Kentucky reading teacher Ashley Judd uses augmented reality to get her students excited about learning. The PBS Digital Innovator says she has seen student engagement soar since she started using more technology in her classroom because students are already excited about using iPads and other devices. In this video, students use an augmented reality app to create an interactive memory book.

This remix was modified to include the most recent AASL standards, an updated image and updated language.Create a Superhero is a five-part lesson plan asking students to research a current global issue which impacts them, their family or their community. Based on their research they create a superhero to help solve the issue. The project follows an adapted inquiry model and uses the online tools of G Suite for Education.   

Music educator Michelle Lewis teaches her students how to create vodcast music lessons. Lewis hopes that their vodcast YouTube channel will help students in schools without a music program learn music concepts.

Igor Baryakhtar's Presentation at Virtual NEMATYC 2021 Conference, 4/08/2021.The technologies that support learning of introductory statistics are reviewed. Advantages and disadvantages of using Graphing calculator TI 83 / TI 84, StatCrunch (Pearson's web- based statistical software), Apple Numbers, Microsoft Excel, R language and software is discussed. Tablet implementation of Introductory Statistic Open Education Resources based course is described.

An elementary review activity for chemistry vocabulary, tools, and concepts used with the classroom science curriculum.

A class at Central High School in Louisville, Kentucky, becomes a production studio as students learn about filmmaking in Vanessa Miller’s yearlong film course.

This study focused on understanding how and to what extent school leaders shift their vision of school technology leadership as a result of being exposed to theoretical, practical, and empirical data focused on school technology leadership. Prior to the intervention, educational leadership doctoral students were asked to write their vision statement for school technology leadership. After completing a three-credit hour graduate level course developed around the National Educational Technology Standards for Administrators (NETS-A) (ISTE, 2011), the students were asked to revise their vision statement. Pre- and post-treatment analyses were conducted to determine the depth of conceptual shifts as measured by the technology leadership standards. The researchers found that each student experienced shifts in their vision that more closely aligned to the NETS-A.

Get ready to Geek out. In this video we take a look under the hood of the Internet. We see what technologies run the Internet and more importantly how the make our lives easier.

Topics we cover include :
*TCP/IP
*HTTP & HTTPS
*FTP
*SMTP
*POP3
*Telnet

Links from Video:
FileZilla https://filezilla-project.org/
CuteFTP: http://www.cuteftp.com/
SmartFTP; http://www.smartftp.com/
Cyberduck: http://cyberduck.io/?l=en
Mozilla Thunderbird: http://www.mozilla.org/en-US/thunderbird/
Star Wars ASCII: http://youtu.be/Dgwyo6JNTDA

Knowing instructors have experiential knowledge of discipline-specific information and instruction success rates, this course is intended to convey an alternative to face-to-face instruction and aims to increase the commitment and desire of faculty to utilize online tools for instruction. Users I make no assumption about age or gender of learners; however, educational discipline and background are acknowledged, as well as the assumption that faculty have the knowledge to effectively operate a smart deviceSelf-Paced Study this course can be utilized as self-paced and focused on only those tools best suited according to discipline. Learning Objectives ​​​​​​​Learners will choose commonly utilized tools, technology and/or digital sources and identify technology(s) support of blended or fully online environment.Learners will use a technology evaluation rubric to evaluate a technology tool selected to meet a specific learning goal.Learners will develop a Technology Integration Professional Development Plan that will include their areas of need and a desire of use.

The goal of this module is to give teachers an overview of the basic considerations concerning integrating technology in the classroom to meet the needs of all learners.
Users:
Higher Education Instructors: This module could be integrated into a content area course or used as a mini course on technology integration.
Librarians: This module could be used as an in-service tool to introduce teachers to technology integration, library resources and how the librarian and teacher can work together to select, implement, and assess technology to enhance student learning.
Self-Paced Study: Anyone can work through the module at their own pace for professional development.

The goal of this module is to give teachers an overview of the basic considerations concerning integrating technology in the classroom to meet the needs of all learners.

The learner will assess their access to technology and their personal beliefs and attitudes about technology.
Learning Objectives

The learner will examine two models of technology integration.

TPACK - Technological Pedagogical Content Knowledge

SAMR Model of Technology Integration

The Common Core Standards that are related to technology and digital media will be examined.

Learners will choose a common core standard that suggests using technology and/or digital sources of information and identify technology(s) that will support the standard and enhance the learning environment. The focus will be on selecting technology for the content area (TK and CK) and determine the level of SAMR addressed in the application of the technology

Learners will reflect on best practices for maximizing using technology

Learners will use a technology evaluation rubric to evaluate a technology tool selected to meet a specific learning goal.

Learners will examine the important considerations regarding ethical and safe use of technology and Internet use.

Learners will examine and evaluate the “Privacy Policy” of two educational game companies.

Learners will develop a Technology Integration Professional Development Plan that will include their areas of need and a timeline and resources (network/PLC).

Knowing instructors have experiential knowledge of discipline-specific information and instruction success rates, this course is intended to convey an alternative to face-to-face instruction and aims to increase the commitment and desire of faculty to utilize online tools for instruction. Users I make no assumption about age or gender of learners; however, educational discipline and background are acknowledged, as well as the assumption that faculty have the knowledge to effectively operate a smart deviceSelf-Paced Study this course can be utilized as self-paced and focused on only those tools best suited according to discipline. Learning Objectives Learners will choose commonly utilized tools, technology and/or digital sources and identify technology(s) support of blended or fully online environment.Learners will use a technology evaluation rubric to evaluate a technology tool selected to meet a specific learning goal.Learners will develop a Technology Integration Professional Development Plan that will include their areas of need and a desire of use.

This book is your guide to blended teaching in K-12 spaces. It was designed to help both pre-service teachers and in-service teachers prepare their classes for blended teaching. This book begins by orienting you to the foundational dispositions and skills needed to support your blended teaching practice. Then you will be introduced to four key competencies for blended teaching:

Online Integration – ability to effectively combine online instruction with in-person instruction.
Data Practices – ability to use digital tools to monitor student activity and performance in order to guide student growth.
Personalizing Instruction – ability to implement a learning environment that allows for student customization of goals, pace, and/or learning path.
Online Interaction – ability to facilitate online interactions with and between students

This textbook provides a set of high-quality resources to university educational technology courses. All chapters are written by professionals in the field, including university researchers, teacher educators, and classroom teachers.

The book in its entirety and each chapter can be freely accessed, downloaded, printed, and remixed. Professors of educational technology courses can select the chapters that will work best for them when creating course packets, and preservice and inservice teachers can use relevant chapters for trainings and professional development purposes.

The purpose of this task is to engage students in an open-ended modeling task that uses similarity of right triangles, and also requires the use of technology.

Keri McAllister uses technology, workstations, and a lot of choice to turn her students loose on a unit on poetry. In workstations students watch "poetry in motion" videos, create a podcast about their chosen poet, and post reflections on a chosen poem on their class blog.

This is the guidebook that explains all the steps that were followed and provide information on how to replicate the project in your school, district or region. The Reaching Out: Meeting the Needs of Rural School Librarians project was made possible in part by the Institute of Museum and Library Services IMLS number RE-70- 18-0050-18.  

Personal choice and voice are key components to successful face-to-face and virtual learning for today’s K-12 students. Open Educational Resources can support these strategies of inquiry and personalized learning in many formats. Through the readings, digital tool exploration, and OER creation activity in this module, school librarians will further develop their digital expertise in creating student-centered (voice and choice) curriculum and instruction.By publishing lessons on OER Commons, other educators can find them, revise them and reshare them, thus expanding and improving access for all! This is a renewable assignment for school librarians – remember, renewable assignments are an alternative to traditional, disposable assignments, which students “throw away” after they are graded. With renewable assignments learners are asked to create and openly license valuable artifacts that, in addition to supporting their own learning, will be useful to other learners both inside and outside the classroom. An essential part of renewable assignments is the capacity to share them publicly and with an open license. As a school librarian, the lesson you create can also be a renewable assignment designed for K-12 learners; there are samples of renewable assignments in the folder Sample Renewable Assignments in the Renewable Assignments group. 

Media specialist Victor Darrigrandi explains the process for teaching students how to safely operate video drones. Darrigrandi believes that as drones become more popular in video production, operating them is a valuable skill for students to learn.