How Educators Use Technology And Data To Guide

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How Educators UseTechnology and Datato Guide Teachingand Learningonlineprograms.smumn.edu/online-programs

How Educators Use Technology and Data to Guide Teaching and LearningEducation professionals already know that,like every other aspect of modern life, digitaltechnology has transformed education. Thoseinterested in earning advanced degrees inlearning design and technology may alreadyknow that 92% of advanced placement teacherssay the Internet is now the go-to method tofind content and resources. However, accordingto the same study, this digital resource is adouble-edged sword: More than 40% of thosesurveyed say the abundance of digital tools hasforced them to work harder in order toremain effective.Having a deep understanding of technologyand knowing how to best incorporate it intoteaching are requirements for educatorsseeking to excel in their professions.Consider these other facts from a PBSLearningMedia 2013 survey of pre-K to 12thgrade teachers: Nearly half (48%) of teachers usetechnology to build online lesson plans.45% say they use it to provide studentsaccess to web-based educational gamesor activities.Nearly as many (43%) say they employonline video, images, and articles intheir work.65% rely on technology forclass demonstrations.90% have access to at least one PC or laptopfor their classroom.Six in 10 teachers use interactive SmartBoards or Smart Technology.More than one-third (35%) say they use atablet or e-reader in their classrooms.Today’s educators must keep pace withincreasingly tech-savvy students. A 2014 Pewreport found about half of U.S. teens ownsmartphones and more than 80% use socialnetworking sites. (This digital overload hasmade teaching even more challenging: Themajority of teachers classify today’s studentsas an “easily distracted generation with shortattention spans.”)In order to enjoy continued success in theeducation field, it is essential that educatorsremain up to date on the latest digital trendsand tools (as well as the role technologyplays in the lives of their students). This guideoffers teaching professionals an overview ofhow technology has transformed day-to-dayteaching, how it has changed the learninglandscape, and steps teaching professionalscan take stay ahead of the curve.Chapter 1: Teaching MethodsIn the last 20 years, technology has reshapedthe K-12 teaching environment. One subtleillustration of this transformation can be found byvisiting Edutopia, an education-focused onlineresource first launched in 1991 for teachers.Search “topics” on the site, and visitors will findless than 50 articles on such traditional subjectssuch as “Instructional Coaching,” “Libraries,” and“Standardized Testing.” But click on the phrase“Classroom Technology” and more than 1,000articles appear.In today’s classroom, time-tested teachingmethodologies such as lectures, homework,textbook assignments, and group projects stillhave their place, but now digital technology playsa role in each of these. Lectures, for instance, canstill be lectures, but they can also be podcasts,online videos, and visually appealing Prezipresentations. Students can still sit in class andcomplete tasks – they can also complete lessonsonline using laptops, tablets, and phones. Theseare just a few examples of a larger trend: The“flipped” classroom, where instructors encouragestudents to use an array of digital resources toonlineprograms.smumn.edu/online-programs

How Educators Use Technology and Data to Guide Teaching and Learninggather foundational content and then use theclassroom to share their findings.Below are some of the most mainstream K-12teaching methods – and how those methods havebeen enhanced through technological resourcesnow available:Differentiated learning – encouragesinstructors to tie academic goals directly toeach students’ interests and capacities. Manytechnological tools are available for teacherswho want to keep to students engaged whilepersonalizing instruction. For instance, free onlineresources offer interactive lessons, audio andvisual tutorials, and multi-subject downloadableapps for students and instructors. These are someof the best online learning resources: PBSlearningmedia.org (multiple subjects)newseumed.org (media literacy)nsta.org (science)illuminations.nctm.org (math)Individualized learning – calls for lessonplans to be calibrated to meet the student’sindividual pace. The end goal is the samefor all students, but this approach focuseson “when” rather than “how.” Technology isparticularly effective in this approach becauseonline technology meshes well with pacing andtime management. In this case, online learningaugments and reinforces classroom activities.Minnesota has several resources for individuallearning plans: ReadySetGo (high school students earntuition-free college credits while still inhigh school)Minneapolis Public Schools ILP (reading andwriting resources)Personalized learning – also known aspersonal learning plan (PLP), is a hands-oneducation technique tailored to the preferencesand interests of various learners, as well asinstruction that is paced to a student’s uniqueneeds. Amy Moynihan, Content Manager atHanover Research, writes in teachthought.comthat this approach in particular has benefitedfrom the digital revolution. That’s because digitalresources such as cloud computing, mobilelearning, advanced analytics, open content, andvirtual laboratories have resulted in “flexibilityin the personalization of learning, while alsoexpanding learning capabilities beyond theclassroom walls.” The Minnesota Department ofEducation offers a toolkit to help educatorsform PLPs. Minnesota Department of Education PersonalLearning Plans ToolkitTechnology is not only enhancing establishedapproaches to teaching; it is also helping toincubate new ones. One prominent example ofthis is the Teach to One [JH8] method. Teach toOne is almost entirely digitally based approachto teaching, where each student is given a new,customized syllabus every day. Most of the workis done online and when the day is complete,students complete 10-minute, online assessmentsdocumenting their progress.“Technology is notonly enhancingestablishedapproaches toteaching; it is alsohelping to incubatenew ones.”onlineprograms.smumn.edu/online-programs

How Educators Use Technology and Data to Guide Teaching and LearningChapter 2: Typesof TechnologyTeachers are using a wealth of technological toolsin today’s classrooms. New devices and apps areintroduced almost daily, and they generally fall intofour categories: smartphones, tablets, wearabletechnology, and laptops/netbooks.Smart PhonesWith about half of U.S. students now usingsmartphones (and with that number climbing),teachers are embracing the smartphone in theclassroom. That’s because the typical smartphone can support a multitude of apps, andthe popularity of education-oriented apps hasexploded recent years. Also, the price is right.Google, Apple, Microsoft, and other tech giantsoffer hundreds of free learning apps. In 2012,TechCrunch reported that 20 million students andteachers were using Google Apps for Education,and it estimates another 5 million new users willhave downloaded the technology each year since.TabletsLike smart phones, the popularity of tablets suchas iPads is booming. IDC Research reported onTheJournal.com that more than 3 million tabletusers are students. Like smart phones, tabletscan support numerous education apps. A tabletlends itself to learning better than a smartphonebecause their enlarged sizes make them easier touse, especially for younger children and studentswith special needs.Wearable TechWearable technology refers to clothing andfashion items that double as electronic devicesbecause software and electronics are embeddedinto the products. This is a relatively new additionto the growing catalog of technological toys,and teachers are reporting success with usingwearable tech items such as activity trackers inthe classroom. Activity trackers measure usermovement, so they can serve as interactivelearning tools allowing students to document theirown activities and analyze the data. Similarly,GoPro – wearable cameras – are catching on withkids as a creative way to document their day-today activities and create imaginative POV (point ofview) projects.Laptops and NotebooksPearson conducted polls in 2013 and 2014 togauge usage of laptops in elementary, middle,and high schools and found that students reportedusing laptops more than smartphones, tablets,and other electronic devices.Here is a look by device: Laptop, notebook, Chromebook: 71%in 2013 and 73% in 2014Smartphone: 50% in 2013 and 62% in 2014Tablet: 41% in 2013 53% in 2014The use of laptops and notebooks in theclassroom has educators divided. Some say theyare distractions that detract from learning, whileothers say they enhance classroom learning.Psychological Science reports that researchersfound that college students who took notes onlaptops didn’t do as well as students who tooklonghand notes. Laptops – and all technologicaldevices – can hinder discussions while studentsmultitask across multiple devices.On the other hand, when used properly,technology can enhance teaching and learningin the classroom. Today’s teachers and schooladministrators must find balance betweenmultiple-screen technology and traditional faceto-face pedagogy, which will help students findthat balance outside the classroom. The nextsection looks at how education administratorsuse technology to improve teaching and learning,enhance communication, and measurestudents’ ms

How Educators Use Technology and Data to Guide Teaching and LearningChapter 3: How EducationAdministrators Can LeverageTechnologyJust as teachers working in a classroom settingrely on technology in their day-to-day work– education administrators use a variety oftechnology to do their jobs.In addition to mastering and understanding thetechnology that teachers and students use ona daily basis, there are also technologies thatschool administrators can turn to operate moreproductive and efficient learning environments.At a high level, these include: Apps that enable easy record keeping andnote storage: Instapaper, CloudOn,and Evernote.Cloud-based storage sites that help schooladministrators safely store documentsand collaborate on them with otheradministrators, teachers, and parents:Dropbox, Evernote, and Google Docs.Professional and learning networks whereeducators share webinars and othercontent: edWebtv.net.Student information systems, which alloweducators to share information with eachother, as well as with parents and students:Alma, Blackbaud, Parent Vue, and STARS.Education administrators will find hundredsof user-reviewed SIS platforms in thissearchable database from Capterra.School officials are also expected to haveinsight into social media sites such as Twitter,Facebook, and others, which they can use toshare information with other teachers, students,and parents, as well as promote their schoolsand upcoming events.NCLB, ESEA, and TechnologyIn 2002, the U.S. government authorized theNo Child Left Behind Act, and the currentadministration has proposed an updatedElementary and Secondary Education Act,which will build on NCLB to expand equaleducation opportunities, expand early learningopportunities, improve teacher and administratorpreparation, and invest in innovation. Thesefederal mandates, and the state laws thatenforce them, require education administratorsto become well versed in data collection andanalysis so they can qualify for federal funding.Education administrators use technology tocollect and analyze data documenting progressfor students, classes, teachers, schools, anddistricts. They analyze data sets reflectingstudent and class assessments, resultsof instructional programs, demographics,attendance, and dropout trends. Minnesota’sstandardized test – the MinnesotaComprehensive Assessment (MCA) – measuresstudent performance in reading, math, andscience in public schools. School administratorsmust monitor how well their classrooms aredoing and provide their faculty with resources toprepare students for the tests.This level of understanding is essential.According to the American Associationof School Administrators “In data-drivendistricts, superintendents work with otheradministrators, teachers, principals andparents to ensure all children achieve. Dataprovide quantifiable proof, taking the emotionand rancor out of what can be tough calls forsuperintendents and school boards Data alsoprovide the substance for meaningful, ongoingdialogue within the educational ams

How Educators Use Technology and Data to Guide Teaching and LearningThe Institute of Education Sciences offers datatools that help educational administrators collect,compare, and analyze data into meaningful,actionable reports. They use spreadsheets likeExcel and Google Sheets, as well as web-baseddata analytics tools. Here are some of the freeones recommended by online tech magazineComputerWorld.com: OpenRefine (formerly Google Refine) –cleans messy data tablesGoogle Fusion Tables – turn data intocharts and mapsDataviz.org – convert data intomaps and timelinesGoogle Chart Tools – customizablechart templatesTimeFlow – analyzes data that havetime-based milestonesWordle – create word clouds fromqualitative dataEducation administrators share learning from datawith curriculum designers, who improve curriculumand support teachers. The U.S. Bureau of Labor& Statistics predicts higher than average growthfor instructional coordinators (which includecurriculum designers) through 2022, and the nextsection will explore how curriculum designersleverage technology.“Curriculumdesigners mustconsider themultiple waysteaching andlearning take placein the classroom”Chapter 4: How CurriculumDesigners Can LeverageTechnologyCurriculum designer is another advanced rolefor education professionals who want to impactteaching and learning on a wider scale anddoesn’t require much classroom time. The positionrequires an understanding of today’s technology– and emerging technologies. And curriculumdesigners rely heavily on data analysis, whichthey use to predict needs as they design thenext generations of teaching tools. Curriculumdesigners must consider several factors whendesigning curriculum: Teaching trendsState and federal regulationsGrade levelSubject matterLearning objectivesVisual elements that enhance learningInteractive elements that make learning funTechnologyCurriculum designers must consider the multipleways teaching and learning take place in theclassroom and incorporate these technologicaldevices into their courses. An integratedcurriculum might include these components: Written: Lesson plans, syllabusTaught: Instructional materialsSupported: Textbooks, audiovisual, online,labs, hands-on tools, guides for real-worldexperiences (museums, sciencecenters), homeworkAssessed: Quizzes, testsonlineprograms.smumn.edu/online-programs

How Educators Use Technology and Data to Guide Teaching and LearningTechnology can play a role in every component ofcurriculum. Curriculum designers must consider themany types of technology tools that teachers usein lesson plans. In addition to the tools describedin previous sections of this eBook, instructionaldesigners look at ways teachers enhanceclassroom teaching: Secure social networks: Edmodo, OpenStudyCommunication platforms to connect classroomsaround the world: Skype, Google Chat, ePalsPresentation platforms: Prezi, Pinterest,and Slideshare“Guest” presentations: YouTube, TED-edTechnology and data are changing the waystudents learn, and teachers, principals, educationadministrators, and curriculum designers arechallenged to stay on top of advances technology.Saint Mary’s University of Minnesota offers twomasters degrees that prepare educators for thefuture of education and technology: Master of Artsin Educational Leadership and Master of Educationin Learning Design and Technology. Each degreeprogram is essential for leaders in education toremain abreast of the newest technology and trendsin teaching. With continued learning, educators arebetter equipped to raise the standard for studentlearning and design a curriculum that preparesstudents to become valuable members of theworkforce and community. The next two sectionsbriefly describe those programs, and explain howthey impact the educational landscape oftoday’s students.Chapter 5: Master’s Degree inEducational LeadershipEducational Leadership in K-12 systems takesmany forms. In the early part of the 21st Century,fresh thinking and creative strategies requireeducational leaders to embrace technological toolsand solutions. The roles where in which people withMaster’s in Educational Leadership might work: Teacher leaderPublic or private school principal*Administrator in private, parochial, orcharter schoolsDean of studentsChief learning officerSuperintendent, district or statewide*Designing curricula, state, regional ornational levelCompensation for these areas of work dependon where you work. In general, educationadministrators earn a median of 90,000 whileinstructional developers earn a median of 60,000. If you’re designing coursework for aprivate company, however, the salary is likelyto be higher while benefits might be lower.(Salary information is taken from Bureau ofLabor Statistics.)A review of the courses needed to obtain aMaster’s in Educational Leadership include: Facilitation Through CommunicationEducational ResearchAdult LearningPromoting ChangeCurriculum and InstructionMulticultural Leadership andTeam BuildingEthics and LawOn the last point, since technology has hada greater presence in education, a numberof ethical and legal issues have emerged.School leaders must stay up to date onlegal and ethical policies that influencehow teachers, students, and families shareinformation. They must protect children fromonline predators, respect copyrights of otherpublishers, and secure sensitive andprivate ms

How Educators Use Technology and Data to Guide Teaching and Learninginclude curriculum designers) with master’sdegrees in the 60,000 range.Chapter 6: Master ofEducation, LearningDesign and TechnologyVery few things light up a child’s interest more thanworking, playing and learning via a screen. A Masterof Education in Learning Design and Technologyfosters technology integration in the classroom,library or similar environment. The roles in whichpeople with Master of Education, Learning Designand Technology might work: Teacher*Curriculum DesignerCurriculum SpecialistInstructional CoachTechnology IntegrationistSuperintendent or Assistant Superintendent ofInstruction*This degree is first and foremost designed to makegreat teachers even better. The program increasesa teacher’s knowledge and ability to build theirstudents’ comfort and safety levels with computers,digital devices, and other tools. Other career areasworth considering, however, might be working atonline education forums for kids, such as CodeAcademy or Khan Academy, just to name two outof many.The BLS Occupational Outlook Handbook putsmedian pay for instructional coordinators (whichThe Saint Mary’s University of Minnesota coursesare separated into Phases of Learning: Ignite – inspiring educators to becomelifelong learners themselvesCenter – using technology and scienceDesign – designing creative environmentsand mindsets to motivate learningExchange – communicating throughmulti-mediaInitiate – evaluating trends, influencingpolicy, promoting educational equityThe goal of the Saint Mary’s Universitycoursework is to increase student engagementand understand how powerful technology can bein the teaching and learning process.Take the Next StepDigital technology has rewritten the rules foreducation professionals. No longer is it enough tosimply have a passion to teach and help shapefuture generations. Now, to be effective in thefield and to enjoy a rewarding career, it is equallyimportant to be in tune with the ever-changinghigh-tech landscape. Professionals in the fieldmust stay abreast of the latest technology to dotheir jobs better, and stay ahead of their students.An advanced degree in education can help you excel inthe education field; it can position you for advancementwithin your career.Learn More Now!or call an enrollment counselorat ams

How Educators Use Technology and Data to Guide Teaching and Learning*This is not a licensure preparation program for K-12 administrative licensure. If you are looking to become aPrincipal, Director of Special Education, or Superintendent in Minnesota, the completion of an educationrelated master's program allows you to enter the Saint Mary's HYPERLINK S. in EducationalAdministration to complete coursework and field experience in preparation for licensure. If you are looking tobecome a K-12 public school administrator in another state, it is your responsibility to check with theadministrative licensing body in your state for specific licensure preparation requirements.Reference crease-in-digitalstudying-2/?i rooms/http://aasa.org/uploadedFiles/Policy and line-programs

Laptops and Notebooks Pearson conducted polls in 2013 and 2014 to gauge usage of laptops in elementary, middle, and high schools and found that students reported using laptops more than smartphones, tablets, and other electronic devices. Here is a look by device: Laptop, notebook,

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