...Technology and How It Fits 1 Technology and How It Fits Into Academic Success My Name Here COLL100 American Military University/APUS A TEACHER HERE Technology and How It Fits 2 Abstract This paper discusses how the use of technology can help increase academic success. It will show how Social media can transform the classroom by utilizing Social Networking ideas. An investigation into how the Standards movement, the Technology movement and the Instructor Standards movement, together, create a complete approach to E-Learning. Simply investing in technology is not enough to maximize academic success. In Adopting Information Technologies for Instructional Environments, it states: The introduction of new information technologies has created a turbulent environment for change in higher education; this has caused institutions, faculty and administrators to rethink their roles, teaching venues, and delivery options in markedly new ways than those currently available. The promise that accompanies any such remarkable change also brings with it some realities as these ideas are tested, implemented and adopted. (Kumari, 2005) Technology and How It Fits 3 Technology and How It Fits Into Academic Success Many studies have been done on the various ways that technology can be used in the classroom to further academic success. The question of how best to bring technology into the classroom has been deeply researched...
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...The Role of Technology on Educational Development Digital Educational Institutions Overview and Rationale What do educators and learners want to know about the use of technology inside classroom? The important issue is to know how this new digital tool operates in order that everybody can efficiently benefit the fruitful use that affects classroom environment. Specifically, instructors and learners want to know how to use the technology to live and communicate with each other appropriately as well as enhancing the value of the educational development. Technology is changing the way teachers and learners used to act and conduct during class in educational institutions. Not only does technology transform access to technology but also the skills required to fully interact with it. Members of the learning- teaching process are asking these questions: * What is the important role played by technology in facilitating teaching and learning process? * What are the types of technology used in the classroom? * How can it be used to improve and develop the levels of learners and educators? * How can technology reinforce the skills needed to succeed in teaching learning process? * How does technology facilitate teaching and learning? * How will the technology affect the future career for both teachers and learners? * What are the steps needed to strengthen the academic staff at the educational institution? * How will technology help students...
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...1 Analysis of Three Instructional Design Models 2 Abstract Instructional design models provide for a systematic approach of implementing the instructional design process for a specific educational initiative (Morrison, Ross, & Kemp, 2004). This paper will briefly describe the purpose and what instructional models are followed by process of three selected models: (a) the Dick and Carey systems approach; (b) Morrison, Ross and Kemp model (also known as the Kemp model); and (c) the Three-Phase design (3PD) model. The process description for each model will serve as the foundation and supporting points required for comparing and contrasting process of the models. 1 Dick and Carey, Kemp, and Three-Phase Design models for Instructional Design Instructional design (ID) models can provide a systematic approach of implementing the instructional design process for specific educational initiatives (Morrison, Ross, & Kemp, 2004). Gustafson & Branch (1997) states that there is a wide variety of instructional design models describing the ID process created for different situations and settings (as cited in Gustafson & Branch, 2002b; Ryder, 2006). The purpose of the instructional design models offer both educational and training organizations design steps, management guidelines and teamwork collaboration options with designers, technicians and clients (Gustafson & Branch, 2002a). Specifically by definition, a model can be defined as “a way of doing something; an explicit representation...
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...Technology-Mediated Learning Environment -- TutorPro Patrizia S. Jackson IS535ON_C January 30, 2010 Professor McElyea Example used with permission from the student 2/18/2010. TABLE OF CONTENTS I. Executive Summary 3 II. Definition/History of Technology-Mediate Learning Environment 3 III. Background of Law Firm X 4 IV. Discussion of Current Business Issues 4 V. Proposed Solution 6 VI. Recommendations for the Executive Committee 8 VII. Attachments 11 VIII. References 13 I. Executive Summary This research paper examines the technology-mediated learning environment and the advantages of using online technology to facilitate staff training. Additionally, this paper discusses Law FirmX's implementation of desktop tutorial software program "TutorPro" with the purpose of increasing secretarial skill competency levels. This paper illustrates how FirmX can increase employee commitment, minimize resistance by effectively communicating the firm’s expectations. Lastly, this paper outlines recommendations on how FirmX's implementation of TutorPro will assist the firm's short and long-term goals in meeting their strategic goals and objectives. II. Definition/History of Technology-Mediate Learning Environment Definition TML is defined as an “environment in which the learners' interactions with learning materials (readings, assignments, exercises, etc.), peers and/or instructors are mediated through advanced information technologies.” (Alavi, M., &...
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...How the environment affects learning Dennis Skinner American Military University/COLL100 April 30, 2010 Michael Carmichael How the Environment Affects Learning This paper will discuss how our environment affects learning. We will discuss how important the environment is in the early years of one’s life in early childhood development. We will also discuss how one’s interest in learning plays a vital role in learning. We will also discuss how active learning and development plays an integral role in those years between teenager and adult and as well as what influences that has on being successful in life. We will also examine the two learning environments, home and school, and how each are changing and as well as how these two environments will play significant roles as each student discovers what’s real and what’s not real and how each help the learning process. Lastly, we will consider how the learning environment is continuing to change and how the digital age will change the way we learn and as well as the effect it will have on our future students and how it will affect the path they choose to follow their dreams. In the early years of development the environment plays as big a role in how children learn and how they development more than any other time in their life. In environments where children are not only taught that it’s ok to learn, but to also enjoy the process leads to an active learning environment where children are allowed the opportunity...
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...Jones & Bartlett Learning, LLC & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION © 2011 Jones R SALE OR DISTRIBUTION & Bartlett Learning, LLC NOTFORRESALE OR DISTRIBUTION © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION Public Administration and Information Technology © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION & Bartlett Learning, LLC R SALE OR DISTRIBUTION Chapter 1 © Jones & Bartlett Lea NOT FOR SALE OR DI © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION © Jones & Bartlett Learning, LLC © Jones & Bartlett Lea NOT FOR SALE OR DI Opening Case OR DISTRIBUTION NOT FOR SALE Study President Obama’s Vision for IT and the Federal Government Some have argued that President Barack Obama’s technology agenda is game changing Learning, Dorris, © Jones & Bartlett (McClure andLLC 2010). The agenda brings together collabora© Jones & Bartlett Learning, LLC tion, participation, and transparency to government NOT FOR SALEtech- DISTRIBUTION through information OR NOT FOR SALE OR DISTRIBUTION nology (IT). Collaboration can be seen through free tools and technologies that provide fast, cheap, and effective support to increase citizen interaction with the federal government. In addition, social media networks such as Twitter, Facebook, MySpace, and YouTube are now used by many federal agencies. & Bartlett Learning, LLC © Jones &...
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...MSTM 4010 | Technology Assessment Plan | Version 1.0 – 6/25/2016 | Submitted by: | Gale Gillingham | June 26, 2016 | Submitted to: | Mr. Wes Smith | | Version History Version # | Implemented By | Revision Date | Approved By | Approval Date | Reason | 1.0 | GG | 06/16/2016 | WS | 06/25/2016 | Initial version | | | | | | | | | | | | | | | | | | | Table of Contents 1 | Executive Summary……………………………………………………………………… | 3 | 2 | Scope……...……………………………………………………………………………… | 5 | 3 | Technology Description and Alternatives……..……………………………………….... | 6 | 4 | Ancillaries……………...………………………………………………………………… | 7 | 5 | Human Resources………………………………………………………………………... | 8 | 6 | Schedule and Tasks………………………………………………………………………. | 8 | | 6.1 Milestones……………………………………………………………………….. | 9 | | 6.2 Project Timeline…………………………………………………………………. | 10 | 7 | Cost………………………………………………………………………………………. | 11 | 8 | Risk Assessment…………………………………………………………………………. | 12 | 9 | Appendix A: References…………………………………………………………………. | 14 | 10 | Appendix B: Key Terms…………………………………………………………………. | 15 | 11 | Appendix C: Detailed Tasks and Schedule……………………………………………… | 16 | 12 | Appendix D: Risk Matrix and Impact Definitions………………………………………. | 17 | 13 | Appendix E: Technology Assessment Approval………………………………………… | 19 | 14 | Appendix F: Technology Assessment Results Form…………………………………….. | 20 | 1. EXECUTIVE SUMMARY This report was developed to provide...
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...2nd World Conference on Technology and Engineering Education Ljubljana, Slovenia, 5-8 September 2011 2011 WIETE Remote engineering laboratories for collaborative experiments A. Nafalski, Z. Nedić & J. Machotka University of South Australia Adelaide, Australia ABSTRACT: Personal and professional attributes of university engineering graduates have become local and national priorities in Australia and elsewhere. These include communication skills, the management of information, a capacity for creation and innovation, commitment to professional and ethical responsibilities, leadership and team skills, capacity for lifelong learning and appropriate professional attitudes. This paper reports on selected collaborative remote engineering laboratory developments that can address some or all of the above competence items, and allow experiments to be conducted with partners sitting at the same computer next to each other or at computers dispersed around the world. The Internet enables the global collaboration and information interchange in social media and also in more professionally oriented remote engineering and science laboratories, where students may work together being geographically located elsewhere. INTRODUCTION Remote laboratories offer great opportunities for local students’ worldwide access to facilities elsewhere in the city, in the country and in the world, the facilities being either unique, expensive, or allowing for interaction via the Internet [1-3]. Few...
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...Course Description This course offers guidance and examples on how to communicate effectively in a workplace that is increasingly dependent upon technology as a means to communicate globally. The course provides students with an understanding of technology-mediated communication and the ability to maximize the use of new media to optimize organizational communications. Intranets, Internet, e-commerce, and the impacts upon customer satisfaction of new communications technologies are explored. Policies Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents: • University policies: You must be logged into the student website to view this document. • Instructor policies: This document is posted in the Course Materials forum. University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the policies governing your current class modality. Course Materials Turban, E., King, D., McKay, J., Marshall, P., Lee, J., & Viehland, D. (2008). Electronic commerce 2008: A managerial perspective (4th ed.). Upper Saddle River, NJ: Pearson Prentice Hall. Roebuck, D. B. (2006). Improving business communication skills (4th ed.). Upper Saddle River, NJ: Pearson Prentice Hall. All electronic materials are available...
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...Smart Technology for Smarter Kids Technology has proven to be a milestone in human development. It is only natural to want to incorporate this technology into our school programs and learning environment, and is now used as a means of instruction in the preschool, primary, and secondary classroom as well as beyond. Is it safe though, for the young, still developing minds of our future? These children, pre-school through primary, are around ages three- to eight-years- old. Many argue computers and other forms of technology have no place in the curriculum; whereas, the validity that teachers whom have incorporated it within the classroom feel it has enhanced the learning environment and overall, the students have developmentally progressed through documented developmental milestones at a faster rate than without the engagement of technology involved. Young children can be marked through developmental milestones; there are a known sequence of landmarks documented from childhood researchers and theorists. Exposure to certain disruption or not being correctly exposed to the applicable ideally guided assistance can prohibit these events from occurring (Feeney, et al, 2010). Technology exposure is inevitable though, especially within this twenty-first century. In addition to the introduction and development of literacy and numeracy skills and a strong emphasis on the shaping and improving of fine and gross motor skills, interaction and socialization are also key components to...
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...study ICT (information and communication technologies) in education lives a life at the crossroads between evidence based policymaking, learning and the fast-changing world of technology. Key stakeholders (politicians, parents, teachers, school leaders) demand evidence of the impact of ICT derived from research, monitoring and evaluation (Friedrich and Francesc, 2009). The challenge for policymakers is (in collaboration with the research community and the educational community) to develop a sustainable knowledge base for ICT in education, in which key indicators and other sources of information are identified, which enables better insight into the use and effects of ICT for learning. Technology has been said to have impacted many different types of people in different types of environments as a dynamic communication tool. For instance, Ali and Richardson (2012) explained that technology has pervaded all aspects of society and the field of education is no exception, the learning and teaching environment has also changed drastically. Technology has impacted on teaching and learning activities, and it is now seen increasingly as an enabler of learning. Morgan (2008) added that technology is no longer the wave of the future, the future is now. This generation has been classified by Prensky (2001) as “Digital Natives” and students who have been born into and are totally immersed in an environment that is surrounded by technology. Technology provides to them a variety of useful information...
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...Coping with Continuous Change in the Business Environment CHANDOS KNOWLEDGE MANAGEMENT SERIES Series Editor: Melinda Taylor (email: melindataylor@chandospublishing.com) Chandos’ new series of books are aimed at all those individuals interested in knowledge management. They have been specially commissioned to provide the reader with an authoritative view of current thinking. If you would like a full listing of current and forthcoming titles, please visit our web site www.chandospublishing.com or contact Hannah Grace-Williams on email info@chandospublishing.com or telephone number +44 (0) 1993 848726. New authors: we are always pleased to receive ideas for new titles; if you would like to write a book for Chandos, please contact Dr Glyn Jones on email gjones@chandospublishing.com or telephone number +44 (0) 1993 848726. Bulk orders: some organisations buy a number of copies of our books. If you are interested in doing this, we would be pleased to discuss a discount. Please contact Hannah Grace-Williams on email info@chandospublishing.com or telephone number +44 (0) 1993 848726. Coping with Continuous Change in the Business Environment Knowledge management and knowledge management technology ANTONIE BOTHA DERRICK KOURIE AND RETHA SNYMAN Chandos Publishing Oxford · England Chandos Publishing (Oxford) Limited TBAC Business Centre Avenue 4 Station Lane Witney Oxford OX28 4BN UK Tel: +44 (0) 1993 848726 Fax: +44 (0) 1865 884448 Email:...
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...GEN 300 Entire Course (UOP) For more course tutorials visit www.tutorialrank.com GEN 300 Ethics in an Academic Environment Assignment POWERPOINT ONLY GEN 300 Team Dynamics Instructions GEN 300 Effects of Technology Essay GEN 300 Research,Summary, and Paraphrase Activity GEN 300 Ethics in an Academic Environment Assignment PAPER ONLY GEN 300 Final Paper on Team Dynamics GEN 300 Student Web Scavenger Hunt GEN 300 Week 1 DQs GEN 300 Week 2 DQs GEN 300 Week 3 DQs GEN 300 Week 4 DQs GEN 300 Week 5 DQ ____________________________________________________ GEN 300 Ethics in an Academic Environment Assignment PAPER ONLY (UOP) For more course tutorials visit www.tutorialrank.com In Week Five, teams will submit a 1,750-2,100-word research paper examining issues related to ethics in an academic environment. ____________________________________________________ GEN 300 Ethics in an Academic Environment Assignment POWERPOINT ONLY (UOP) For more course tutorials visit www.tutorialrank.com 1. In Week Five, give a 10-15 minute oral presentation accompanied by 7-10 Microsoft® PowerPoint® slides illustrating their paper. Online Campus students will submit a 7-10 slide Microsoft® PowerPoint® presentation slides with presenter notes to the Assignment newsgroup by Monday, Day 7 of Week Five. 2. To prepare for this assignment, each team member should review the following resources: a. Keys to College Studying, Appendix – Conducting Research. b. Critical Thinking:...
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...employees and department Q2: What three areas should be the focus of a needs analysis? a. location, organization, people b. departments, organization, tasks c. organization, people, departments d. organization, tasks, people Q3: What is behavioral learning? a. how we act or behave b. pleasant or unpleasant experiences in life c. how we choose to handle life experiences d. the causes of life experiences Q4: What is cognitive learning? a. learning is based upon our performance level b. learning is based upon our ability to communicate c. learning is based upon our mental processes d. learning is based upon our ability to learn Q5: Which three topics known as “states” describe internal learning conditions? a. attention, motivation, recall b. recall, motivation, environment c. motivation, attention, ideas d. environment, ideas, recall Q6: Which of the following set of terms is part of dimensions of cultural differences? a. masculinity-Femininity, power distance, uncertainty avoidance b. standards of lifestyle, level of power, masculinity-femininity c. uncertainty avoidance, power distance, standards of lifestyle d. level of power, masculinity-femininity, power distance Q7: Which of the following is one of “Gagné-Briggs” nine events of instruction? a. methods and elements b. order and timing c. avoid certain behaviors d. provide guidance for learning Q8: Which answer...
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...challenges of replacing assessment of learning (mark and grade) which emphasizes on what the students learn with the assessment for learning (metacognitive skills) which underscores how students learn and their involvement in the assessment process through self- and peer assessment. To meet these challenges, the three interrelated realms, that is, student self-regulated learning, lecturer personality and discipline (hard-pure, hard-applied, soft-pure and soft-applied) will be presented. That is, the discussion shall focus on the six practices of assessment for learning in the context of student self-regulated learning and lecturer personality in different discipline environments. Where necessary, educational technologies will be introduced to...
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