The degree to which a child is exposed to technology
is limited only by the resources available, teacher training,
technical support and available time to deliver activities.
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Print Article: A different class - 0 views
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"There are some very exciting uses of, say, digital video generated by students and interactive whiteboards are extremely popular with teachers and students," she says. "But it's only done by a few people because it needs someone confident to introduce it. There are things that, done well, can connect classes and expand the curriculum, but if not done well won't encourage the children and money can be better spent (elsewhere)." Scientist and author Dr Karl Kruszelnicki agrees. "Technology is positive. It adds another 10% to the classroom package. But really all you need is a piece of paper, a pencil, a student who is well fed and awake and an inspired teacher. Technology is good, it's necessary but it's not the cure."
TPCK - Technological Pedagogical Content Knowledge - TPCK - 0 views
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This framework may be used as a guidance in our project
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Technological Pedagogical Content Knowledge (TPCK) attempts to capture some of the essential qualities of knowledge required by teachers for technology integration in their teaching, while addressing the complex, multifaceted and situated nature of teacher knowledge. At the heart of the TPCK framework, is the complex interplay of three primary forms of knowledge: Content (CK), Pedagogy (PK), and Technology (TK). See Figure above. As must be clear, the TPCK framework builds on Shulman's idea of Pedagogical Content Knowledge.
LoTi Framework at drchrismoersch.com - 0 views
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In 1994, Dr. Christopher Moersch developed the Levels of Technology Implementation (LoTi) scale in an effort to accurately measure authentic classroom technology use. This scale focuses on the use of technology as an interactive learning medium because this particular component has the greatest and lasting impact on classroom pedagogy and is the most difficult to implement and assess. The challenge is not merely to use technology to achieve isolated tasks (e.g., word processing a research paper, creating a multimedia slide show, browsing the Internet), but rather to integrate technology in an exemplary manner that supports purposeful problem-solving, performance-based assessment practices, and experiential learning--all vital characteristics of the Target Technology level established by the CEO Forum on Education and Technology.
Download Publications - 0 views
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Instruments for Assessing Educator Progress in Technology Integration
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