Yes I Kahnslcsd Educational Technology Resources

Jan 23, 2020 Technology has done more to change school curriculum and practices than nearly anything else—and in such a short amount of time! While it can be hard to keep up with every trend in educational technology, the mindset you have when it comes to classroom tech matters just as much as which ones you use. Technology can actually be a major tool, both in terms of pedagogical resources and in terms of connecting with the younger generations. But how does this work? The top seven important concepts to understand when examining the use of technology for educational or instructional purposes include: 1) Active engagement with the learning material.

  1. Yes I Kahnslcsd Educational Technology Resources Important
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  4. History Of Educational Technology

This article is part of the guide Going Back to School With the 2016 EdSurge Fifty States Project.

Classroom technology is everywhere. Schools are filled with shiny, interactive devices, and new gadgets and apps flood the market every day. Teachers in districts with limited funding for technology are turning to crowdfunding sources to obtain technology for their classrooms.

But is technology the panacea that we’re all searching for?

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Nope—but it can help. Let’s explore five common myths about educational technology, and how we can get the most out of tech for our students.

Myth #1: “Technology fixes all of your or your students’ problems.”

Well… not really. Classroom technology is a tool, just like a hammer. Hammers are really, really useful. If we collected data about hammer usage, we would probably be able to prove that using hammers leads to the most success in home improvement, above any other tools. But that doesn’t mean that hammers are appropriate for every job. You wouldn’t want to use a hammer to change a lightbulb, or for many other jobs that require more specific tools.

When it comes to asking what educators want, it's important for both entrepreneurs and districts to listen. Only 55 percent of teachers who reported that resources were available also said they were sufficient in helping students meet college- and career-ready standards.*

*Teachers Know Best: What Educators Want from Digital Instructional Tools, 2015

Likewise, classroom technology isn’t appropriate for every educational task. In some cases, adding technology to the lesson is unnecessary—and sometimes detrimental to the lesson.

Recommendation: When planning a lesson, add a technological component only when technology improves the learning experience. For example, having students experience painting on an iPad doesn’t give them an opportunity to really experience paint. But having them create a painting using tempera paint, and then using an iPad and a green screen to photograph themselves in their own painting, would be a really good use of technology.

Myth #2: “Technology is dangerous, so we have to limit access to everything.”

Yes, technology is dangerous—but so are most tools. The danger comes from misuse and poor choices.

Limiting access to some things is reasonable. For example, you wouldn’t want to open up your entire tool shed to a young child. Likewise, you wouldn’t want to open up all the technology to students who have not been properly trained. However, students do have access to technology at home, and quite often their misuse of technology at home creates problems during the school day.

Severely restricting access to internet sites at school might help prevent students from accessing problematic content on the internet during the school day, but it doesn’t solve the problem of students misusing the internet after school hours. Also, when teachers’ access is also restricted, they often can not access tools to monitor student devices or access valuable websites that can help them create meaningful educational experiences.

Recommendation: Rather than restricting access, we should be training students in digital citizenship so that they can safely and successfully use technology at school and at home.

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Administrators, train teachers to properly monitor students as they work on the internet, and give teachers administrative tools and privileges so that they can more easily supervise their students’ technology use. Handle student and teacher misuse by removing their access individually—not limiting responsible users’ access to useful materials.

Myth #3: “Technology leads to student success—just look at the data!”

The use of technology leads to the collection of a LOT of data. Quite often, that data will lead us to believe that students are achieving. But achieving what, exactly?

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Districts spend thousands of dollars on apps and initiatives, while schools spend huge chunks of instructional time to collect data and (hopefully) improve test scores. That’s all fine and good, but many of these programs are using low SAMR-model, drill-and-kill methods, and are not the best use of technology.

Recommendation: Students learn best and use higher-order thinking when they are creating things to share with other people. Get students involved in creative learning, and they will be using technology to learn and create rather than regurgitate and and earn points. For starters, check out challengebasedlearning.org, a site where students can practice solving real-world problems “through efforts in their homes, schools and communities.”

Myth #4: “Educational gaming improves student achievement.”

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Let me put this to you straight: I love games. Heck, one of my favorite projects this year involved Minecraft and Frank Lloyd Wright. That was so much fun, and all my students are still pointing out important architectural details in our school. Did I mention that they are in grades 3-5? Fabulous!

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Pause, however. Many educational games are mere “guess-the-answer” or “point-and-click” data-collecting tools that really do not engage students in creative learning. They’re popular because they’re easy to implement and require very little professional development for teachers to implement in their classrooms. Data supposedly predicts test scores and can also be used to evaluate teacher effectiveness. But are students really learning?

Recommendation: Find games that allow students to create things, such as Minecraft or Pictoboldo. Better yet, find games that allow students to create games to teach others about things they learn.

Myth #5: “Technology is less meaningful than traditional learning.”

Everyone knows the myth of the zombie-eyed kids, staring slack-jawed into screens and clicking away. While this certainly is one outcome of technology use, it is a symptom of very poor technology use. A classroom demonstrating best tech practices would have students collaborating and sharing, not drooling and staring.

Recommendation: Technology creates opportunities to move outside the classroom and into the world to experience things that students would never experience in a traditional classroom. Try taking your students on a digital field trip to Alnwick Castle, the Taj Mahal, or the Giza Plateau using Google Maps. Or, to take it a step further, have students give a “live” report using a green screen program like DoInk Green Screen.

The bottom line is that technology, like any other tool, has good uses and bad uses. The best learning experiences for your students involve student-led creating, exploring, and sharing. Keep that in mind when considering new apps and devices—and you will be rewarded with better student learning.

Rebecca Recco (@beccarecco) is an elementary art teacher in West Virginia.

This post is part of the EdSurge Fifty States Project (representing the state of West Virginia). The project is supported in part by the Bill & Melinda Gates Foundation. The thoughts and opinions expressed here are those of the individual contributors alone and do not reflect the views of the Bill & Melinda Gates Foundation.

Going Back to School With the 2016 EdSurge Fifty States Project

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History Of Educational Technology

Technology has impacted almost every aspect of life today, and education is no exception. Or is it? In some ways, education seems much the same as it has been for many years. A 14th century illustration by Laurentius de Voltolina depicts a university lecture in medieval Italy. The scene is easily recognizable because of its parallels to the modern day. The teacher lectures from a podium at the front of the room while the students sit in rows and listen. Some of the students have books open in front of them and appear to be following along. A few look bored. Some are talking to their neighbors. One appears to be sleeping. Classrooms today do not look much different, though you might find modern students looking at their laptops, tablets, or smart phones instead of books (though probably open to Facebook). A cynic would say that technology has done nothing to change education.

However, in many ways, technology has profoundly changed education. For one, technology has greatly expanded access to education. In medieval times, books were rare and only an elite few had access to educational opportunities. Individuals had to travel to centers of learning to get an education. Today, massive amounts of information (books, audio, images, videos) are available at one’s fingertips through the Internet, and opportunities for formal learning are available online worldwide through the Khan Academy, MOOCs, podcasts, traditional online degree programs, and more. Access to learning opportunities today is unprecedented in scope thanks to technology.

Opportunities for communication and collaboration have also been expanded by technology. Traditionally, classrooms have been relatively isolated, and collaboration has been limited to other students in the same classroom or building. Today, technology enables forms of communication and collaboration undreamt of in the past. Students in a classroom in the rural U.S., for example, can learn about the Arctic by following the expedition of a team of scientists in the region, read scientists’ blog posting, view photos, e-mail questions to the scientists, and even talk live with the scientists via a videoconference. Students can share what they are learning with students in other classrooms in other states who are tracking the same expedition. Students can collaborate on group projects using technology-based tools such as wikis and Google docs. The walls of the classrooms are no longer a barrier as technology enables new ways of learning, communicating, and working collaboratively.

Technology has also begun to change the roles of teachers and learners. In the traditional classroom, such as what we see depicted in de Voltolina’s illustration, the teacher is the primary source of information, and the learners passively receive it. This model of the teacher as the “sage on the stage” has been in education for a long time, and it is still very much in evidence today. However, because of the access to information and educational opportunity that technology has enabled, in many classrooms today we see the teacher’s role shifting to the “guide on the side” as students take more responsibility for their own learning using technology to gather relevant information. Schools and universities across the country are beginning to redesign learning spaces to enable this new model of education, foster more interaction and small group work, and use technology as an enabler.

Technology is a powerful tool that can support and transform education in many ways, from making it easier for teachers to create instructional materials to enabling new ways for people to learn and work together. With the worldwide reach of the Internet and the ubiquity of smart devices that can connect to it, a new age of anytime anywhere education is dawning. It will be up to instructional designers and educational technologies to make the most of the opportunities provided by technology to change education so that effective and efficient education is available to everyone everywhere.

You can help shape the influence of technology in education with an Online Master of Science in Education in Learning Design and Technology from Purdue University Online. This accredited program offers studies in exciting new technologies that are shaping education and offers students the opportunity to take part in the future of innovation.

Download free el poder del metabolismo libro gratis pdf. Learn more about the online MSEd in Learning Design and Technology at Purdue University today and help redefine the way in which individuals learn. Call (877) 497-5851 to speak with an admissions advisor or click here to request more information.