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ALC_Report_Final.pdf (application/pdf Object)
The goal for these new learning spaces was to create a student-centered, integrated, and active learning space using flexible design and innovative construction techniques. These pilot learning spaces provide new and innovative classrooms, demonstrate new flexible classroom construction techniques, and allow faculty and students to experience and assess new classroom designs and pedagogy.
Punya Mishra’s Web » TPACK (was TPCK)
Technological Pedagogical Content Knowledge (TPACK), builds on Shulman’s idea of PCK, and attempts to capture some of the essential qualities of knowledge required by teachers for technology integration in their teaching, while addressing the complex, multifaceted and situated nature of teacher knowledge. At the heart of the TPACK framework, is the complex interplay of three primary forms of knowledge: Content (CK), Pedagogy (PK), and Technology (TK). See Figure.
Goochland’s Framework for Developing 21st Century Skills
G21 is Goochland County's effort to bring 21st century skill awareness into the culture of each school. We're doing this by replacing our previous initiative of individual technology goals for each teacher with a 21st century blueprint that serves as a model, high-quality lesson plan for teachers built around a project-based approach. The G21 framework builds upon the ideas for 21st century skills from a variety of resources, many listed in this document.
educational-origami » home
Educational Origami is a blog , and a wiki, about the integration of ICT into the classroom, this is one of the largest challenges that I feel we as teachers face. Its about 21st Century Learning and 21st Century Teaching.
Administrators Accessing the Effectiveness of Technology
school building administrators are being charged with the added responsibility of overseeing and managing their local technology program and few are prepared to do so.
UNESCO ICT Competency Standards for Teachers: UNESCO-CI
These three productivity factors serve as the basis for three complementary, somewhat overlapping approaches that connect education policy with economic development:
* increase the technological uptake of the workforce by incorporating technology skills in the curriculum — or the technology literacy approach;
* increase the ability of the workforce to use knowledge to add value to economic output by applying it to solve complex, real-world problems — or the knowledge deepening approach.
* increase the ability of the workforce to innovate and produce new knowledge and of citizens to benefit from this new knowledge — or the knowledge creation approach.
techLEARNING.com | Fundamentals of K-12 Technology Programs
Welcome to the Fundamentals of K-12 Technology Programs
Access, Adequacy, and Equity in Education Technology
Released June 10 by the National Education Association (NEA) and the American Federation of Teachers (AFT), the study--called Access, Adequacy, and Equity in Education Technology--examines the state of educational technology resources and support in public schools across the country, as reported by classroom teachers and instructional assistants.
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