life" without including some qualification as to why it's not surprising. If this comment is related to digital immigrants, learners disadvantaged by socioeconomic constraints and/or learners residing in remote locations lacking access to technology hardware, software and/or reliable Internet connection, the statement seems less surprising. As I read the article, the rationale for including the headline became clear - the article focuses on specific technology constraints related to many types of learners. The article outlines a plethora of opportunities to change educational paradigms that focus on the integration and utilization of technology-rich learning methodologies.

Although it's based out of Taiwan, this study used performance standards created by the International Society for Technology in Education and looks at six subscales for technology integration in the classroom with one of them being an ethical piece. The established scale examines the existing concerns for technology, pedagogy and professional development at once with a new addition of ethical and safety issues, which demand growing attention in teachers of future generation.

From the abstract: 'Also, though there have been large investments made to integrate technology into K-12 classrooms to equip students with the skills needed to prepare for college and a career, the practical use of this investment has not been impressive. Lastly, several meta-analyses showed promising results of effectiveness of technology in the classroom. However, several inherent methodological and study design issues dampen the amount of variance that technology accounts for."

This brought up some good points about the effects of teacher and student perception in technology integration in the k-12 setting and some interesting statistics to consider such as "Even though schools have embraced the digital revolution, reading and mathematics test scores are at about the same level that they were 40 years ago...it is evident that the positive impact of technology does not happen automatically. Its impact is determined by how teachers use the technology in their classroom instruction, not just the acquisition of technology."

Using iPads in the classroom has been helpful reading Hamlet. Shakespeare is difficult to understand, but students can get help accessing No Fear Shakespeare on their iPads.

I have the same problems Khader in trying to integrate Chromebooks as much as possible. I constantly feel that it is a struggle to get their attention and maintain it especially if they are convinced they should be allowed to "multitask" between the assignment and a game, but in the end the resources I am able to integrate in is well worth those struggles.

I agree with the problem of technology in the hands of students can often be distracting. The temptation to play games, search google, and social media is huge. It is so difficult to find a balance in a less than ideal world. My hope is that the earlier we introduce technology in the classroom, the novelty will wear off by the higher grades. Even with controls on wifi and devices, students are so tech savvy, they find ways around it.

Since I work with Special Education students a high school, I am always interested in the effectiveness of technology on learning. ABSTRACT Using technology can help students with disabilities to enhance and improve their independence in academic and employment tasks, their participation in classroom discussions, along with helping them to accomplish some difficult academic tasks. This paper discusses the role and benefits of using assistive technology in the Universal Design for Learning (UDL), in academic skills, and in transition services. A summary of the important principles that need to be considered in the integration of technology in educating or training students with disabilities is provided.

At Health IT Outcomes, we've made it our mission to provide the healthcare industry with expert guidance on technology system selection, integration, project management, and change management. To help achieve this goal, we speak with industry leaders on everything from EHRs to HIEs to HIM, and then share these conversations with you.

I am interested in reading this article to learn about how patient care is being "powered by technology", as I teach in allied health profession (radiologic science) that utilizes technology extensively, but cannot read entire article unless I sign up Health IT Outcomes.

"Technology acceptance in education has been and continues to be a central concern for researchers, application and platform developers, and educators. Rapid advancements in miniaturization along with the availability of fast, reliable, and affordable networks have sparked an increasing demand by students for better ways to complement their mobile lifestyles in support of their learning. Based on a review of the literature of technology acceptance and trends in mobile device usage in learning, this researcher tested the predictive power of the Mobile Learning Acceptance Model (MLAM) in an online higher education setting. MLAM is an extension of the technology acceptance model (TAM) inasmuch as it seeks to obtain user perceptions of usefulness and ease of use and their effect on user attitude and behavioral intention to use mobile devices for learning. For this research, users included students and faculty. Current literature indicates that student desire for access to a variety of learning resources anywhere anytime is growing yet little is known regarding faculty perceptions regarding mobile learning (m-learning) or on how institutions can position themselves to meet the growing demand. A web-based survey design was used to test MLAM using a previously developed and validated instrument, though updated to include and exclude what is now or no longer applicable and the wording modified to ensure relevancy to the target population studied. Exploratory factor analysis was performed to validate the factor structure. Multiple regression analysis was performed to determine which factors had the greatest influence on m-learning acceptance." [Abstract from ERIC database.] Link: http://search.proquest.com.library.esc.edu/docview/1399418322/abstract?accountid=8067 Marrs, K. (2013). An investigation of the factors that influence faculty and student acceptance of mobile learning in online higher education. Retrieved from http://search.proquest.com.library.esc.edu/pqrl/doc

Researchers have suggested that public school Internet use policies are not aligned with the realities of the 21st century, thus contributing to a culture where Internet technology is fully integrated in students' out-of-school experiences, but marginalized within the school walls .

Combining data from a school principal survey with student demographics and achievement data, the present study aimed to develop a much needed understanding of ICT usage in Ontario's K-12 public schools. Results indicated equitable first-order access to technology for schools, early integration of ICT from the earliest grades, frequent application of ICT in teaching, and an enabling effect of ICT on additional access to learning resources and distance learning.

From the abstract: " This qualitative research study will select four exemplary teachers to discuss ways of improving technology in classrooms. Situations where introducing technology in mathematics classrooms will be discusses to see their relevance and whether they are helpful and fair or not. "

This study explores K-12 teachers' perceptions of the benefits and barriers to technology integration by either teachers or students in K-12 instruction. The sample was composed of 68 students enrolled in online classes in the graduate studies in education department of a small private liberal arts institution in the southeast.

EducationWorld is pleased to present this article by Lisa Monthie, an education specialist at ESC Region 12 in Waco, Texas . Monthie enjoys finding innovative means of integrating technology in the English Language Arts/Reading classroom. The article originally appeared in TechEdge, a quarterly magazine published by Naylor LLC for Texas Computer Education Association members. What is interesting about this is the infographic that predicts that by 2018 there will be more full-time online students than students in traditional classrooms.

Bill, I was surprised to read that 12% of current high school students have taken an online course on their own just to learn more about a topic of interest! I appreciate that the article begins by informing the reader to consider answering a list of basic questions (albeit far from a complete list) related to online instruction, before making a commitment to develop an online course.

Abstract - Program assignments are traditionally an area of serious concern in maintaining the integrity of the educa- tional process. Systematic inspection of all solutions for pos- sible plagiarism has generally required unrealistic amounts of time and effort. The "Measure Of Software Similarity" tool developed by Alex Aiken at UC Berkeley makes it pos- sible to objectively and automatically check all solutions for evidence of plagiarism. We have used MOSS in several large sections of a C programming course. (MOSS can also handle a variety of other languages.) We feel that MOSS is a major innovation for faculty who teach programming and recom- mend that it be used routinely to screen for plagiarism.

The integration of technology in classrooms is rapidly emerging as a way to provide more educational opportunities for students. As virtual learning environments become more popular, evaluating the impact of this technology on student success is vital. "Exploring the Effectiveness of Online Education in K-12 Environments" combines empirical evidence and best practices in current K-12 distance learning and virtual schools.

"Mandatory technology integration by school districts places the ethical responsibility on school districts to prepare students to use the digital environment to mitigate risk."

EDU681102 - Module 2, Week 2. Mark Ness, article #3.

Edited link - https://diigo.com/08285j

EDU-681102 - Module 1, Week 2. Mark Ness, 3rd article

Hi Mark, Really interesting area that you are studying. Simulation-based medical teaching seems to make sense but apparently the issue relates to cost. As someone who knows little about medical training outside what I watch on TV shows, I would be interested to know how integrated simulation already is in medical training vs practice on real patients? . It would appear that simulation if expensive would be an area where several institutions might wish to collaborate in order to maximize the use of the equipment and technology. Is that realistic?

Emma Baccellieri | Thursday, November 6 2014The computer science department has launched an investigation into academic integrity violations in core course Computer Science 201. All students who are currently enrolled in the class and who took the class in Spring 2014 received an email Wednesday night, notifying them that concerns about academic dishonesty have prompted a review of assignments.

"Mobile cloud learning, a combination of mobile learning and cloud computing, is a relatively new concept that holds considerable promise for future development and delivery in the education sectors. Cloud computing helps mobile learning overcome obstacles related to mobile computing. The main focus of this paper is to explore how cloud computing changes traditional mobile learning. A case study of the usage of Moodle in the cloud via mobile learning in Khalifa University was conducted." [Abstract from ERIC database.] Wang, M., Chen, Y., & Khan, M. J. (2014). Mobile Cloud Learning for Higher Education: A Case Study of Moodle in the Cloud. International Review of Research in Open and Distance Learning. 15(2), 254-267.