15 Matching Annotations
  1. Apr 2020
    1. What is Google Classroom? And how are teachers using it? Learn more about this popular platform and how to use it with students.

      The article explains the features of Google Classroom and its functions. it briefly explains what it is, how to access it, how to set up, communication between parents/teacher/student, and what apps are compatible with Google Classwork, A quick reference and resource guide for the curious. Rate: 9/10

  2. Mar 2020
    1. This growth in technology is changing the nature of higher education. Educators are feeling more and more pressure to provide educational content and teaching methods that keep pace with ongoing scientific and technical progress. Faculty, especially in higher educational institutions, must adapt to employ technology effectively to deliver content for students, whether on campus or at a distance. The question to be asked is: How are faculty at institutions of higher education providing instruction that reflects the educational experiences and expectations such changes in technology bring with them?

      This article shows the growing need for higher education faculty members to effectively engage learners through meaningful instruction. In order for learners to meet learning objectives, instructors need to consider how to employ technology into adult learning. Rate: 5/10

  3. Nov 2018
    1. Successful Community College Professional Development Models

      This article discusses some challenges and solutions of providing professional development in community colleges, specific to North Shore Community College, located in Massachusetts.


    1. Have We Really Transformed Higher Education?

      A video interview of experts in the field of higher education sharing their views on the changes taking place in education, the impact of digital learning, the degree of transformations taking place because of non-traditional students (adult learners, online, etc.), retention concerns and the need for instructional design services.


    1. The key to teaching adults is understanding how they learn. Focus your attention on the group’s special characteristics. Don’t ignore adults’ needs, insights and skills when planning an educational experience

      A trainer's manual that explains how to effectively engage different types of adult learners and how best they learn. It identifies the 'what's in it for me?' factors, key in motivating adult learners and having them actively participate in their own learning experience.


  4. www.ijbhtnet.com www.ijbhtnet.com
    1. As technology becomes integrated into the teaching/learning process, the role of the classroom teacherchanges noticeably. Classroom teachers become facilitators who assist students in constructing their own understandings and capabilities in carrying out tasks on computer technologies. The shift from lecture and recitation, which often still occurs in secondary classrooms, to coaching automatically supports a constructivist approach to learning; computer encourages the teacher to play the role of a coach (Collins 1991).

      This article provides multiple definitions and principles of the constructivist approach and its impact on technology and learning in classroom situations. The design of instructional practices that engages the experiences, collaborative discourses and reflections of the adult learner.


    1. In other words, learning in context is paying attention to theinteraction and intersection among people, tools, and context within alearning situation. More important, for adult educators who plan and teach,it is understanding how to plan and design programs for adult learners thatwill profoundly shape learning.

      This chapter seeks to define context based learning, it's impact on instructional design, delivery and technology integration methods that seek to enhance the teaching and learning experiences of adult learners.

    1. learning theories are considered a source of verifying instructional strategies as well as a foundation for the selection of specific strategies. The theories provide information about the relationships among strategies, context, and learner characteristics for better integration, and, most importantly, learning theories allow for reliable prediction of the effectiveness of the selected instructional strategies.

      This article proposes that faculty and instructors in higher education should have a knowledge of learning theories, specifically behaviorism, cognitivism and constructivism to effectively design learning instructions and outcome.

    1. These changes will create a worldwide need for a reexamination of the way in which education is delivered to students (Wagner, Hassanein & Head, 2008).

      This article examines the significance of technology in higher education, the challenges and application of andragogical approaches, and the benefits of a systematic model of intentional technology integration.

    1. To be effective, teachers must not only demonstrate a knowledge of how to integrate content or concepts within a particular discipline, but they must justify that this method is having a positive effect in their classroom as evidenced through student learning. Integration can only be justified when students’ understanding of the content is enhanced (Lonning, 1997).

      This article presents an anecdotal description of a Ohio State University Education program and faculty's attempt to integrate technology in a single course for preservice teachers. It highlights the student population, data sources, study results, developmentally appropriate practices, integrating technology to fit particular concepts and theories of learning, and suggestions for technology meeting the needs of college education programs.


    1. Research about adults as learners can inform the design of effective digital learning experiences.

      This article highlights the potential for technology to play a supporting role in providing learning opportunities for low-skilled adults in the United States. It attempts to identify six andragogy principles that may determine the most appropriate digital learning space and instructional activities for this population.


    1. 9OFFICE OFEducational TechnologyThe Role of Technology in Designing a Student-Centered Approach to Higher EducationJust as rapidly changing technology has created new and constantly evolving job types and com-petencies requiring new skills, it has facilitated significant progress in accommodating the needs of a broader range of students. It can also revolutionize the delivery of education, allowing access to higher education for greater numbers of students at lower cost and with more flexibility.

      This report conducted by the U.S.A. Office of Educational Technology seeks to identify the role of technology in adult education now and in the future, in an attempt to make it more student-centered. Technology is revolutionizing the learning environment, changing and challenging the principles and systems that currently exist in higher education.


    1. Current technology takes this a step further as modern annotation tools combine, in one platform, both the social sharing/dialogue and the ability to engage in ways beyond the text.

      This article offers insight as to how technology can be used to build and support reading resources of postsecondary students, their critical thinking and collaboration skills. Opening the platform for adult learning and technology environments, this can prove very useful, especially to online students who read through multiple digital pages of articles, journals and research published.


    1. In a visual arts classroom,a teacher can photograph current student work and communicate “I CAN”statements and current learning targets to parents and students(see Table 2).Veteran teacher, art education blogger and curriculum developer Heather Crockett explains(2013):In a nutshell, I CAN statements are simple sentences designed by the teacheror the department.(Secondary folks often choose something a little different, such as “As an artist, I will...)Either way, these statements are based off the power standards or learning objectives from the curriculum, but they are writteninstudent-friendlylanguage.I CAN statements break down lofty objectives into learning targets students can read and understand.They cover specific learning for each lesson, and there can be more than one I CAN statement for eachPowerStandard.The neat thing about I CAN statements is that if they are used consistently and accurately, they can help students become more responsible for their learning and more reflective of their own work.I CAN statements also easily transition into assessments and allow for students and teachers to have a better discussion of their work

      This thesis paper highlights the appropriate use of technology in the art curriculum. It shares current examples of art teachers exercising learning theory principles to motivate students' performance, reflection and critical thinking skills. Some principles of Andragogy identified in this paper were applied equally to K-12 learning.


    1. more than 1,000 U.S. college students, show an overwhelming majority of students feel digital learning technology has positively affected their schoolwork – aiding concept retention and improving grades – and that more than half (53 percent) of students prefer classes that use such tools.

      This article briefly offers insight (with statistics) into a digital study trend survey conducted by learning science company McGraw-Hill Education. The results from 1000 U.S. College students reported some benefits of digital learning technology being, positive increase in grades, assisted in test preparations, day to day studying, increased engagement and help in learning new concepts.