Extractions: Microsoft Offers K-12 Teachers New Technology Skills and Free Classroom Resources Redmond, Wash., August 24, 1998 - "I have a heightened level of confidence when it comes to working with computers and using technology in a real, relevant manner in my classroom." This enthusiastic comment came from one of more than 2,000 K-12 teachers nationwide who spent their summer vacations learning new technology skills at summer institutes sponsored by Microsoft and other industry leaders. Teachers who participated in the summer institutes completed hands-on, project-based workshops and learned how to use and integrate Microsoft software, such as Microsoft Office 97, Windows 95, FrontPage 98 and Internet Explorer 4.0, into class projects and learning activities. And the learning doesn't stop there. The teachers will share their newly developed skills by training nearly 70,000 of their colleagues when they return to school this fall. While the summer institutes profiled below each had a different approach and local objectives, they all focused on a common goal shared with Microsoft - to help teachers use technology to enhance teaching and learning for children.
Integrating Technology Into The Art Curriculum be confronted with the challenge of integrating new information technology As A StorageAnd Presentation Tool. can be easily accessed and placed into any paint http://www.olejarz.com/teched/essays/arttech.html
Extractions: Fall 1996 Introduction It was still snowing at 1:26 PM on Friday, February 16, 1996, in Maryland when John Royo posted the following message on the NAEA-EMIG (National Art Education Association - Electronic Media Interest Group) listserv: Hi everyone, To those of you in the mid-atlantic, U.S., happy snow ;) A question for all to ponder. As we merge more and more into the Digital Age, are "traditional materials" chalks, oils, etc, still relevant to teach with? Why, once into the digital age, would we want to use clay, paint, etc that is analog and not digital with any art student except the BFA/MFA track, or them at all. Are these traditional materials essential to learning about art? Or are they a source of hazardous materials? Assume that you could put economics and art budgets aside, and everyone could be doing digital, why would we continue to use the "traditional" materials. Mind you, this is a devil's advocate type of question.....
Integrating Technology Into Higher Education Curricula integrating technology into Higher Education Curricula. But, is technology in highereducation curriculum under learning for students by integrating reallife http://www.nssa.us/nssajrnl/NSSAJ171/NSSAJ171HTM/NSSAJ17_1_3/NSSAJ17_1_3.html
CTT > Center For Teaching & Technology participantswill see how technology can be effectively integrated into any elementary 2) integrating technology through HyperStudio and Genre http://ott.educ.msu.edu/ctt/techconf/sessions.asp
Extractions: Description: The Michigan Association for Computer Related Technology Users (MACUL) sponsors many initiatives for professional development in educational technology. This session will explain the Ameritech Technology Academy, the Intel Teach to the Future program, and other opportunities to expand your knowledge of how to use technology more effectively in the classroom. The sessional will also explain how to get involved with the Special Interest Group for pre-service teachers. Objectives: The session will explain the curriculum of the Ameritech Technology Academy. The session will explain the curriculum of the Intel Teach to the Future program. The session will explain how students can become involved and benefit from the Special Interest Group for pre-service teachers. Applied To: lower elementary, upper elementary, middle school, literacy, math, social studies, science, digital video, internet, simulation, art, hyperstudio, powerpoint, other,
SIGTC Report SIGTC Preconference workshop, integrating technology into the Curriculum a classroomteacher and technology enthusiast, I variety of technologies into my own http://www.macul.org/newsletter/1999/summer99/sigtc.html
Extractions: by Sally Irons The evolution of technology in the curriculum poses new challenges As a technology enthusiast, I have been involved in many sessions of technology planning and technology curriculum development, stemming all the way back to the mid-1980’s. After the SIGTC Pre-conference workshop, "Integrating Technology into the Curriculum: A Hands-on Approach", I was once again faced with the question, "If I want my students to be effective technology users, how do I go about teaching them?" if you and a team of teachers and an administrator sat down to write a technology curriculum, you examined what computer classes were to be taught at the high school level. The students predominantly learned BASIC and Logo programming. The software was cumbersome, at best, relying on five-inch floppies for storage. Word processing, database, and spreadsheet applications were almost unheard of. The computer labs were "decked out" with Apple IIe’s and ImageWriter printers. And, classroom teachers were left completely out of the loop. They were not expected to have any computer skills, let alone be able to teach them.
[ra-telcom] Training In Integrating Technology Teachers by the Institute of Computer technology (ICT) with 40 hours of classroominstruction on integrating the latest technologies into your teaching http://list.terc.edu/pipermail/ra-telcom/2001-August/000065.html
Extractions: Mon Aug 27 16:39:02 2001 http://www.intel.com/education/teachfuture/. There is no cost for this workshop unless you choose to receive graduate credit ($280). Contact Karen Sullivan at ksullivan@wgby.org to make contact with the Intel Master Teacher in your area. Take advantage of this great opportunity! ******** Karen Sullivan, Director Center for Instructional Technologies WGBY/57 44 Hampden Street Springfield, MA 01103 413.781.2801 413.731.5093 (fax) www.wgby.org/edu/cit Previous message: [ra-telcom] apology: Try Science again Next message: [ra-telcom] Scientific American 'Web's Greatest Hits' Messages sorted by: [ date ] [ thread ] [ subject ] [ author ]
The Home Of The Georgia Professional Standards Commission Georgia Project for Assistive technology, L0023A, integrating Assistive technologyinto the classroom Functional technology Module, APPROVED, 3/14 http://www.gapsc.com/ApprovedPrograms/EducationProgram.asp?technology=yes
ICONnect - Five Strategies For Integrating The Internet Five Strategies for integrating the Internet into of incorporating Internet functionsinto the curriculum Solving Learning and Teaching technology in Context http://www.ala.org/ICONN/strategies.html
Extractions: Professor of Art and Design, University of Wisconsin-Stevens Point " The total absence of computer graphics will mean, in the future, one more gap in training, which will probably not be made good until industrial societies are unavoidably confronted with a further revolution in the forms of visual communication. Since computer graphics is, in a way, a logical development of constructive art, and this tendency has had a notable influence on modern applied graphics, it seems important to me that we should document its possibilities in the field of experimental graphic design." Igildo Biesele predicted revolution in 1981 and it has come to pass. The invasion of technology into the classroom has afforded great advances in student productivity and serves as a tool that emulates the work environment. It is assumed that by technology we are discussing the computer and its ancillaries such as software. The computers incursion into the classroom has also caused several basic dilemmas that educators and college departments must address. The effect of remaining current is obvious on a departments budget but is more subtle on the departments philosophy and on its course content. Though some assume that new technology places the printed word in jeopardy, it has not stifled prose or poetry.
Intel® Education In India - Pre Service Program use technology to tap into vast reservoirs technology for Teaching and Learning Thisprogram gives handson instruction in integrating technology for teaching http://203.197.197.39/teachtothefuturever1/preservice.asp
Extractions: The Intel Teach to The Future program is a world wide effort to help both in service and pre service teachers integrate technology into the classroom to enhance student learning. Under Pre-service, the Intel Teach to the Future program will enable teacher educators to discover how to use powerful productivity software, multimedia tools, and the Internet to promote inquiry based learning. Teacher educators are provided with training and resources for use in their pre-service courses. Pre-service students use technology to tap into vast reservoirs of information, work in teams, develop lesson plans to meet challenging standards. This program gives your pre-service faculty detailed, hands-on instruction in integrating technology for teaching and learning. In addition, modular curriculum uses essential questions to direct instructional design. The focus is pedagogy not software. The skills learned apply to virtually every subject and grade level the student teachers are pursuing. Teachers in training learn how to create assessment tools and align lessons with their syllabus. As a result they will enter their first classrooms with the ability to integrate technology resources into any unit they teach.
Extractions: Integrating Technology into the Teaching of Phonics: Including the ìPartî in a Whole-Language Program by Margaret Pierce Pedagogical Goal I dont understand! If "C" says "kuh" and "S" says "s-s-s," then why does circle start with a "C"? Wouldnít it make much more sense with an "S?"" (William, age 7) Overview of Recommended Instructional Strategies Characteristics of Exemplary Phonics Instruction. believe and receive . The fifth characteristic of exemplary phonics instruction is that it encourages beginning readers to notice the orthographic patterns in words. Noticing how new words (for example sand ) are similar to known words (for example, and Instructional Tools and Activities. This new model of reading instruction, which represents more faithfully the process of reading as we currently understand it, requires a reformulation of the strategies and tools which effective reading teachers should use. The phonics approaches that rely on teaching the letter sounds independently from real text no longer seem appropriate. However, teachers and researchers have already begun sharing new instructional approaches that reflect many of the characteristics of exemplary phonics instruction discussed above. To promote the development of phonemic awareness in young readers, children can dictate stories, write with invented spelling and identify rhyming words (Bear, et al., 1996). When children see their own spoken stories written down, they begin to understand the power of written language. Soon they will progress to noticing the relationship between sound and symbol. Invented spelling is a manifestation of their exploration with this new knowledge. Allowing children to write by successive approximation gives them practice at integrating the three cueing systems and behaving like real readers and writers. Exploration of rhyming words also provides reinforcement of phonemic awareness. Engaging in choral readings of rhyming stories is just one way to make exploration of rhyming words more authentic.
Index Curriculum Resource Guide of technology lessons and topics by students in an educationalcomputing course integrating Computers into the Curriculum http://yorkcountyschools.org/yms/haskins/
Extractions: Yorktown Middle School Technology Coordinator's Page for Teachers K Haskins' Schedule YMS Home Page Marco Polo - Internet Content for the Classroom Web Resources Collected by Subject Click and Explore! Correlated by SOL! Art Music Drama Foreign Language Language Arts Math ... Product Possibilities Using Technology and You Can Use Technology Every Week with These! Useful Websites for Lesson Planning Bigchalk.com http://www.bigchalk.com Click on middle school to find wonderful resources providing lessons and activities by subject, tutorials by subject and many other items of interest. TryScience http://www.tryscience.org/ Explore many science concepts using these interactive games and activities. Try the adventures, experiments and field trips for that total science experience! Integrating Technology Into Planning and Curriculum http://www.ael.org/rtec/ideas.htm 170 practical ideas for using technology for students to facilitate the teaching and learning process. The Integrated Classroom http://www.greece.k12.ny.us/atm/ic/Tutorials.htm Authored by an Instructional Technology Specialist this site has tutorials, lesson plans, technology news, and much, much more. Kathy Schrock's Sites to See http://kathyschrock.net/sitestosee.htm
ERIC Logo Department Of Education Seal integrating the Internet This site is designed for support volunteers from the technologycommunity who integration of new technologies into the educational http://ericit.org/cgi-bin/resprint.cgi/Resources/Educational_Technology/Integrat
Extractions: The MarcoPolo program provides no-cost, standards-based Internet content for the K-12 teacher and classroom. Online resources include reviewed links to top sites in many disciplines, professionally developed lesson plans, and classroom activities. Sites include materials to help with daily classroom planning, brief and xtended lesson plans, reviewed and expert-approved links to related high-quality sites, and powerful search engines. MarcoPolo also includes the "Internet Content for the Classroom" Teacher Training Kit train-the-trainer guide for use by school- and district-level technology coordinators.
Extractions: Develop lesson plans that incorporate technology. (For example: Illustrate lectures and presentations with images, list internet sites in reference materials, use technology in classroom presentations and discussions.) Teach students to use technology to help complete tasks. (For example: Suggest that students use spell checking, internet references in papers, charts and graphs in papers, reports, and presentations.) Require all students to use technology to help complete tasks on a regular basis. (For example: Ask students to keep an electronic daily journal, ask students to use the internet to search for information, allow students to use e-mail for information gathering.) Include the use of technology in the grading system. (For example: Use electronic gradebooks, spreadsheets, etc.) Continue to change as newer technology becomes available. (Access the internet on at least a weekly basis, check out your class enrollments from the computer, put course notes on web page for students to access, use computer for presentation and lecture, illustrate data collection on site with use of computers and technology, etc.)
