Top PDF Using digital technology to improve learning: Guidance report

Using digital technology to improve learning: Guidance report

Using digital technology to improve learning: Guidance report

The most enduring of these messages is that to improve learning, technology must be used in a way that is informed by effective pedagogy . The question of how to use technology to improve learning is not distinct from the question of how to teach effectively, or of how children learn. That is why, in addition to providing an overarching framework for considering how technology is best used in the classroom (Recommendation 1), this report has been structured around some of the key elements of effective teaching: explanations and modelling (Recommendation 2); pupil practice (Recommendation 3); assessment and feedback (Recommendation 4). Alongside the importance of pedagogy, this report’s second overarching message is about the importance of implementation. Poor implementation is a key reason that digital technology fails to meet its potential to improve learning. As a consequence, this guidance draws not just on the academic literature exploring the impact of technology, but also on the wider evidence about implementation and effective teaching practices more broadly.
Show more

32 Read more

LEARNING THROUGH TECHNOLOGY: A REPORT ON THE IMPLEMENTATION OF A “NEW” E-LEARNING TOOL

LEARNING THROUGH TECHNOLOGY: A REPORT ON THE IMPLEMENTATION OF A “NEW” E-LEARNING TOOL

The boilerplate described in the present article requires a minimum of technological input from the student: it is the technical specialist as a mediator between program and teacher who tailors the boilerplate to the needs of a specific teacher and course, thereby saving valuable time for students and teachers alike. In this way, the boilerplate overcomes the fundamental problem embedded in the digital native/immigrant debate: it is not the teacher as immigrant who must transform into a native, but the technician working alongside the teacher who pro- vides the technical pre-requisites for digital learning. In this way, both teacher and student can focus on essay subject, content, and method. A functional boilerplate requires an initial invest- ment in time on the parts of the teacher and technical adviser; thereafter, teacher/technical input is kept to a minimum. The gap between “native” and “immigrant” is reduced as the technical adviser takes on the role of mediator. as a result, users are guided through different options and encouraged to make choices that augment knowledge and enable them to develop their exist- ing knowledge and skills. The boilerplate is designed in such a way that it can be updated on a regular basis, is user-friendly and inexpensive to produce.
Show more

12 Read more

Supporting Learning Communities Worldwide through Technology SURVEY REPORT

Supporting Learning Communities Worldwide through Technology SURVEY REPORT

A large majority of schools provide guidance for students on accessing websites, on plagiarism and on internet security, such as protecting passwords. A similar number of schools include advice on chat room use, on cyber bullying and on intellectual property in their procedures and guidance. Approximately half of schools offer guidance on topics such as online etiquette and file sharing as was reported last year. This year, proportionally fewer schools offer guidance on issues of health and wellness when using digital equipment.

43 Read more

Way-Finding Guidance Using AR Technology

Way-Finding Guidance Using AR Technology

The Digital Signage Association claims that, due to both the augmented technology and the virtual reality developments, we are reaching a second wave in 3D features in wayfinding development. Wayfinding applications using AR technology provide users with an effective manner reach the intended route. The software displays interactive guidance and descriptions to direct user where he wants, as user keep his mobile device in a direct position in front of his face. Improved wayfinding by augmented reality will optimize location's geographical, social and cultural characteristics. Through exchanging current information on the history or culture of a site through the visible line on a device connected, augmented reality is able to strengthen the understanding of environments through new innovative interactions with historical buildings and installations. wayfinding can involve with users, jointly nearby inhabitants and guests, in new intuitive ways. Locations’ visitors with augmented reality wayfinding services gain a better understanding of their environment and a better aware of the culture and history of the site. Wayfinding with augmented reality will improve even our location, exhibits and surroundings experiences through attempting to link what we currently see with a large online collection of scriptural, sound and visual information.
Show more

5 Read more

Technology Business Incubators: An Indian Perspective & Implementation Guidance Report

Technology Business Incubators: An Indian Perspective & Implementation Guidance Report

As for the process of review, all incubators mandate at least a semi-annual review of the work carried out by the incubator talent. This review is carried out by a committee of mixed staff, selection committee members as well as industry experts. The committee gauges the progress of the company against its objectives, as decided in the incubation contract. Product reviews, industry testimonials as well as live demos are used to determine this, apart from raw financial data such as product sales, etc. This lets both the talent as well as the incubator keep a track of how the mutual goal of developing the company is progressing and what can be done better to improve it. The expert committee also evaluates the quality and impact of the business assistance provided by the incubator itself and suggests improvements so that the incubator can serve its talent better.
Show more

58 Read more

A constructivist approach to developing interactive digital technology for musical learning

A constructivist approach to developing interactive digital technology for musical learning

The improved appearance and functionality of the interface led to responses of a generally more favourable nature than at the pilot study. Participants were more eager to use the programme without instruction. This can be attributed in part to context, the participants having attended an exhibition specifically to use such technologies, unlike the pilot study, which was populated by passing participants. However, the keyboard and mouse controls were clearly a factor, as participants consulted these during their interactions with the programme. All participants agreed that it would be more efficient to use a set of keyboard stickers to indicate controls. Also, the inclusion of separate modes for creating and selecting geos was seen as a barrier to interaction. The suggestion that the right mouse button could fulfil this function without the need for a separate mode was met with a positive response. Participants were impressed by the capacity for interacting with external software through the MIDI outputs. One participant suggested that this would be a better way of accessing sound sources than the built-in VST functions, as it would improve the versatility of the programme. Additionally, this generated discussion about possible other MIDI capabilities. The participant in question – a former music student – wanted to know if it would be possible to write MIDI files using the programme. I agreed that this possibility would be worth pursuing in future.
Show more

255 Read more

2014 Learning Impact Report of Effective and Sustainable Technology Innovations

2014 Learning Impact Report of Effective and Sustainable Technology Innovations

As innovative apps, content, and platforms are widely adopted, so does the increasing need to provide both the framework and support that is needed in an organization before scalable success can be realized. One of the key decisions with technology integration, specifically around classroom innovation, is how well it maps to pedagogical knowledge. One framework can’t come at the cost of the other and how well they complement each other can determine the overall success of the project. “Scaling Pedagogical Knowledge and Practice” has been a category since the inception of the Learning Impact Awards in 2007, but entries have been stagnant in recent years. That changed in 2014 with two notable finalists. At Newton County Schools they are focused on providing both the framework and support to improve teacher efficacy and student learning. In partnership with SAFARI Montage, Newton County installed the 552 VIEWPath classroom technology systems throughout the district in an effort to improve teaching, learning and safety. The systems were implemented following a pilot program that showed an increase in teacher effectiveness, decreasing student misbehavior by 58%. Another example for effectively scaling pedagogical knowledge is at the School District of Pickens County where they created a BYOD Professional Learning Platform to provide faculty and staff with easy access to a series of training webinars. These webinars offered professional development for supporting BYOD programs in the classroom. As new educational apps, content and resources continue to emerge, so will the increasing need to scale professional development programs to ensure educators are reimagining their pedagogical approaches.
Show more

22 Read more

Using 
                          Cloud computing Technology to Improve Education System

Using Cloud computing Technology to Improve Education System

d) Reallocation of resources: With the advancement in the cloud computing leads to burden to cloud service providers in the technology setup and maintenance. So campus distance learning IT staffs can focus on developing innovative instructional solutions/resources and on providing more support to faculty and students. There are various areas where more intensive help from the digital lab IT staff can be beneficial to the faculty. First, as instructors move toward more online and mobile instruction in their courses, IT staffs can help them to optimize the use of the available systems to increase both the effectiveness and the efficiency of the instructional process. Second, as online instruction strives to become more personal through the extensive use of online conferencing tools (e.g. Blackboard Collaborate, Webex), instructors can benefit from more intensive initial support with the technical aspects of integrating these tools into their teaching activities. Third, IT staffs can help faculty to improve their technical skills in using various Web 2.0 tools (such as blogs or wikis) and can therefore help them to effectively integrate these collaborative tools in their courses in order to improve their students’ learning experiences and performance [15].
Show more

7 Read more

Using Computer Technology Tools to Improve the
Teaching Learning Process in Technical and Vocational Education: Mechanical Engineering Subject Area

Using Computer Technology Tools to Improve the Teaching Learning Process in Technical and Vocational Education: Mechanical Engineering Subject Area

Abstract: This paper discusses the integration of computer assisted instructions (CAI) with traditional class room teaching. It describes a teaching method to bring real-world of industrial work into the classroom that underscores the need to learn fundamental principles while adding excitement and relevance to the experience. This paper presents results of a case study undertaken to understand the effect of computer assisted teaching methodology on learning effectiveness in classroom en- vironment. The effects of computer assisted instructions on different levels of cognition of individual learners have also been evaluated. The computer aided drawing (CAD), computer aided manufacturing (CAM) and computer numerical control (CNC) courses at the Bahrain institute are an integral part of this attempt. These courses emphasize the development of a 3-D geometric computer model and application of this digital database to all phases of the design process. The students make freehand sketches, build computer models, mate assemblies of parts, perform various analysis, create kinematics simulations, generate final design drawings, import engineering drawing as DXF file, generate NC file to build rapid pro- totypes as shown in the table 1 below.
Show more

18 Read more

Using the lever of technology to improve the quality of education through cooperation

Using the lever of technology to improve the quality of education through cooperation

Electronic transmission methods for factual information transmission are cost-effective. A combination of broadcast satellite TV transmission or DVD distribution and wireless packet-switched asynchronous Internet communication is technically feasible and would be cheaper and more efficient per minute of transmission time than hiring information labourers to orally transmit the same (or less) information in different rooms around the world. Small-group tutorials are effective and 1:1 sessions even more so; the time saved on lecture preparation and delivery could be spent profitably on providing tutorial and practical guidance services to students. And yet, even in this realm, there is some evidence that programmed learning can be more productive than human-aided learning (Jenks and Springer, 2002; Hale, 2005).
Show more

6 Read more

Faculty Integration of Technology into Instruction and Students Perceptions of Computer Technology to Improve Student Learning

Faculty Integration of Technology into Instruction and Students Perceptions of Computer Technology to Improve Student Learning

The results of the study indicated a relationship between faculty integration of computer technol- ogy into classroom instruction and students’ perceptions of the effect of computer technology to improve their learning. However, the standardized partial regression coefficient for faculty inte- gration was negative. This finding could be attributed to factors that include social, contextual, and personal influences. For instance, due to the digital divide among college students, students might perceive the value of computing for improved learning differently and fail to understand the role of technology in transforming their courses (Beisser, Kurth, & Reinhart, 1997). Instruc- tional and contextual factors such as student comfort levels, and experiences could affect stu- dents’ perceptions of technology use to improve their learning.
Show more

12 Read more

Metacognition and self-regulated learning: guidance report

Metacognition and self-regulated learning: guidance report

Metacognition and self-regulation are no exception to this problem. Despite strong evidence that they are important, there are also many examples of interventions designed to improve pupils’ self- regulatory skills that have had no impact on pupil outcomes. Sometimes this is due to a distinct lack of understanding of what metacognition is; this, in turn leads to misconceptions and often weak implementation. As with any changes to classroom practice and pedagogy, teachers will need a lot of support, training, and time to practise in order to implement them. It is important that supporting pupils’ metacognition and self-regulation skills isn’t seen as something ‘extra’ for teachers to do, but an effective pedagogy that can be used to support their normal classroom practice.
Show more

32 Read more

SIGNIFICANCE OF DIGITAL TECHNOLOGY

SIGNIFICANCE OF DIGITAL TECHNOLOGY

In higher educational institutions, individuals are dependent upon technology to a major extent. It is considered as the lifeline of learning. When individuals are working on articles, reports, research papers or research projects, then technology plays an imperative part. Books, journals, magazines and papers are useful, but individuals possess the viewpoint that they can gain access to a large amount of information on the internet. Universities in the present existence have made use of digital technology, so that individuals can have access to large number of e-journals and e-books online. In university education, supervisors normally have busy schedules, therefore, papers and projects can be emailed to them in order to gain immediate feedback. The individuals mostly communicate with their professors and supervisors through email or send them text messages. Digital technology is considered as the sole catalyst to bring about changes and transformations within the teaching-learning processes. It has rendered an efficient contribution in enabling students to improve their grades. The instructors at all levels of education prepare themselves for class lectures, lesson plans, assignments, tests and so forth through the use of digital technology.
Show more

14 Read more

Using technology to improve teaching and learning in secondary schools

Using technology to improve teaching and learning in secondary schools

The use of handheld devices such as digital media players has been successfully trialled at the Parkside Pupil Referral Unit in Suffolk, enabling students to store a range of information including timetables, emails, pictures, videos and maps. This has been particularly successful for a number of students. The school has been able to use the technology with the students to plan routes and directions in the local area (for example from school to the local college), and input key questions and answers that will help in unknown situations. For example what happens if the shopkeeper doesn’t have what you want? As the devices are handheld it is not obvious to others that they contain this level of support. The school and students believe that this has greatly reduced anxiety and is building social skills.
Show more

20 Read more

Digital Smart System For Restaurants Using Wireless Technology

Digital Smart System For Restaurants Using Wireless Technology

A touch based digital ordering system consists of an Android, Bluetooth and GSM. Android supports automation of routine tasks in wireless environment. This makes the system convenient to use for both the customers and restaurants in a cost effective way. It makes the fine dining experience of the customer. The customer can use any language they are known and are comfortable with, to operate the system. Also they can prefer any language to communicate with waiter. The system allows to get real time feedback from customers. It helps managers easy to update and to announce various offers on different occasions. It also help managers to analyze the best-selling items by getting those values from the database. It provides vacancy list for the customers at the receptionist which will help customers to book and grab the table easily with no more waiting thus saves time. The system gives e-billing facilities so that the customer can use credit or debit cards to pay the bill. The system gives fast parking service to the customers so that as soon as they do billing a check out message is send to the parker and he is ready with the customers car in the parking which will also save the customers time. This system is very cost effective, as it requires one time investment in installing android device[1] at each table. Thus it reduces the manpower and saves money of the restaurant.
Show more

6 Read more

Design Guidance: Learning Environments

Design Guidance: Learning Environments

This guidance for the design of learning environments at the University of Cincinnati was developed by a multi-disciplinary team. The team included campus planners, architects, an audio-visual system expert, and a senior faculty member who have extensive experience in the design of many different kinds of rooms where learning takes place. The team solicited inputs from faculty, staff, and students in all of the University’s colleges, mechanical and electrical engineers, and consultants involved with design of hundreds of classrooms. The team also obtained valuable information from visits to other campuses and presentations made at several professional conferences.
Show more

67 Read more

Using the Hypothesis Scratchpad to scaffold inquiry learning: A scaffold to improve learning results?

Using the Hypothesis Scratchpad to scaffold inquiry learning: A scaffold to improve learning results?

three different conditions all worked with a similar version of the ILS, with only a difference in the amount of support offered by the HS. The main subject of the used ILS was buoyancy and it consisted of five phases, starting with the orientation phase. In this first phase, general information about the subject of buoyancy was given in the form of an instructional video. The second phase was the conceptualization phase. In this phase, the participants first had to watch an instructional video. This video gave a short introduction about the virtual laboratory (Splash) and how the participants could work with this laboratory. During this video, no clues were given about any outcomes of experiments. The second video instructed the participants on how they had to use the HS. Each participant only saw the video corresponding to his or her condition. After watching these instructional videos, participants had to formulate at least two hypotheses in the domain of buoyancy. The formulated hypotheses were automatically saved and stored. After the formulation of the hypotheses the participants continued to the third phase of the ILS which was the investigation phase. In this phase, the participants had to work with the virtual laboratory (Splash). In this virtual laboratory, the formulated hypotheses had to be tested. Participant could write down all observations, thoughts and ideas in a digital tool called the observation tool and these observations were automatically saved. During the conclusion phase, which was the fourth phase of the ILS, the participants could retrieve their formulated hypotheses and observations. Based on their observations and the results of their experiments, participants could write down their conclusions about the hypotheses and they could change the level of trust they had in their hypotheses by adjusting the confidence meter. After formulating their conclusions, the participants continued to the last and fifth phase, the discussion phase. In this phase participants had to reflect on their learning. The first question they had to answer was: “Did your level of trust in the hypothesis change?”. If the participants answered “Yes” they had to explain which experiments and or observations changed their level of trust in the hypothesis. If the participants answered “No” they had to explain why their level of trust remained the same. The second and final question was an informative question about what the participants thought was the most difficult phase of the ILS.
Show more

35 Read more

Efforts to Improve Guidance Counseling Services Using ICT for Junior High School Student

Efforts to Improve Guidance Counseling Services Using ICT for Junior High School Student

In general, few students of State JHS students 18 Purworejo Indonesia does not have the insight and career preparation. The study was conducted for students class VIII ABCD in Academic Year 2008/2009. Based on tests (using instruments Phase Analysis of Development/PAD by University of Education Bandung Indonesia) conducted on the 1 sd July 5, 2008 and analyzed on 7 July 2008 were grains of insight and career preparation rank lowest Development Phase (DP) value 3.292 and the average DP is 3.65, the highest DP value of 4.117. While students are given special treatment DP ≤ 3 has a value of which there are 44 students.
Show more

10 Read more

Unguided bulletin board using digital cellular technology

Unguided bulletin board using digital cellular technology

Power supply is the source of electrical power. Normally any electronic circuit uses +5v DC power for its regular working .User can directly built +5v Dc power supply using 4 diodes, filter capacitors and regulator IC-7805(Integrated Circuit)or can directly purchase a +5v DC power adopter from the local market.

7 Read more

Smart Contract for Digital Certificate using Blockchain Technology

Smart Contract for Digital Certificate using Blockchain Technology

The proposed system title is “Smart contract for Digital certificate using blockchain technology”. In order to solve the problem of counterfeiting certificates, the digital certificate system based on blockchain technology would be proposed. The digital certificate with anti-counterfeit and verifiability could be made through the unmodifiable property of blockchain. In the system, three groups of users are involved. Schools or certification units grant certificates, have access to the system, and can browse the system database. When students fulfilled certain requirements, the authorities grant a certificate through the system. After the students have received their certificate, they are able to inquire about any certificate they have gained. The service provider is responsible for system maintenance. Instead of sending conventional hard copies, schools grant e- certificates containing a quick response (QR) code to the graduates whose data have been successfully verified. Each graduate also receives an inquiry number and electronic file of their certificate. When applying for a job, a graduate simply sends the register number or e-certificate with a QR code to the target companies. The companies send inquiries to the system and are informed if the serial numbers are validated. The QR code enables them to recognize if the certificate has been tampered with or forged.
Show more

8 Read more

Show all 10000 documents...