Over the past few months, you may have heard some chatter about personalized learning through adaptive technology. Not surprising.
The Brookings Institution referred to personalized learning as a major movement in education. Murray (2017) stated that colleges and universities are increasingly seeking ways to customize curriculum and learner outcomes via adaptive technology to match student-needs based on unique learning profiles.
And as with any new development in higher education, faculty is chiming in with, “Can I use this for my courses?” “…and, how?” The short answer? Absolutely. The longer answer? Read on to find out how. Continue reading “Personalized Learning through Adaptive Technology”
Teachers’ Use of Educational Technology in U. S. Public Schools, 2009: First Look provides national data on the availability and use of educational technology among teachers in public elementary and secondary schools. The purpose is two-fold: (a) to determine the availability of technology and (b) to determine how often technology is used. The teacher survey included: (a) information on the use of computers and Internet access in the classroom, (b) availability and use of computing devices and software, (c) availability of school or district networks including remote access by teachers and students, (d) use of educational technology, (e) teacher preparation for educational technology in instruction, and (f) technology-related professional development activities. Continue reading “Kickin It Old School…Tech in 2009”
Recently, I was speaking with a technology integration specialist (TIS) whose position is new for her district. Her goal is to make it the norm for “teachers to be able to request TIS services for 1:1 coaching with any device or app or curriculum activity”. She is working to make both herself and the purpose of her position known, while generating ideas and trainings for teachers where technology-use lacks right now. Continue reading “7 Tips for Making Technology Integration More Human”
In this blog post, we will explore how virtual and augmented technologies have found their way into classroom enhancing traditional learning by blurring the physical and digital world. Reducing the gap between the real and digital world makes the learning environment more flexible and adaptive.
Virtual reality (VR) and augmented reality (AR) have the potential to transform the way educators, communicate with students. But where do we start? With so many VR and AR devices, information, and experiences available on the internet, virtual and augmented technologies can be overwhelming. The brief descriptions (1) and accompanying videos will provide you with the basic ideas and concepts for each technology. Continue reading “Exploring Virtual and Augmented Technologies”
Assessment is a general term for a broad range of processes for testing, measuring, and evaluating performance. Standardized, alternative, and self-assessment methods are used for the purposes of replacement, diagnosis of performance, and provision of formative and summative evaluation.
The National Educational Technology Plan (2017) states: “As technology gives us the capability to improve on long-standing assessment approaches, our public education system has a responsibility to use the information we collect during assessment in ways that can have the greatest impact on learning. This means using assessments that ask students to demonstrate what they have learned in meaningful ways. And students and parents know there is more to a sound education than picking the right answer on a multiple-choice question or answering an extended-response question outside of the context of students’ daily lives. All learners deserve assessments that better reflect what they know and are able to do with that knowledge.” Continue reading “The shift from traditional paper and pencil to next generation digital assessment”