Technology Rich Innovative Learning Environments
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Integrating Technology with Student-Centered Learning
integrating technology with student-centered learning A REPORT TO THE NELLIE MAE EDUCATION FOUNDATION Prepared by Babette Moeller & Tim Reitzes | July 2011 www.nmefdn.org 1 acknowledgements We thank the Nellie Mae Education Foundation (NMEF) for the grant that supported the preparation of this report. Special thanks to Eve Goldberg for her guidance and support, and to Beth Miller for comments on an earlier draft of this report. We thank Ilene Kantrov for her contributions to shaping and editing this report, and Loulou Bangura for her help with building and managing a wiki site, which contains many of the papers and other resources that we reviewed (the site can be accessed at: http://nmef.wikispaces.com). We are very grateful for the comments and suggestions from Daniel Light, Shelley Pasnik, and Bill Tally on earlier drafts of this report. And we thank our colleagues from EDC’s Learning and Teaching Division who shared their work, experiences, and insights at a meeting on technology and student-centered learning: Harouna Ba, Carissa Baquarian, Kristen Bjork, Amy Brodesky, June Foster, Vivian Gilfroy, Ilene Kantrov, Daniel Light, Brian Lord, Joyce Malyn-Smith, Sarita Pillai, Suzanne Reynolds-Alpert, Deirdra Searcy, Bob Spielvogel, Tony Streit, Bill Tally, and Barbara Treacy. Babette Moeller & Tim Reitzes (2011) Education Development Center, Inc. (EDC). Integrating Technology with Student-Centered Learning. Quincy, MA: Nellie Mae Education Foundation. ©2011 by The Nellie Mae Education Foundation. All rights reserved. The Nellie Mae Education Foundation 1250 Hancock Street, Suite 205N, Quincy, MA 02169 www.nmefdn.org 3 Not surprising, 43 percent of students feel unprepared to use technology as they look ahead to higher education or their work life. -
Leveraging the Private Sector to Improve Primary School Enrolment
Leveraging the Private Sector to Improve Primary School Enrolment: Evidence from a Randomized Controlled Trial in Pakistan 1 (November 2013) [PRELIMINARY AND INCOMPLETE — DO NOT DISTRIBUTE] Felipe Barrera-Osorio (Harvard, Graduate School of Education) David S. Blakeslee (Columbia University) Matthew Hoover (RAND) Leigh L. Linden (University of Texas at Austin, BREAD, J-PAL, IPA, IZA, NBER) Dhushyanth Raju (The World Bank) Stephen Ryan (University of Texas at Austin) Abstract: We evaluate the effects of publicly funded private primary schools on child enrollment in a sample of 199 villages in 10 underserved districts of rural Sindh province, Pakistan. The program is found to significantly increase child enrollment, which increases by 30 percentage points in treated villages. There is no overall differential effect of the intervention for boys and girls, due to similar enrollment rates in control villages. We find no evidence that providing greater financial incentives to entrepreneurs for the recruitment of girls leads to a greater increase in female enrollment than does an equal compensation scheme for boys and girls. Test scores improve dramatically in treatment villages, rising by 0.67 standard deviations relative to control villages. !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! 1 We are deeply grateful to Mariam Adil and Aarij Bashir of The World Bank for their valuable insights in the design of the survey and their crucial support in its implementation. ! 1! I. Introduction The promotion of universal primary education is an important policy priority, as reflected in such initiatives as the Millennium Development Goals and the Education for All movement. Considerable progress has been made in recent years in raising primary education levels; nonetheless, low enrollment levels persist in regions such as Sub- Saharan Africa, West and Southwestern Asia, and South Asia (Hausmann et al., 2012). -
EDUCATION in CHINA a Snapshot This Work Is Published Under the Responsibility of the Secretary-General of the OECD
EDUCATION IN CHINA A Snapshot This work is published under the responsibility of the Secretary-General of the OECD. The opinions expressed and arguments employed herein do not necessarily reflect the official views of OECD member countries. This document and any map included herein are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area. Photo credits: Cover: © EQRoy / Shutterstock.com; © iStock.com/iPandastudio; © astudio / Shutterstock.com Inside: © iStock.com/iPandastudio; © li jianbing / Shutterstock.com; © tangxn / Shutterstock.com; © chuyuss / Shutterstock.com; © astudio / Shutterstock.com; © Frame China / Shutterstock.com © OECD 2016 You can copy, download or print OECD content for your own use, and you can include excerpts from OECD publications, databases and multimedia products in your own documents, presentations, blogs, websites and teaching materials, provided that suitable acknowledgement of OECD as source and copyright owner is given. All requests for public or commercial use and translation rights should be submitted to [email protected]. Requests for permission to photocopy portions of this material for public or commercial use shall be addressed directly to the Copyright Clearance Center (CCC) at [email protected] or the Centre français d’exploitation du droit de copie (CFC) at [email protected]. Education in China A SNAPSHOT Foreword In 2015, three economies in China participated in the OECD Programme for International Student Assessment, or PISA, for the first time: Beijing, a municipality, Jiangsu, a province on the eastern coast of the country, and Guangdong, a southern coastal province. -
Early Childhood Education and Care in the United States: an Overview of the Current Policy Picture
International Journal of Child Care and Education Policy Copyright 2007 by Korea Institute of Child Care and Education 2007, Vol. 1, No.1, 23-34 Early Childhood Education and Care in the United States: An Overview of the Current Policy Picture Sheila B. Kamerman Shirley Gatenio-Gabel Columbia University Fordham University USA USA Early childhood education and care (ECEC) in the US includes a wide range of part-day, full-school-day, and full- work-day programs, under educational, social welfare, and commercial auspices, funded and delivered in a variety of ways in both the public and the private sectors, designed sometimes with an emphasis on the “care” component of ECEC and at other times with stress on “education” or with equal attention to both. Although ECEC scholars and advocates are increasingly convinced of the need to integrate all these program types, categorical funding coupled with diverse societal values continue to support the differences. The result is a fragmented ECEC system, of wide- ranging quality and with skewed access, but with some movement in recent years toward the integration of early childhood education and care. Key Words : early education, child care, preschool 1Increased attention to early childhood education and in a variety of ways in both the public and the private care (ECEC) has been observed in all the industrialized sectors, designed sometimes with an emphasis on the countries but our focus here is on a current picture of “care” component of ECEC and at other times with ECEC in the United States (U.S.). stress on “education” or with equal attention to both. -
Fact Sheet: Information and Communication Technology
Fact Sheet: Information and Communication Technology • Approximately one billion youth live in the world today. This means that approximately one person in five is between the age of 15 to 24 years; • The number of youth living in developing countries will grow by 2025, to 89.5%: • Therefore, it is a must to take youth issues into considerations in the ICT development agenda and ICT policies of each country. • For people who live in the 32 countries where broadband is least affordable – most of them UN-designated Least Developed Countries – a fixed broadband subscription costs over half the average monthly income. • For the majority of countries, over half the Internet users log on at least once a day. • There are more ICT users than ever before, with over five billion mobile phone subscriptions worldwide, and more than two billion Internet users Information and communication technologies have become a significant factor in development, having a profound impact on the political, economic and social sectors of many countries. ICTs can be differentiated from more traditional communication means such as telephone, TV, and radio and are used for the creation, storage, use and exchange of information. ICTs enable real time communication amongst people, allowing them immediate access to new information. ICTs play an important role in enhancing dialogue and understanding amongst youth and between the generations. The proliferation of information and communication technologies presents both opportunities and challenges in terms of the social development and inclusion of youth. There is an increasing emphasis on using information and communication technologies in the context of global youth priorities, such as access to education, employment and poverty eradication. -
Integration of Technology to Learning-Teaching Processes and Google Workspace Tools: a Literature Review
sustainability Review Integration of Technology to Learning-Teaching Processes and Google Workspace Tools: A Literature Review Umut Akcil 1, Huseyin Uzunboylu 2 and Elanur Kinik 1,* 1 Faculty of Education, Near East University, Near East University Blvd, Mersin 10, TR-99138 Nicosia, Turkey; [email protected] 2 Higher Education Planning, Supervision, Accreditation & Coordination, Mersin 10, TR-99138 Nicosia, Turkey; [email protected] * Correspondence: [email protected] Abstract: During the pandemic, educators around the world were unexpectedly encouraged to switch to online and distance learning. They tried to integrate face-to-face learning–teaching pro- cesses in the classrooms into the technological environment and to sustain this process in the best way. In this research, it is aimed to examine the current results in the current studies on technol- ogy integration into the teaching–learning processes in the literature. In order to collect data, a descriptive compilation pattern was used within the frame of the Literature Search method based on the qualitative method. The data obtained by examining the current articles obtained with the keyword “Technology Integration” were used in the research. As a result of the study, it was seen that technology integration is a complex and multidimensional process with several dynamics, and full integration cannot be achieved. As a result, recommendations were made in the context of various models and Google Workspace tools to help ensure technology integration in line with the obstacles specified in the studies. Citation: Akcil, U.; Uzunboylu, H.; Kinik, E. Integration of Technology to Keywords: sustainable technology integration; TPACK; Gagne’s teaching activities model; google Learning-Teaching Processes and workspace tools Google Workspace Tools: A Literature Review. -
Prehistoric Lithic Technology} Workshops} and Chipping Stations in the Philippines
Prehistoric Lithic Technology} Workshops} and Chipping Stations in the Philippines D. KYLE LATINIS THE PHILIPPINE ISLANDS represent an important area for research of problems concerning prehistoric archaeology in Southeast Asia. These insular areas, located east of the biogeographic boundary known as Huxley's line, include a variety of tropical environments. These islands remained detached from the continental portion of Southeast Asia throughout the Pleistocene and Holocene. Archaeolog ical research has documented human occupation and adaptation from at least the Late Pleistocene and Early Holocene within these islands. Unfortunately, relatively little intensive prehistoric archaeological research has been undertaken in the Philippines compared to some areas in mainland South east Asia, Oceania, and Australia. Warren Peterson's dissertation (1974) focused on a series of sites in northern Luzon and represents one of the foundation stud ies in the Philippines for modern archaeology. Peterson's work has often been cited and his conclusions used for the development of models concerning prehis tory in the Philippines and Southeast Asia. Peterson's research was conducted during a period when behavioral reconstruc tions from site assemblage analyses were prominent in archaeological research. Specifically, Peterson attempted behavioral reconstruction from the analysis of stone tools from the Busibus/Pintu site in northern Luzon, Philippines. A reanal ysis of the entire Busibus/Pintu lithic assemblage has revealed problems with Peterson's initial analysis and interpretation of this site-problems that will be addressed in this paper. Lithic technology, stone tool manufacture, and selection and reduction strategies will also be explored. Finally, new interpretations of the nature of the lithic assemblage and site activities at Busibus/Pintu rock shelter will be provided. -
Improving Plastics Management: Trends, Policy Responses, and the Role of International Co-Operation and Trade
Improving Plastics Management: Trends, policy responses, and the role of international co-operation and trade POLICY PERSPECTIVES OECD ENVIRONMENT POLICY PAPER NO. 12 OECD . 3 This Policy Paper comprises the Background Report prepared by the OECD for the G7 Environment, Energy and Oceans Ministers. It provides an overview of current plastics production and use, the environmental impacts that this is generating and identifies the reasons for currently low plastics recycling rates, as well as what can be done about it. Disclaimers This paper is published under the responsibility of the Secretary-General of the OECD. The opinions expressed and the arguments employed herein do not necessarily reflect the official views of OECD member countries. This document and any map included herein are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area. For Israel, change is measured between 1997-99 and 2009-11. The statistical data for Israel are supplied by and under the responsibility of the relevant Israeli authorities. The use of such data by the OECD is without prejudice to the status of the Golan Heights, East Jerusalem and Israeli settlements in the West Bank under the terms of international law. Copyright You can copy, download or print OECD content for your own use, and you can include excerpts from OECD publications, databases and multimedia products in your own documents, presentations, blogs, websites and teaching materials, provided that suitable acknowledgment of OECD as source and copyright owner is given. -
Eight Architecture Lessons from History
Eight Architecture Lessons from History Historians are known for their reluctance to use the past to predict the future. It's often possible to predict change a few years forward, but after that new developments start to interact, and even the most informed person can't speculate past these events with any hope of accuracy. However, historians do argue that, while the past can't predict, it does provide an "essential guide" to understanding the future. It has been about 40 years since the term ‘Architecture’ was introduced in the computer/information technology context. What does 40 years of history offer in terms of lessons learnt and future guidance? More importantly, what lessons can IT architecture learn from some of its peer fields i.e. Military, Civil, Finance, Mathematics, Astronomy, Social and Medical. The answer: quite a bit. To put in context, Civil, Finance and Military fields command a combined history of more than five millenniums. Knowledge of history is quite essential in fields like finance, military, law and diplomacy. As we will see in this article, knowledge of history can be quite important for the IT as well. # 1. Understanding IT architecture complexity Consider, for example, an analogy that pre-dates emergence of architecture concepts in any field: According to an old legend, King Shirham of India wanted to reward his grand vizer Sissa Ben Dahir for inventing and presenting to him the game of chess. The desires of the clever vizier seemed very modest. “Majesty”, he said kneeling in front of the king, “give me a grain of wheat to put on the first square of this chessboard, and two grains to put on the second square, and four grains to put on the third, and eight grains to put on the fourth. -
From Ancient Greece to Byzantium
Proceedings of the European Control Conference 2007 TuA07.4 Kos, Greece, July 2-5, 2007 Technology and Autonomous Mechanisms in the Mediterranean: From Ancient Greece to Byzantium K. P. Valavanis, G. J. Vachtsevanos, P. J. Antsaklis Abstract – The paper aims at presenting each period are then provided followed by technology and automation advances in the accomplishments in automatic control and the ancient Greek World, offering evidence that transition from the ancient Greek world to the Greco- feedback control as a discipline dates back more Roman era and the Byzantium. than twenty five centuries. II. CHRONOLOGICAL MAP OF SCIENCE & TECHNOLOGY I. INTRODUCTION It is worth noting that there was an initial phase of The paper objective is to present historical evidence imported influences in the development of ancient of achievements in science, technology and the Greek technology that reached the Greek states from making of automation in the ancient Greek world until the East (Persia, Babylon and Mesopotamia) and th the era of Byzantium and that the main driving force practiced by the Greeks up until the 6 century B.C. It behind Greek science [16] - [18] has been curiosity and was at the time of Thales of Miletus (circa 585 B.C.), desire for knowledge followed by the study of nature. when a very significant change occurred. A new and When focusing on the discipline of feedback control, exclusively Greek activity began to dominate any James Watt’s Flyball Governor (1769) may be inherited technology, called science. In subsequent considered as one of the earliest feedback control centuries, technology itself became more productive, devices of the modern era. -
The Impacts of Technological Invention on Economic Growth – a Review of the Literature Andrew Reamer1 February 28, 2014
THE GEORGE WASHINGTON INSTITUTE OF PUBLIC POLICY The Impacts of Technological Invention on Economic Growth – A Review of the Literature Andrew Reamer1 February 28, 2014 I. Introduction In their recently published book, The Second Machine Age, Erik Brynjolfsson and Andrew McAfee rely on economist Paul Krugman to explain the connection between invention and growth: Paul Krugman speaks for many, if not most, economists when he says, “Productivity isn’t everything, but in the long run it’s almost everything.” Why? Because, he explains, “A country’s ability to improve its standard of living over time depends almost entirely on its ability to raise its output per worker”—in other words, the number of hours of labor it takes to produce everything, from automobiles to zippers, that we produce. Most countries don’t have extensive mineral wealth or oil reserves, and thus can’t get rich by exporting them. So the only viable way for societies to become wealthier—to improve the standard of living available to its people—is for their companies and workers to keep getting more output from the same number of inputs, in other words more goods and services from the same number of people. Innovation is how this productivity growth happens.2 For decades, economists and economic historians have sought to improve their understanding of the role of technological invention in economic growth. As in many fields of inventive endeavor, their efforts required time to develop and mature. In the last five years, these efforts have reached a point where they are generating robust, substantive, and intellectually interesting findings, to the benefit of those interested in promoting growth-enhancing invention in the U.S. -
Technology Integration Specialist Job Definition a Technology Integration Specialist Is an Information Technology Professional F
Technology Integration Specialist Job Definition A technology integration specialist is an information technology professional found within school systems. These professionals are charged with assisting classroom teachers in the incorporation of technological hardware and software into the lesson plan and helping teachers effectively integrate technology into the curriculum by: Learning the basics of using technologies Using technologies to support instruction Integrating new technologies into classroom practices Discovering new uses for technology tools Designing projects that combine multiple technologies Focusing on cooperative, project-based and interdisciplinary work with technology being just one of the many tools that students use. Job Description The Carthage R-9 School district seeks a Technology Integration Specialist (TIS) to improve the integration of classroom/instructional technology at all grade levels. This is an 11-month position and reports directly to the Director of Information Technology. The TIS will collaborate with the Information Technology Department in the areas of organizing and supervising training activities, helping establish technology policies, and proposing learning objectives for staff as they relate to technology. The primary focus of the Technology Integration Specialist is to enrich and support teaching and learning while strengthening the technology skills of students, teachers and staff. The ideal candidate should work well with others, have a background in instructional design, and have clear goals and strategies for integrating technology into instruction. Teaching experience is also required. This position will also be responsible for maintaining and updating the district web site and will assist all school web masters in the creation and maintenance of school web pages. Candidates will not be responsible for monitoring computer labs, maintaining computer networks, or computer repair.