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Technology3.docx
Assignment 1 ?? 1 page
You had to learn how to use one of the technologies mentioned in Chapter 11 of the ISTE book earlier in this module. How did that process go for you? What problems do you think your students might have with this? Do you think the process of learning a new technology on your own is beneficial or detrimental as part of our course?
Assignment 2 ?? page 1 ½
Pick one of the tools covered in Chapter 6 of the ISTE textbook. Discuss its strengths and weaknesses, along with how you might use it in your teaching.
Conclude with a question for your classmates to respond to.
Integrating_Technology_in_the_Classroom_Tools_to_M…_—-_APPENDIX_A_ISTE_Standards_for_Educators.pdf
APPENDIX A
ISTE Standards for Educators
The ISTE Standards for Educators are your road map to helping students become empowered
learners. These standards will deepen your practice, promote collaboration with peers,
challenge you to rethink traditional approaches and prepare students to drive their own
learning.
Empowered Professional
1. Learner
Educators continually improve their practice by learning from and with others and
exploring proven and promising practices that leverage technology to improve student
learning. Educators:
a. Set professional learning goals to explore and apply pedagogical approaches made
possible by technology and reflect on their effectiveness.
b. Pursue professional interests by creating and actively participating in local and global
learning networks.
c. Stay current with research that supports improved student learning outcomes, including
findings from the learning sciences.
2. Leader
Educators seek out opportunities for leadership to support student empowerment and
success and to improve teaching and learning. Educators:
a. Shape, advance and accelerate a shared vision for empowered learning with technology
by engaging with education stakeholders.
b. Advocate for equitable access to educational technology, digital content and learning
opportunities to meet the diverse needs of all students.
c. Model for colleagues the identification, exploration, evaluation, curation and adoption
of new digital resources and tools for learning.
Hamilton, B. (2018). Integrating technology in the classroom : Tools to meet the needs of every student. International Society for Technology in Education.
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3. Citizen
Educators inspire students to positively contribute to and responsibly participate in the
digital world. Educators:
a. Create experiences for learners to make positive, socially responsible contributions and
exhibit empathetic behavior online that build relationships and community.
b. Establish a learning culture that promotes curiosity and critical examination of online
resources and fosters digital literacy and media fluency.
c. Mentor students in safe, legal and ethical practices with digital tools and the protection
of intellectual rights and property.
d. Model and promote management of personal data and digital identity and protect
student data privacy.
Learning Catalyst
4. Collaborator
Educators dedicate time to collaborate with both colleagues and students to improve
practice, discover and share resources and ideas, and solve problems. Educators:
a. Dedicate planning time to collaborate with colleagues to create authentic learning
experiences that leverage technology.
b. Collaborate and co-learn with students to discover and use new digital resources and
diagnose and troubleshoot technology issues.
c. Use collaborative tools to expand students?? authentic, real-world learning experiences by
engaging virtually with experts, teams and students, locally and globally.
d. Demonstrate cultural competency when communicating with students, parents and
colleagues and interact with them as co-collaborators in student learning.
5. Designer
Educators design authentic, learner-driven activities and environments that recognize and
accommodate learner variability. Educators:
a. Use technology to create, adapt and personalize learning experiences that foster
independent learning and accommodate learner differences and needs.
b. Design authentic learning activities that align with content area standards and use digital
tools and resources to maximize active, deep learning.
c. Explore and apply instructional design principles to create innovative digital learning
Hamilton, B. (2018). Integrating technology in the classroom : Tools to meet the needs of every student. International Society for Technology in Education.
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environments that engage and support learning.
6. Facilitator
Educators facilitate learning with technology to support student achievement of the ISTE
Standards for Students. Educators:
a. Foster a culture where students take ownership of their learning goals and outcomes in
both independent and group settings.
b. Manage the use of technology and student learning strategies in digital platforms,
virtual environments, hands-on makerspaces or in the field.
c. Create learning opportunities that challenge students to use a design process and
computational thinking to innovate and solve problems.
d. Model and nurture creativity and creative expression to communicate ideas, knowledge
or connections.
7. Analyst
Educators understand and use data to drive their instruction and support students in
achieving their learning goals. Educators:
a. Provide alternative ways for students to demonstrate competency and reflect on their
learning using technology.
b. Use technology to design and implement a variety of formative and summative
assessments that accommodate learner needs, provide timely feedback to students and
inform instruction.
c. Use assessment data to guide progress and communicate with students, parents and
education stakeholders to build student self-direction.
© 2017 International Society for Technology in Education. ISTE® is a registered trademark
of the International Society for Technology in Education. If you would like to reproduce this
material, please contact
[email protected]
.
Hamilton, B. (2018). Integrating technology in the classroom : Tools to meet the needs of every student. International Society for Technology in Education.
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ProQuestDocuments-2023-09-261.pdf
Digitally Aided Education, Using the Students’ Own
Electronic Gear: [Business/Financial Desk]
Richtel, Matt
ProQuest document link
ABSTRACT
[…]the district found that the cost of providing and maintaining computers for students was becoming prohibitive.
Since the change, Volusia officials say, they have not encountered many tech support problems or complaints from
teachers.
FULL TEXT
Educators and policy makers continue to debate whether computers are a good teaching tool. But a growing number
of schools are adopting a new, even more controversial approach: asking students to bring their own smartphones,
tablets, laptops and even their video game players to class.
Officials at the schools say the students’ own devices are the simplest way to use a new generation of learning apps
that can, for example, teach them math, test them with quizzes and enable them to share and comment on each
other’s essays.
Advocates of this new trend, called B.Y.O.T. for bring your own technology, say there is another advantage: it saves
money for schools short of cash.
Some large school districts in Central Florida and near Houston and Atlanta have already signed on, and they are
fielding calls and providing tours to administrators from hundreds of other districts that are considering whether to
follow their lead.
But B.Y.O.T. has many skeptics, even among people who otherwise see benefits of using more technology in
classrooms.
“The schools are hoping, hoping there’s going to be a for-free solution because they don’t have any money,” said
Elliot Soloway, a computer science professor at the University of Michigan who consults with many school districts
about the use of computers to promote learning.
“If you look at initiatives in public education, this has the momentum.”
But Mr. Soloway also said he was “frightened” by the notion of schools using B.Y.O.T. as a quick budget fix because
there was no evidence that a classroom full of students using different personal devices would enhance learning.
Roy Pea, a professor of learning sciences at Stanford University, also has doubts. He is the co-author of a White
House-backed National Educational Technology Plan published in 2011 that advocates for technology-centric
classrooms.
But he said the B.Y.O.T. approach could be counterproductive if teachers were forced to build lessons around
different devices — in effect, subverting curriculum to technology.
“Why are they so happy to have these devices when just a few years ago they didn’t want them in the classroom?”
Dr. Pea asked about school administrators.
The Volusia County School District in Central Florida, bordering Daytona Beach, is one of the places that used to
have signs around its schools that admonished students: no cellphones allowed. But the signs have been replaced
over the last two years with new ones that read: B.Y.O.T.
Volusia school officials say that they realized they should take advantage of, rather than fight, students’ deep
connections with their devices. At the same time, the district found that the cost of providing and maintaining
computers for students was becoming prohibitive.
Since the change, Volusia officials say, they have not encountered many tech support problems or complaints from
teachers. Rather, students are more engaged, they say, and the only problem that regularly crops up is that students
forget to charge the batteries in their devices.
“It’s almost like bringing your homework,” said Jessica Levene, manager of learning technologies for the Volusia
district, where 21 of 70 schools are using B.Y.O.T. “Make sure you have your device and that it’s charged.”
She conceded that students could text each other more easily now but said the school was keeping them busy on
their devices. And while district administrators worried initially that poorer students would not own devices, they
discovered something of “an inverse relationship” between family income and the sophistication of their devices,
particularly smartphones, said Don Boulware, the district’s director of technology services.
At Woodward Avenue Elementary School in the Volusia district, fifth-grade teacher Dana Zacharko said her students
tended to bring in smartphones or iPod Touches. She said she had found apps that allowed her to teach all kinds of
subjects.
For instance, a recent assignment entailed learning about fractions by using an app called “Factor Samurai.” A
number appears on the screen, and the student is supposed to cut it with a finger — as if slicing with a Samurai
sword — so that it gets cut into smaller values. But students lose points if they try to slice through prime numbers.
Ms. Zacharko will also start class discussion on a reading assignment by asking students to use their devices to
write comments in an online forum. “Their typing is amazing on these devices,” she said.
The fact that students in the same classroom can use many different devices is not a handicap because they are all
using the same lessons on the Internet, said Lenny Schad, former chief information officer in the Katy Independent
School District near Houston, which started a program with a different moniker: B.Y.O.D., for Bring Your Own
Device.
“The Internet is the great equalizer,” Mr. Schad said.
He added that students’ devices were not meant to be a substitute for teachers, but could be used as tools for
assignments. He noted that the concept was catching on; he said he had given dozens of presentations to other
districts and educators about his district’s initiative.
“My message: It shouldn’t be ‘if’ we do it, it should be ‘when’ we do it,’ ” said Mr. Schad, who this year moved to the
nearby Houston Independent School District, where he plans to employ a similar strategy. “I don’t know how districts
can’t look at this model.”
He said that policy makers who opposed B.Y.O.T. were holding on to an unrealistic notion that districts should equip
students with computers themselves.
“On a smartphone, there are no limitations,” Mr. Schad said. “This is the world they live in and we’re bringing it into
the classroom.”
Another district that has adopted B.Y.O.T. is Forsyth County in Cumming, Ga., near Atlanta. Because its B.Y.O.T.
program started in 2008, more than 300 people have visited in the last year from other districts around the country to
learn from the district’s experience. The Forsyth district has a tour planned this spring with 160 spots for visiting
educators from around the country that is fully booked.
In Forsyth, the most common devices are iPhones, iPod Touches, Android phones and tablets. They are effective
for students answering multiple-choice questions on math Web sites or taking a quiz, said Anne Kohler, a special-
education teacher at South Forsyth High School. She says that policy makers and others who oppose the idea of
using devices in classrooms are behind the curve.
“They don’t understand how kids acquire knowledge,” she said. “They’re not the people actually doing it.”
Photograph
From Left, Tyler Aderhold, Kya Alderman and Oceana Sawin. (B1); Meagan Strickland, 13, Uses Her Iphone 4s and
a School-Owned Ipad 2 in a History Class at New Smyrna Beach Middle School.; Students at New Smyrna Beach
Middle School in Florida Are Sometimes Told to “B.Y.O.T.,” or “Bring Your Own Technology.” (Photographs by Todd
Anderson for the New York Times) (B2)
DETAILS
Subject: School districts; Students; Teaching; Online instruction; Learning; Educational
technology; Smartphones; School finance
Company / organization: Name: Stanford University; NAICS: 611310; Name: University of Michigan; NAICS:
611310
Publication title: New York Times, Late Edition (East Coast); New York, N.Y.
Pages: B.1
Publication year: 2013
Publication date: Mar 23, 2013
Section: B
Publisher: New York Times Company
Place of publication: New York, N.Y.
Country of publication: United States, New York, N.Y.
LINKS
Check for full-text availability
Database copyright ï?? 2023 ProQuest LLC. All rights reserved.
Terms and Conditions Contact ProQuest
Publication subject: General Interest Periodicals–United States
ISSN: 03624331
CODEN: NYTIAO
Source type: Newspaper
Language of publication: English
Document type: News
ProQuest document ID: 1319191444
Document URL: https://sunyempire.idm.oclc.org/login?url=https://www.proquest.com/newspapers/digit
ally-aided-education-using-students-own/docview/1319191444/se-2?accountid=8067
Copyright: Copyright New York Times Company Mar 23, 2013
Last updated: 2017-11-20
Database: ProQuest Central Essentials
https://www.proquest.com/info/termsAndConditions
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- Digitally Aided Education, Using the Students’ Own Electronic Gear: [Business/Financial Desk]
ProQuestDocuments-2023-09-26.pdf
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