Over the past few months, you may have heard some talk about Curriculum, Instruction and Technology (CIT) as one of the new specializations for the old Masters of Education (M.Ed.) degree. Not surprising.
Tech is cool. Curriculum is anything but. Technology has been a part of the social fabric for about 20 years, or so. Curriculum was carved into stone tablets back in ancient Greece, by Plato or Aristotle, or someone. Think of technology as a much-needed injection of youth serum into curriculum. Technology has fostered new learning theories, new gadgets for instruction, and new ways of doing…well, just about everything. Continue reading “Can Technology Make Curriculum Cool?”
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”
I am teaching a graduate course on systemic change. During the course, the subject of building public schools technology plans has come up. When writing a technology plan, a survey is intended to compile information about the current status and future plans for the use of technology in the district. Surveys may be given to staff, students, community members and parents. In Massachusetts, the commonwealth provides a tool called the Technology Self-Assessment Tool (TSAT). The TSAT has been designed for:
- Teachers: to determine their own levels of technology proficiency and to identify personal technology professional development needs.
- Schools/Districts: to assess their professional development needs and to plan professional development activities that will help all teachers become proficient in technology.
- The State: to gather and report data on technology competencies and technology professional development.
Many technology directors use this when writing their technology plans. I think it is a dated tool and I won’t document he agony of trying to login and how it requires teachers to have a separate (from ELAR) login to use.
Here is an alternative. I think you will find it much better than the TSAT.
Survey Tools for Schools
The Friday Institute has developed a set of surveys to help K-12 school leaders make data-based decisions in their schools or district. On this site, you can create an online version of any of our surveys for easy distribution, data collection and data review. Each survey is unique – you can create surveys for individual schools in your district and new surveys can be created each year. All surveys will be saved in your account so you can access your data at any time.
Once a survey is created in your account, you will be able to:
- Monitor real-time response rates
- Extract survey result data
- View visualizations of survey data
Please note: You will need a valid Google account to access this tool, and you will need to use the same Google account each time you log in to access your data.
Let me know what you think, below.
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”