e-TIPS+Summary

e-TIPS Summary Introduction  Principle 1 As teachers, technology should aid in the mastery of objectives and learning objectives and not be a separate entity. Choosing technology wisely should take into consideration many factors, including curricular goals, being age, level, and content appropriate, and the cognitive demands, including drills, improving, comparing, contrasting and/or analyzing text of problems. Common technology applications used across the school will reinforce objectives and afford students the opportunity to become more proficient in multiple disciplines through the use of technology. (Tiffany & James) Principle 2 //Technology use provides added value to teaching and learning //. It makes possible something that otherwise would be impossible. This means individualizing instruction and being more responsive. Instruction is more real world, authentic, and current. Technology is valuable in aiding and facilitating communication and interaction. It allows users to find patterns and supports additional opportunities for learners to become more fluent in their knowledge. It allows users to access people, perspectives, or resources in a more current, informational, and multi-sensory format. Technology eases the search through a large amount of information to find what is relevant. It supports students learning-by-doing and allow students to compare, contrast, and categorize information. Students have the opportunity to think more deeply about the material and to show and articulate to others what they have learned. (Stephen and Dana) Technology has the ability to provide added value to teaching and learning through individualized instruction and providing additional resources of information so instruction is more real world, authentic, and current. Additionally, it allows for creating social arrangements that support collaborative as well as individual learning. Educational technology can also add value to students’ ability to show and articulate to others about what they have learned. Using educational technology in a classroom to add value to teaching and learning, by adding, extending, or changing what teachers or students do, inherently increases the effectiveness of technology. (Amy & Chris)

//Technology use provides added value to teaching and learning //. Adding value might mean individualizing instruction or making it more responsive to student’s questions and interests, or providing additional resources of information so instruction is more real world, authentic, and current. Adding value might also mean providing “scaffolds,” creating social arrangements that support collaborative as well as independent learning, accessing of data, processing of information, or communicating of knowledge by making these processes more feasible. It can increase access to people, perspectives, or resources and to more current information. In terms of processing information, added value might mean that the educational technology supports students learning-by-doing or aids them in constructing mental models, or making meaning, by scaffolding their thinking. Educational technology can also add value to students’ ability to show and articulate to others about what they have learned. Using educational technology in a classroom to add value to teaching and learning, by adding, extending, or changing what teachers or students do, inherently increases the effectiveness of technology. (Amy & Chris highlights only, stitched together with connecting words). Principle 3 **Classroom Level Principles ** //Technology assists in the assessment of the learning outcomes. // Planning for the assessment of students’ learning outcomes is a key component of designing instruction. At times, teachers will want to collect and return to students formative data, to let them know about their learning progress. Almost always, teachers will want to collect summative information about students’ achievement of the learning outcomes. Technology can assist teachers in collecting both formative and summative data that will help them understand how students are meeting or have met the learning outcomes for that lesson or unit. Some software or hardware actually collects formative data during its use, and some technologies also provide help in the analysis of the information. Generally, these are software programs designed to assess student learning, such as tutorial or drill and practice software. Some of these programs, through screens or printouts of information, or other feedback mechanisms, support student’s self-assessment of their learning. When students are working on learning procedural knowledge, they need opportunities to practice and develop their skills. Examples of software that students’ might use are databases, mind maps, multimedia reports, or web sites
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//<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Technology assists in the assessment of the learning outcomes. //<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> Planning for the assessment of students’ learning outcomes is a key component of designing instruction. At times, teachers will want to collect and return to students formative data, to let them know about their learning progress. Almost always, teachers will want to collect summative information about students’ achievement of the learning outcomes. Technology can assist teachers in collecting both formative and summative data that will help them understand how students are meeting or have met the learning outcomes for that lesson or unit. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Some software or hardware actually collects formative data during its use, and some technologies also provide help in the analysis of the information. Generally, these are software programs designed to assess student learning, such as tutorial or drill and practice software. Some of these programs, through screens or printouts of information, or other feedback mechanisms, support student’s self-assessment of their learning. When students are working on learning procedural knowledge, they need opportunities to practice and develop their skills

Introduction