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Posts tagged ‘K through 12’

Personalizing Learning with Technology in 2012

 

OK- so I know I’ve been posting quite a few infographics lately, but I’ve just been finding some really cool ones that give all kinds of information about technology in education today.  I’ve been known to not have the longest attention span, so I think sometimes instead of reading a lengthy article, I just prefer looking at an infographic that is full of thought-provoking statistics.  Call me lazy.  Anyway, check out the infographic below.  It takes a look at technology for students, used both in and out of school, from the points of view of the students, the parents, and even the administrators.

This infographic was found at http://www.tomorrow.org/speakup/2012_PersonalizedLearning.html.

Infograph displaying the results of personalized learning.

 

What’s Your School’s Technology Strategy?

 

I have been doing all kinds of research on technology in the classroom since I’ve started this blog, and then today, I came across the graph below, and it made me a little sad.  The benefits of technology for both teachers and students are overwhelming.  So, the fact that 53% of the readers surveyed said that their school districts basically don’t have a strategy in place for technology just seems so unfathomable to me.  I guess I should be happy that the other 49% (why don’t these numbers add up to 100?), are making progress!

This graph was found at http://www.techlearning.com/article/52696

 

The Wonders Created by Using Technology in Education

I came across this amazing article, and I just had to share it.  It’s written by Dr Termit Kaur Ranjit Singh, a senior lecturer at the School of Educational Studies in Universiti Sains Malaysia (USM).  She really seems to understand the overall need for technology in the classroom.  Her explanations of the benefits of technology for both students and teachers goes on and on, and I believe she’s really got an amazing grasp on just how educators should use technology in  the classroom.  Anyway, I think it’s very well-written and informative, and I hope you’ll take a look!

Turn on the light

By DR TERMIT KAUR RANJIT SINGH

Like flipping on a switch in a dark room, the right use of technology in education can do wonders to produce great minds and holistic individuals.

OBSERVING a trainee teacher teaching during her practicum one day, got me thinking again on how schools and teaching have hardly changed. From the time I was in school many decades ago, till this day and age where everything is going “e”, teaching has yet to embark on real change.

When my trainee teacher took out her laptop, connected it to the projector, and started her PowerPoint presentation, I was glad to see how she used a simple application and made it “powerful” from the very start of her class.

Her induction set incorporated music, attracted her students and got them all interested. She then went online to explain a concept for her lesson that day. “Wow!” I thought, “Now that’s something!”

The students were engaged in the lesson which was conducted in a more interesting manner than the usual chalk and talk method.

Active engagement

Effective technology integration must happen across the curriculum in ways that research shows can deepen and enhance the learning process.

In particular, it must support four key components of learning: active engagement, participation in groups, frequent interaction and feedback, and connection to real-world experts.

Effective technology integration is achieved when the use of technology is routine and transparent and when technology supports curricular goals.

Technology changes the way teachers teach, offering educators effective ways to reach different types of learners and assess student understanding through multiple means. It also enhances the relationship between teacher and student.

When technology is effectively integrated into subject areas, teachers grow into roles of adviser, content expert, and coach.

Technology helps make teaching and learning more meaningful and fun.

The myriad resources of the online world also provide classrooms with more interesting, diverse, and current learning materials.

The Web connects students to experts in the real world and provides numerous opportunities for expressing understanding through images, sound, and text.

New tech tools for visualising and modelling, especially in the sciences, offer students ways to experiment and observe phenomenon and view results in graphic ways that aid in understanding.

As an added benefit, with technology tools and a project-learning approach, students are more likely to stay engaged and on task, reducing behavioural problems in the classroom.

Intellectual challenge

Technology is ubiquitous, touching almost every part of our lives, our communities, our homes. Yet most schools lag far behind when it comes to integrating technology into classroom learning.

Many are just beginning to explore the true potential technology offers for teaching and learning.

Properly used, technology will help students acquire the skills they need to survive in a complex, highly technological, knowledge-based economy.

Integrating technology into classroom instruction means more than teaching basic computer skills and software programs in a separate computer class.

Technology-enabled project learning is the new plus ultra of classroom instruction.

Learning through projects that are equipped with technology tools allows students to be challenged intellectually, while giving them a realistic snapshot of what the modern office looks like.

Through projects, students acquire and refine their analysis and problem-solving skills as they work individually and in teams to find, process, and synthesise information they have found online.

New role for teachers

Technology use in teaching and learning may also make some assessment methods redundant. Low level (factual) knowledge for example, has been traditionally tested by the use of multiple choice questions.

In an ICT environment, online tests can easily be used, which instantly provide the teacher with a wide range of information associated with the learner’s score.

There are various technological tools that are available in assisting teachers with this task.

Comparisons of previous scores and dates of assessment, for example, will indicate a student’s progress, and each student can be allocated an individual report database stored in electronic format into which each successive test’s results can be entered automatically.

This means we can make do without reports and put all information online instead.

Teachers can also pick up on the creative use of Internet technology and put the blog to work in the classroom.

The education blog can be a powerful and effective technology tool for students and teachers alike.

The role of the teacher must change because using technology in teaching will cause certain teaching resources to become obsolete.

For example, the use of overhead projectors and chalkboards may no longer be necessary if all learners have access to the same networked resource on which the teacher is presenting information.

The role of the teacher must change in the sense that it is no longer sufficient for teachers merely to impart content knowledge.

Instead, it is crucial for teachers to encourage critical thinking skills, promote information literacy, and nurture collaborative working practices to prepare students for a new world in which no job is guaranteed for life, and where people switch careers several times.

It is our responsibility as teachers to produce holistic individuals who are ready to face the real world, a world full of challenges.

Aladdin’s lamp

Teachers must begin to reappraise the methods by which they meet children’s learning needs and match curriculum to the requirements of human thought.

The Internet can be an excellent way to adapt information to meet the characteristics of human information processing.

Traditional methods of imparting knowledge, such as lectures, books and this conference paper, are characterised by a linear progression of information.

Human minds are more adaptable than this, using non-linear strategies for problem-solving, representation and the storage and retrieval of information.

Technology encourages teachers to take on new and expanded roles, both inside and outside of the classroom.

The teacher assumes the role of coach or facilitator while students work.

Outside of the classroom, technology supports teacher collaboration.

Instead of working in isolation, teachers can work together on school wide programmes.

They can help find solutions to problems and act as peer advisors to provide information and feedback.

Technology if harnessed properly can play the role of “Aladdin’s lamp” in teaching.

For children with special needs, like hearing impairment, I believe you cannot proceed much in providing meaningful education without the use of technology.

As for other cases also, I believe a good teacher cannot materialise his or her brilliant ideas for creating learning experiences without technology.

For example, with a digital camera and the Internet it is possible to cover a wide spectrum of experiences at the global level, something which cannot be done via verbal and routine non-verbal methods and through textbooks within the walls of a classroom.

The bottom line

One may argue that you need to have your own ideas before using technology. Though this is true to some extent, by using the Internet you can find ideas to teach certain topics and thus supplement the planning process.

Thus technology can be a good servant in the planning and execution of teaching. Just have a clear vision and information on what prevalent technology can do, and its limitations.

Technology as an enhancement is as important as light is to a dark room.

Technology integration is not education in itself. However, technology is the light for our current times. Applied in the right way it will help in the education process to produce great minds and holistic individuals.

The writer is a senior lecturer at the School of Educational Studies in Universiti Sains Malaysia (USM). Her main interest in research is in the area of ICT in Education and the use of Peer Coaching in technology integration in teaching and learning. Her most recent achievement is a Gold Medal in the Malaysian Technology Expo 2011 for creating a courseware using the SmartBoard. She is currently working on the development of an Interactive Teaching and Learning Lab in USM.

This article was found at http://thestar.com.my/education/story.asp?file=/2012/7/8/education/11458494&sec=education.

Interactive Whiteboards Taking Over Classrooms

Obviously, I’m a fan of interactive whiteboards in the classroom (especially eBeam products), but even I was pretty astounded when I read some of the statistics listed in the following article.  So, Simba Information, a market research company, found that interactive whiteboards are used in “29.5% of K-12 classrooms for at least 5.1 hours a day”, and “IWBs were found to have the most penetration of any recent tech device, with an average usage of over 70% in all major subject areas in elementary schools”!  Very cool!  It really makes me happy to hear that IWBs are being used so often in the classroom.  The benefits that IWBs provide for both teachers and students is incredible, and I believe that eBeam provides the very best in interactive whiteboard technology.  So, check out the following article and then visit our website at www.ebeamrocks.com.

This article was found at http://www.marketwire.com/press-release/interactive-whiteboards-used-295-classrooms-at-least-51-hours-day-simba-information-1644218.htm

Interactive Whiteboards Used in 29.5% of Classrooms for At Least 5.1 Hours a Day: Simba Information

STAMFORD, CT–(Marketwire – Apr 16, 2012) – Publishing forecast firm Simba Information revealed interactive whiteboards (IWBs) were used in 29.5% of K-12 classrooms for at least 5.1 hours a day. In a recent report by the publisher, IWBs were found to have the most penetration of any recent tech device, with an average usage of over 70% in all major subject areas in elementary schools.

IWBs were reported to have had a significant impact on student achievement by 60.7% of respondents in an MCH Strategic Data survey. According to the report, almost as many teachers reported using IWBs for more than 5.1 hours a day as those who reported using them for less than 3 hours a day. “The biggest difference between our 2009 study and this report is the increased use of technology in the classroom,” said Kathy Mickey, senior analyst for Simba Information. “It’s becoming a norm that devices are used throughout the school day.”

IWBs are being used in all major subject areas, with the highest use in mathematics followed by reading/ELA, according to the report. IWBs are the leading new device and have become a tool for connecting educators to other new devices, such as clickers, tablets, smartphones, MP3 players and others. They are followed by desktop computers, laptops and projectors which have been around in schools much longer.

“Interactive Whiteboards have become a fixture in classrooms and are being used more by educators,” said Mickey. “They have helped spur the use of a spectrum of devices by enabling users to gain comfort with technology.”

The Simba Information report, “K-12 Tech Tools and Trends 2012,” is built around an MCH Strategic Data survey sent out to school district educators, administrators and technology directors who are responsible for implementing technology in the classroom. The report covers a plethora of devices, including interactive whiteboards, projectors, document cameras, desktop computers, laptop/netbook computers, tablet computers/iPads, eReaders, MP3 players/iPods, smartphones and student response systems/clickers. It reveals which technology tools are being deployed in the classroom, how much time is spent using them, and where the digital curriculum being used comes from. It also gives an insider’s look at the funding environment and the factors influencing purchasing decisions.

About Simba Information:
Simba Information is widely recognized as the authority for market intelligence in the media and publishing industries. Its extensive information network delivers top quality, independent perspectives on the people, events and alliances shaping the industry. Simba routinely assists clients and the press with publishing and media industry analysis.

Interactive Whiteboards Discussed by the Experts

I found the following article to be very interesting because even though the comments are from experts from different companies and fields, their comments still seemed comparable.  I am a little disappointed that there weren’t any expert comments from anyone associated with Luidia, but it’s still a good article.  After reading both the concerns and upcoming trends in interactive whiteboards, I believe that Luidia is definitely moving in the right direction to provide outstanding technology that’s easy to manipulate.  Check out our website for more information on Luidia’s eBeam technology… http://www.ebeamrocks.com/.

The following article was found at  http://www.k-12techdecisions.com/article/interactive_whiteboard_experts_identify_best_practices_pain_points_and_upco.

Interactive Whiteboard Experts Identify Best Practices, Pain Points, and Upcoming Trends

Find out what you need to know about IWBs before you go all in.

By Leslie O’Neill

April 04, 2012

What are your top best practices for choosing and using interactive white boards?

“Practice with the IWB before you apply it in a professional setting.” – Philip Leimbach, User Support Analyst III, University of New Mexico

“Save and distribute electronic notes from meetings. Enable active collaboration in meetings. Encourage delegate participation in training sessions.” – Kevin Donaghy, Director, Virtual Channel Ltd

“Understand how IWBs can enhance your product or service. Compare available products to determine which best helps your business. Consider also the support you will get.” – Mark Madigan, President and CEO, IT Cadre

What are the most significant pain points you’ve experience with interactive white boards?

“Lack of use! The fear it instills in the faculty.” – Philip Leimbach, User Support Analyst III, University of New Mexico

“Users who don’t know how to use the board get frustrated and don’t use it. Ink-aware features can be erratic and may not work effectively. Users who have not been trained on using the software will only use it as a projection board, which makes it a very expensive projection board.” – Kevin Donaghy, Director, Virtual Channel Ltd

“Complicated proprietary operating systems. Multiple platforms for operating systems within the same [school] district. Lack of material or skill to create material.” – Todd Deluca, President and CEO, Aegom Interactive, Inc.

What are the top trends you foresee in the interactive white board space in the near future?

“Web-based software for IWBs to make use of flexible learning, cloud storage capabilities, and access to most current updates.” – Lisa Williams, Teaching and Learning Specialist, Mimio

“Companies will start to use this technology outside of the meeting room to collaborate with suppliers, colleagues, and customers using the SMART Bridgit software and video conferencing. Students coming out of schools and universities will be used to touch technology, and utilization will increase. More players will enter the market and the key differentiator will not be the boards, but the software supplied with them.” – Kevin Donaghy, Director, Virtual Channel Ltd

“A move from sensitive media for whiteboards to motion-sensing input. Cloud-based content. Inter-brand compatibility.” – Todd Deluca, President and CEO, Aegom Interactive, Inc.

“Larger displays, more flexible configurations, and better integration with software products.” – Mark Madigan, President and CEO, IT Cadre
How can colleges and universities get the most out of their investments in interactive whiteboards?

“Schools should rely on as many web-based resources as possible. Even if there is a membership fee, it is usually cost effective. Schools have to invest in professional development for technology integration.” – Lisa Williams, Teaching and Learning Specialist, Mimio

“Don’t buy equipment that your faculty will not buy into.” – Philip Leimbach, User Support Analyst III, University of New Mexico

“Train users how to use them effectively. Invest in remote collaboration software and video Conferencing, and meetings will be more productive, reducing travel costs and timescales to make decisions.” – Kevin Donaghy, Director, Virtual Channel Ltd

“Provide content or teach the teachers to create content. Buy an IWB based on flexibility with content sources and ease in creating content. Make sure there is regular support available to the teachers to use and create content.” – Todd Deluca, President and CEO, Aegom Interactive, Inc.

Learning in the 21st Century

As I’ve been researching the awesome eBeam and all the benefits that it can provide, I’ve truly had my eyes opened to the extreme importance of technology in the classroom today.  I believe that interactive whiteboards, specifically the eBeam, are amazing tools for all classrooms, but providing a variety of technological tools just encourages more students to be involved and intrigued in different ways.  With all of the teaching tools available today, I believe that we are really creating a challenge for teachers to take advantage of some of the new technology, and to “blow our students’ minds”.  That being said, I found the following video on youtube and thought it was pretty cool.  Take a look!

Free Interactive Whiteboard Resources

The following link is an awesome resource for teachers looking for new ways to use their interactive whiteboard in their classroom.  All of the resources are free, and they provide some great ideas for interactive classroom lessons!

http://www.teachhub.com/free-interactive-whiteboard-resources

This link also comes from an awesome website for teachers, http://www.teachhub.com/.  It has all kinds of lessons and teaching tools, as well as teacher recommendations, and education news.  Definitely worth taking a look at!