This was a presentation to instructional design researchers advocating for more research and coordination in developing skills for the 21st century at all levels of schooling.
Taking forward change in technology-enhanced educationguest8720ad21
My presentation for the JISC-funded Strategy Cascade: Taking forward change in technology-enhanced education workshop, run by Mark Johnson [University of Bolton] and Keith Smythe [Edinburgh Napier University]. See: http://strategycascade.wordpress.com/
Connectivism is a learning theory developed for the digital age that views learning as a process of connecting specialized information nodes. It asserts that learning may reside outside of humans in devices and networks, and that the ability to know where to find information is more important than what is currently known. According to connectivism, learning happens through diverse methods like courses, conversations, and web searches, and both organizational and personal learning are integrated tasks.
The document discusses the National Educational Technology Standards (NETS•S) and their six themes: creativity and innovation, communication and collaboration, research and information fluency, critical thinking, problem solving, and decision making, digital citizenship, and technology operations and concepts. It provides examples of how teachers can incorporate each theme into classroom lessons using technology, such as having students create original work to demonstrate creativity, use tools like cameras and blogs to collaborate, engage in research using digital resources to develop research skills, and learn appropriate technology usage to become good digital citizens.
Digital learners in the 21st century require new skills such as creativity, communication, collaboration, information management, career/life skills, cultural awareness, and information/media/technology literacy. Teachers must adapt by being visionaries who see potential in new tools, collaborators who leverage tools to engage students, risk-takers willing to try new approaches, lifelong learners, good communicators, models of desired behaviors, and leaders with clear goals. Instruction should incorporate varied activities, appropriate technology, project/problem-based learning, cross-curricular connections, student-led investigations, and collaborative environments both in and beyond the classroom.
This document discusses the skills needed for the 21st century learner. It identifies creativity, critical thinking, communication, collaboration, information literacy, technology skills, career/life skills, and cultural awareness as key skills. It provides examples of how these skills can be developed, such as thinking creatively, reasoning effectively, and collaborating with diverse teams. The document also stresses that 21st century teaching should incorporate cross-curricular connections, project-based learning, and collaborative environments to develop these skills in students.
The document discusses how Web 2.0 technologies can engage K-5 learners in an online environment. It notes that Common Core Standards emphasize information and media literacies and allowing students to access various resources, create in multiple media, and publish in new ways. It also mentions that AASL & ISTE Standards and the Partnership for 21st Century Skills focus on critical thinking, communication, collaboration, and creativity & innovation. Additionally, the document states that online assessments can have students read complex texts, complete research projects, and work with digital media while providing opportunities for classroom speaking and listening.
E-learning can take many forms and involves the use of technology to support learning. It can occur in classrooms, blended courses, online environments, or mediated distance education. E-learning has evolved from static websites and files to include learning management systems, e-portfolios, weblogs, wikis, and other collaborative tools. E-learning formats include tutorials, scenarios, simulations, and software simulations, and the pedagogical approach can range from teacher-centered to fully learner-centered.
Taking forward change in technology-enhanced educationguest8720ad21
My presentation for the JISC-funded Strategy Cascade: Taking forward change in technology-enhanced education workshop, run by Mark Johnson [University of Bolton] and Keith Smythe [Edinburgh Napier University]. See: http://strategycascade.wordpress.com/
Connectivism is a learning theory developed for the digital age that views learning as a process of connecting specialized information nodes. It asserts that learning may reside outside of humans in devices and networks, and that the ability to know where to find information is more important than what is currently known. According to connectivism, learning happens through diverse methods like courses, conversations, and web searches, and both organizational and personal learning are integrated tasks.
The document discusses the National Educational Technology Standards (NETS•S) and their six themes: creativity and innovation, communication and collaboration, research and information fluency, critical thinking, problem solving, and decision making, digital citizenship, and technology operations and concepts. It provides examples of how teachers can incorporate each theme into classroom lessons using technology, such as having students create original work to demonstrate creativity, use tools like cameras and blogs to collaborate, engage in research using digital resources to develop research skills, and learn appropriate technology usage to become good digital citizens.
Digital learners in the 21st century require new skills such as creativity, communication, collaboration, information management, career/life skills, cultural awareness, and information/media/technology literacy. Teachers must adapt by being visionaries who see potential in new tools, collaborators who leverage tools to engage students, risk-takers willing to try new approaches, lifelong learners, good communicators, models of desired behaviors, and leaders with clear goals. Instruction should incorporate varied activities, appropriate technology, project/problem-based learning, cross-curricular connections, student-led investigations, and collaborative environments both in and beyond the classroom.
This document discusses the skills needed for the 21st century learner. It identifies creativity, critical thinking, communication, collaboration, information literacy, technology skills, career/life skills, and cultural awareness as key skills. It provides examples of how these skills can be developed, such as thinking creatively, reasoning effectively, and collaborating with diverse teams. The document also stresses that 21st century teaching should incorporate cross-curricular connections, project-based learning, and collaborative environments to develop these skills in students.
The document discusses how Web 2.0 technologies can engage K-5 learners in an online environment. It notes that Common Core Standards emphasize information and media literacies and allowing students to access various resources, create in multiple media, and publish in new ways. It also mentions that AASL & ISTE Standards and the Partnership for 21st Century Skills focus on critical thinking, communication, collaboration, and creativity & innovation. Additionally, the document states that online assessments can have students read complex texts, complete research projects, and work with digital media while providing opportunities for classroom speaking and listening.
E-learning can take many forms and involves the use of technology to support learning. It can occur in classrooms, blended courses, online environments, or mediated distance education. E-learning has evolved from static websites and files to include learning management systems, e-portfolios, weblogs, wikis, and other collaborative tools. E-learning formats include tutorials, scenarios, simulations, and software simulations, and the pedagogical approach can range from teacher-centered to fully learner-centered.
Technology can positively impact student achievement in several ways:
1) It increases students' higher-order thinking and problem-solving skills through applications designed for specific content areas.
2) It provides more opportunities for student-centered instruction rather than teacher-centered.
3) It enhances the cognitive growth of both students and teachers when used as educational tools.
This document discusses how today's students, known as digital natives, think and learn differently than previous generations due to their constant exposure to technology from a young age. It notes they are adept at tasks like social networking and accessing information online. The document also outlines several theories about how students learn best, including constructivism, project-based learning, and connectivism, all of which emphasize hands-on, collaborative activities supported by technology connections. It concludes that schools face the challenge of employing these types of deeper learning approaches while also meeting standardization requirements.
Implementing TEL at DMU: University of Surrey Workshopguest71d301
My preso for the University of Surrey's second workshop on their VLE review. http://www2.surrey.ac.uk/cead/learningandteaching/vle-strategy/vleworkshop2/
The document discusses the current state of technology use in K-12 education in New York State. It notes that student computer use is limited, and that while connectivity is good, many teachers do not feel proficient in more advanced technology skills. It also finds a lack of coordination for innovative technology use across the state. The document proposes several initiatives to expand access to educational resources and professional development opportunities in order to better prepare students for the 21st century.
Horizon Project Introduction for StudentsJulie Lindsay
The document introduces The Horizon Project, a global collaborative project for classrooms to study emerging technologies and their potential impact on education. It identifies six key trends - user-created content, social networking, mobile phones, virtual worlds, new forms of scholarship, and educational gaming. For the project, students will be assigned to teams to study and produce content about one trend, including developing a wiki and individual multimedia artifacts. The goal is for students to envision how each trend could impact the future of education.
Social Software: The Age of Connection and the Connected LearnerAnne Bartlett-Bragg
Social software provides opportunities to enhance learning by reconnecting learners and humanizing online experiences. Early e-learning implementations focused on accessibility but ignored human interaction. Now, social software like instant messaging, blogs, wikis and social bookmarking allow learners to collaborate and develop social networks. This connects learners and changes learning from a product to a conversation, implying organizations should adapt software to learners' needs rather than forcing adaptation to software limitations.
The document discusses the role of technology in education and the use of Web 2.0 technologies in today's classrooms. It defines technology in education as facilitating e-learning through appropriate technological processes and resources. Technology provides a variety of tools that help students learn, including machines, hardware, systems, methods and techniques. Web 2.0 allows for collaboration, creation and sharing of information through easy-to-use websites and tools for presentations, videos, mobile access, communities and related links.
Basic Educational Technology Tools to MasterJohn Woodring
This presentation will help you define what educational technology tools you should master to make integrating technology more beneficial for your students. Also, there are tips on lesson planning that integrate technology.
The document discusses the role of technology in Education 3.0. It aims to enhance learning for all students through appropriate technology use, develop technology leaders, use technology as a catalyst for reform, and prepare teachers to lead technology integration and keep pace with changes. It proposes starting projects with questions and hypotheses, supervising students using a second language technology, reflecting on practices, analyzing data, and reporting results. Education 3.0 will utilize global, accessible, affordable platforms for universal enlightenment when technologies standardize and become smarter and easier to use.
The document discusses the importance of technological literacy for students in the 21st century. It defines technological literacy as having three dimensions: 1) knowledge of technology and its social contexts, 2) ways of thinking and problem-solving skills, and 3) technical competency. The document provides examples of how teachers can develop projects to enhance students' technological literacy by having them research real-world issues and use technology to gain a deeper understanding. Students should synthesize information, engage in problem-solving, and demonstrate their learning through technology-enriched products.
E-learning is transforming education from traditional classroom-based learning to an undefined venue where students can interact using various modalities anywhere and anytime. However, educational institutions face challenges in predicting how teaching and learning will evolve over the next 20 years and preparing for these changes. Effective management of e-learning requires leaders to have a vision for technology's role, provide professional development for staff, and overcome issues around funding, infrastructure, and resistance to change.
Using theories of change to evaluate information literacy initiatives Sheila Webber
Presented at the European Conference on Information Literacy, September 2021 by Dr Pamela McKinney and Sheila Webber
A video of this presentation is available at https://digitalmedia.sheffield.ac.uk/media/Using+Theories+of+Change+to+evaluate+Information+Literacy+initiatives/1_v1g05eav
The 21st Century Century Digital Learner and The 21st Century SkillsJanine Grace Dadap
The document discusses the skills needed for 21st century learners and how instruction needs to change to develop these skills. It identifies creativity, critical thinking, communication, collaboration and other skills as important for success. It recommends instruction incorporate projects, problem-solving, collaboration and technology. The role of teachers is also examined, with 21st century teachers described as adaptable, visionary, risk-taking learners and leaders who facilitate new styles of learning. The digital divide between natives and immigrants is also covered.
Connected Minds: Technology and Today's LearnerEduSkills OECD
OECD'S Centre for Educational Research and Innovation (CERI) Millennium Learners (NML) project the publication "Connected Minds: Technology and Today's Learners"
Reframing practice: integrating social software to enable informal learning.Anne Bartlett-Bragg
This document discusses using social software to enable informal learning in organizational contexts. It begins by explaining how social software applications like blogs, wikis and podcasts are being used to facilitate knowledge sharing and informal learning. However, implementing social software for informal learning faces challenges including organizational, individual and pedagogical inhibitors. The document provides examples of these inhibitors and argues that educators need to adopt a Mode 3 teaching approach that guides informal learning through social software rather than more formal pedagogical models. Overall, the document analyzes how social software can support informal workplace learning but also identifies issues that must be addressed for its effective implementation.
foedumed: The Goal of Technology Literacy 19-16Aftabalisurhio
This document discusses technology literacy and its importance for students. It defines technology literacy as the ability to use technology to communicate, solve problems, access and evaluate information to improve learning. It outlines standards for technology literacy that involve skills like creative and innovation, communication, research, critical thinking and digital citizenship. The document explains that technology literacy is now more important as students need to process large amounts of information and identify and solve problems using technology.
This document summarizes an article from the June 2012 issue of Training & Development magazine. The article discusses how social media is becoming integral to how organizations communicate, engage employees, and do business. It is shifting the nature of work and how effectively organizations adopt social technologies will impact their ability to adapt. The role of learning and development practitioners is changing from classroom-focused trainers to facilitators of informal, social, mobile learning opportunities. Practitioners must embrace new technologies and learning models to remain relevant and help organizations and employees navigate these disruptive changes.
This document discusses digital skills and the skills needed for 21st century teachers. It divides digital skills into digital technical skills and digital information processing skills. Digital technical skills include using digital systems, software applications, and security measures. Digital information processing skills include accessing, communicating, and organizing digital information. These skills can be developed to basic, intermediate, or advanced levels. The document also lists 33 digital skills that every 21st century teacher should possess, such as creating digital content, using social media, and exploiting digital tools for assessments and collaboration.
Technology, didactics, content: The triad of discourse learningNiels Pflaeging
This document discusses the importance of combining technology, didactics, and content for effective organizational learning. It notes that while many learning technologies focus on individual knowledge transmission, complex problems require collaboration and shared understanding. True impact comes from coupling knowledge with mastery and application through learning opportunities based on social interaction and discourse. For organizational learning to develop high impact and do so quickly, an integrated triad of technology, learning methods (didactics), and subject matter (content) is needed. A one-sided focus on technology alone risks limiting its impact to entertainment and single events rather than sustainable learning and pattern change.
The 21st century digital learner and 21st century teachergem1989
The document discusses the skills needed for success in the 21st century. It notes that the Digital Age has led to unprecedented growth in technology and information. Common 21st century skills identified include creativity, problem solving, communication, collaboration, information management, technology use, career skills, cultural awareness, and integrating skills with content. The document also discusses the role of teachers in facilitating 21st century learning, including being adaptable, taking risks, modeling behaviors, and ensuring resources and curricula support technology integration.
Forum on the use of social media in the university classroomalex bal
The document discusses the use of social media in education. It notes that social media has become an extension of students' social lives and is a familiar platform for collaboration. The document proposes using scaffolding and constructionist approaches to integrate social media skills into pedagogy and curriculum. This includes developing learning networks that bridge the knowledge and communication norms of teachers and students. Examples are given of potential scaffolding activities like researching social media platforms or creating blogs and videos to enhance skills like digital citizenship, collaboration and critical thinking.
Technology can positively impact student achievement in several ways:
1) It increases students' higher-order thinking and problem-solving skills through applications designed for specific content areas.
2) It provides more opportunities for student-centered instruction rather than teacher-centered.
3) It enhances the cognitive growth of both students and teachers when used as educational tools.
This document discusses how today's students, known as digital natives, think and learn differently than previous generations due to their constant exposure to technology from a young age. It notes they are adept at tasks like social networking and accessing information online. The document also outlines several theories about how students learn best, including constructivism, project-based learning, and connectivism, all of which emphasize hands-on, collaborative activities supported by technology connections. It concludes that schools face the challenge of employing these types of deeper learning approaches while also meeting standardization requirements.
Implementing TEL at DMU: University of Surrey Workshopguest71d301
My preso for the University of Surrey's second workshop on their VLE review. http://www2.surrey.ac.uk/cead/learningandteaching/vle-strategy/vleworkshop2/
The document discusses the current state of technology use in K-12 education in New York State. It notes that student computer use is limited, and that while connectivity is good, many teachers do not feel proficient in more advanced technology skills. It also finds a lack of coordination for innovative technology use across the state. The document proposes several initiatives to expand access to educational resources and professional development opportunities in order to better prepare students for the 21st century.
Horizon Project Introduction for StudentsJulie Lindsay
The document introduces The Horizon Project, a global collaborative project for classrooms to study emerging technologies and their potential impact on education. It identifies six key trends - user-created content, social networking, mobile phones, virtual worlds, new forms of scholarship, and educational gaming. For the project, students will be assigned to teams to study and produce content about one trend, including developing a wiki and individual multimedia artifacts. The goal is for students to envision how each trend could impact the future of education.
Social Software: The Age of Connection and the Connected LearnerAnne Bartlett-Bragg
Social software provides opportunities to enhance learning by reconnecting learners and humanizing online experiences. Early e-learning implementations focused on accessibility but ignored human interaction. Now, social software like instant messaging, blogs, wikis and social bookmarking allow learners to collaborate and develop social networks. This connects learners and changes learning from a product to a conversation, implying organizations should adapt software to learners' needs rather than forcing adaptation to software limitations.
The document discusses the role of technology in education and the use of Web 2.0 technologies in today's classrooms. It defines technology in education as facilitating e-learning through appropriate technological processes and resources. Technology provides a variety of tools that help students learn, including machines, hardware, systems, methods and techniques. Web 2.0 allows for collaboration, creation and sharing of information through easy-to-use websites and tools for presentations, videos, mobile access, communities and related links.
Basic Educational Technology Tools to MasterJohn Woodring
This presentation will help you define what educational technology tools you should master to make integrating technology more beneficial for your students. Also, there are tips on lesson planning that integrate technology.
The document discusses the role of technology in Education 3.0. It aims to enhance learning for all students through appropriate technology use, develop technology leaders, use technology as a catalyst for reform, and prepare teachers to lead technology integration and keep pace with changes. It proposes starting projects with questions and hypotheses, supervising students using a second language technology, reflecting on practices, analyzing data, and reporting results. Education 3.0 will utilize global, accessible, affordable platforms for universal enlightenment when technologies standardize and become smarter and easier to use.
The document discusses the importance of technological literacy for students in the 21st century. It defines technological literacy as having three dimensions: 1) knowledge of technology and its social contexts, 2) ways of thinking and problem-solving skills, and 3) technical competency. The document provides examples of how teachers can develop projects to enhance students' technological literacy by having them research real-world issues and use technology to gain a deeper understanding. Students should synthesize information, engage in problem-solving, and demonstrate their learning through technology-enriched products.
E-learning is transforming education from traditional classroom-based learning to an undefined venue where students can interact using various modalities anywhere and anytime. However, educational institutions face challenges in predicting how teaching and learning will evolve over the next 20 years and preparing for these changes. Effective management of e-learning requires leaders to have a vision for technology's role, provide professional development for staff, and overcome issues around funding, infrastructure, and resistance to change.
Using theories of change to evaluate information literacy initiatives Sheila Webber
Presented at the European Conference on Information Literacy, September 2021 by Dr Pamela McKinney and Sheila Webber
A video of this presentation is available at https://digitalmedia.sheffield.ac.uk/media/Using+Theories+of+Change+to+evaluate+Information+Literacy+initiatives/1_v1g05eav
The 21st Century Century Digital Learner and The 21st Century SkillsJanine Grace Dadap
The document discusses the skills needed for 21st century learners and how instruction needs to change to develop these skills. It identifies creativity, critical thinking, communication, collaboration and other skills as important for success. It recommends instruction incorporate projects, problem-solving, collaboration and technology. The role of teachers is also examined, with 21st century teachers described as adaptable, visionary, risk-taking learners and leaders who facilitate new styles of learning. The digital divide between natives and immigrants is also covered.
Connected Minds: Technology and Today's LearnerEduSkills OECD
OECD'S Centre for Educational Research and Innovation (CERI) Millennium Learners (NML) project the publication "Connected Minds: Technology and Today's Learners"
Reframing practice: integrating social software to enable informal learning.Anne Bartlett-Bragg
This document discusses using social software to enable informal learning in organizational contexts. It begins by explaining how social software applications like blogs, wikis and podcasts are being used to facilitate knowledge sharing and informal learning. However, implementing social software for informal learning faces challenges including organizational, individual and pedagogical inhibitors. The document provides examples of these inhibitors and argues that educators need to adopt a Mode 3 teaching approach that guides informal learning through social software rather than more formal pedagogical models. Overall, the document analyzes how social software can support informal workplace learning but also identifies issues that must be addressed for its effective implementation.
foedumed: The Goal of Technology Literacy 19-16Aftabalisurhio
This document discusses technology literacy and its importance for students. It defines technology literacy as the ability to use technology to communicate, solve problems, access and evaluate information to improve learning. It outlines standards for technology literacy that involve skills like creative and innovation, communication, research, critical thinking and digital citizenship. The document explains that technology literacy is now more important as students need to process large amounts of information and identify and solve problems using technology.
This document summarizes an article from the June 2012 issue of Training & Development magazine. The article discusses how social media is becoming integral to how organizations communicate, engage employees, and do business. It is shifting the nature of work and how effectively organizations adopt social technologies will impact their ability to adapt. The role of learning and development practitioners is changing from classroom-focused trainers to facilitators of informal, social, mobile learning opportunities. Practitioners must embrace new technologies and learning models to remain relevant and help organizations and employees navigate these disruptive changes.
This document discusses digital skills and the skills needed for 21st century teachers. It divides digital skills into digital technical skills and digital information processing skills. Digital technical skills include using digital systems, software applications, and security measures. Digital information processing skills include accessing, communicating, and organizing digital information. These skills can be developed to basic, intermediate, or advanced levels. The document also lists 33 digital skills that every 21st century teacher should possess, such as creating digital content, using social media, and exploiting digital tools for assessments and collaboration.
Technology, didactics, content: The triad of discourse learningNiels Pflaeging
This document discusses the importance of combining technology, didactics, and content for effective organizational learning. It notes that while many learning technologies focus on individual knowledge transmission, complex problems require collaboration and shared understanding. True impact comes from coupling knowledge with mastery and application through learning opportunities based on social interaction and discourse. For organizational learning to develop high impact and do so quickly, an integrated triad of technology, learning methods (didactics), and subject matter (content) is needed. A one-sided focus on technology alone risks limiting its impact to entertainment and single events rather than sustainable learning and pattern change.
The 21st century digital learner and 21st century teachergem1989
The document discusses the skills needed for success in the 21st century. It notes that the Digital Age has led to unprecedented growth in technology and information. Common 21st century skills identified include creativity, problem solving, communication, collaboration, information management, technology use, career skills, cultural awareness, and integrating skills with content. The document also discusses the role of teachers in facilitating 21st century learning, including being adaptable, taking risks, modeling behaviors, and ensuring resources and curricula support technology integration.
Forum on the use of social media in the university classroomalex bal
The document discusses the use of social media in education. It notes that social media has become an extension of students' social lives and is a familiar platform for collaboration. The document proposes using scaffolding and constructionist approaches to integrate social media skills into pedagogy and curriculum. This includes developing learning networks that bridge the knowledge and communication norms of teachers and students. Examples are given of potential scaffolding activities like researching social media platforms or creating blogs and videos to enhance skills like digital citizenship, collaboration and critical thinking.
This document discusses the skills and characteristics needed for 21st century learners and educators. It identifies key skills like creativity, critical thinking, communication, collaboration and information literacy. It emphasizes the need for educators to adapt instruction, integrate technology, use project-based learning and focus on real-world applications. Successful 21st century educators adopt new technologies, have a vision for their potential, collaborate with others, take risks, engage in lifelong learning, communicate effectively and model desired behaviors. They facilitate 21st century learning by ensuring access to resources, developing their own and students' skills, and designing dynamic, student-centric curricula that integrate technology meaningfully.
The document discusses 21st century skills, which are broad skills deemed necessary for students to succeed in today's world. It identifies 13 categories of 21st century skills, including critical thinking, communication, creativity, collaboration, and information/media literacy. The document then provides more detailed descriptions and sub-skills for four core 21st century skill areas: learning and innovation skills (critical thinking, communication, collaboration, creativity), life and career skills, and information, media and technology skills. It emphasizes that 21st century skills should be taught across disciplines to help students thrive in today's complex world.
The document discusses the changing definition of literacy and skills needed for students in the 21st century. It emphasizes the importance of developing digital citizenship skills and 21st century literacy skills across various content areas. These include skills like critical thinking, communication, collaboration, and using technology for research and communication. The document also provides definitions and discussions of key aspects of digital citizenship like digital etiquette, rights and responsibilities, communication, and literacy.
The document discusses the skills needed for 21st century learners. It identifies creativity, critical thinking, communication, collaboration, information management, technology use, career/life skills, and cultural awareness as key skills. It provides details on the components of each skill. Instruction should incorporate authentic real-world projects, technology, collaboration, and higher-order thinking to develop these skills in students and prepare them for the future.
The document discusses key skills and competencies needed for the 21st century such as critical thinking, collaboration, adaptability, communication skills, and accessing and analyzing information. It mentions Tony Wagner's "Seven Survival Skills" and discusses the need for systemic changes in schools and classrooms to help students develop these skills. It also discusses concepts like personal learning networks, rethinking pedagogy, strength-based learning, passion-based learning, educational technology integration models, and developing communities of practice.
This document discusses using technology to create professional learning opportunities. It introduces BLEND, an approach to bring learning environments into new directions by capitalizing on technologies to allow professionals to communicate, collaborate, and reflect. The agenda covers standards and frameworks for technology skills, and examines how tools like wikis, virtual worlds and video conferencing can support blended learning models that integrate synchronous, asynchronous and immersive learning opportunities. Challenges in preparing students for the future and developing digital media literacy are also addressed.
Using Technology to Create Professional Learning OpportunitiesAndrea Tejedor
This document discusses using technology to create professional learning opportunities. It introduces BLEND, an approach to bring learning environments into new directions by capitalizing on technologies to allow professionals to communicate, collaborate, and reflect. The agenda covers standards and frameworks for technology skills, and examines how tools like wikis, virtual worlds and video conferencing can support blended learning models that integrate synchronous, asynchronous and immersive learning opportunities. Challenges in preparing students for the future and developing digital media literacy are also addressed.
The document discusses the changing definition of literacy and skills needed for students in the 21st century. It emphasizes the importance of digital literacy, online collaboration, and using technology as a tool for learning and communication. Skills like critical thinking, communication, and problem solving are emphasized as important for students and preparing them for the modern workforce. The document provides examples of online tools and resources that can be used to develop these skills through collaborative activities.
This document discusses technology integration in education. It defines the role of technology integrationists and outlines a vision for empowering students to be creators, communicators, collaborators, problem solvers, and ethical decision makers. It advocates that curriculum and student needs should drive technology use. The document also discusses increasing the complexity of technology skills and how integrating technology effectively can make it disappear as a focus and instead emphasize cognitive development. Assessment of technology-integrated projects should focus first on curriculum and include rubric areas for technology skills, collaboration, and problem solving.
21st Century Digital Learners and TeachersElma Osana
The document discusses 21st century digital learners and teachers. It identifies key skills for digital learners, including creativity, critical thinking, communication, collaboration, and information/technology literacy. It also discusses how these skills should be integrated with content. For teachers, it outlines characteristics of a 21st century educator, including being an adaptor, visionary, collaborator, risk-taker, learner, communicator, model, and leader. Teachers must help students develop 21st century skills while adapting instruction and using technology appropriately.
The document discusses skills and approaches needed for 21st century learning, including critical thinking, collaboration, adapting to change, effective communication, analyzing information, and being curious. It also discusses using technology in teaching, focusing on how it can support learning rather than just being added on. Key ideas are designing curriculum, honoring creativity, repurposing technology for innovation, and seeing oneself as a curriculum designer.
The 21st Century Century Digital Learner and The 21st Century SkillsJanine Grace Dadap
The document discusses the skills needed for 21st century learners and teachers in a digital world. It identifies key skills like creativity, critical thinking, communication and collaboration. Effective instruction incorporates project-based learning, technology tools, collaboration and assessments. Teachers must adapt to this changing landscape by taking risks, leading innovation and facilitating 21st century skills through their resources, pedagogy and curriculum. The digital divide exists between digital natives comfortable with technology and digital immigrants who see technology as foreign, but many have become enthusiastic adopters.
The document discusses the skills needed for the 21st century, including creativity, critical thinking, communication, collaboration, information management, technology use, career/life skills, and cultural awareness. It emphasizes integrating these skills with core content through authentic projects, collaboration, metacognition, technology use, problem-solving, and developing self-directed learners. To prepare students, instruction should incorporate varied activities, technology, project-based learning, cross-curricular connections, inquiry, collaborative environments, and visualization.
The document discusses the skills needed for the 21st century learner and describes how instruction should change to prepare students. It identifies 8 key skills: creativity, critical thinking, communication, collaboration, information management, technology use, career/life skills, and cultural awareness. Instruction should incorporate real-world problems, deep understanding, collaboration, visualization, formative assessment, and technology integration. The 21st century teacher is described as an adaptor, visionary, collaborator, risk-taker, learner, communicator, model, and leader who facilitates learning with resources, skills, and curriculum focused on 21st century skills.
The document discusses challenges and opportunities for educators in the digital age. It notes that today's learners are digital natives who are collaborative and co-creators of content. However, many educators remain "digital immigrants" who are more independent and single-source dependent. It emphasizes the need for educators to engage learners both in-person and online, and to participate in advanced pedagogical discussions. The document also outlines pressures like technological changes that are influencing educational design and the transition to more social models of learning.
The document provides an overview of a presentation on educational technology in Reading Public Schools. It discusses the differences between educational technology and technology education. It outlines the current state of educational technology and future planning. It also discusses 21st century skills and standards, including the Partnership for 21st Century Skills framework and Massachusetts' recommended K-12 technology literacy standards.
This document discusses educational technology and its role in the classroom. It covers how technology can be used as a tool to enhance the teaching and learning process. Specifically, it discusses how technology can be used to develop critical thinking skills through activities like reflection, discussion forums, small group work, and digital storytelling. It also covers the evolution of technologies in education and how teachers can leverage technology as an information, communication, constructive, co-constructive, and situating tool. The key takeaway is that while technology is continually advancing, its purpose in education is to improve student learning outcomes and prepare them for today's digital world.
Similar to New Communication Tech and Work Literacy Presentation (20)
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.