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Educational Technology is a way for teachers to deliver content to students by using different tools of modern technology. Technology can play a traditional role, i.e. As deliver medium for instructional lessons or in a constructive way as partners in the learning process. The evaluation can be done by means of assignment in the form of.

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Technology has impacted almost every aspect of life today, and education is no exception. Or is it? In some ways, education seems much the same as it has been for many years. A 14th century illustration by Laurentius de Voltolina depicts a university lecture in medieval Italy. The scene is easily recognizable because of its parallels to the modern day. The teacher lectures from a podium at the front of the room while the students sit in rows and listen. Some of the students have books open in front of them and appear to be following along. A few look bored. Some are talking to their neighbors. One appears to be sleeping. Classrooms today do not look much different, though you might find modern students looking at their laptops, tablets, or smart phones instead of books (though probably open to Facebook). A cynic would say that technology has done nothing to change education.

Resources from SETDA. State Educational Directors Association Resources. Guide to Technology Requirements. Guide to Implementing Digital Learning. State Education Policy Center. Roadmap for 21st Century Learning Environments. Additional Resources. APP-a-pedia The encyclopedia of educational mobile apps, smart tools, and other gadgets. The Interdisciplinary Programme in Educational Technology at IIT Bombay is actively involved in research and education in the area of technologies to promote the learning-teaching process. The IDP is composed of faculty members from various departments in the Institute. Editor’s Note: Staff Writer Benjamin Herold covers education technology. This analysis is part of a special report exploring pressing trends in education. Read the full report: 10 Big Ideas in.

However, in many ways, technology has profoundly changed education. For one, technology has greatly expanded access to education. In medieval times, books were rare and only an elite few had access to educational opportunities. Individuals had to travel to centers of learning to get an education. Today, massive amounts of information (books, audio, images, videos) are available at one’s fingertips through the Internet, and opportunities for formal learning are available online worldwide through the Khan Academy, MOOCs, podcasts, traditional online degree programs, and more. Access to learning opportunities today is unprecedented in scope thanks to technology.

Opportunities for communication and collaboration have also been expanded by technology. Traditionally, classrooms have been relatively isolated, and collaboration has been limited to other students in the same classroom or building. Today, technology enables forms of communication and collaboration undreamt of in the past. Students in a classroom in the rural U.S., for example, can learn about the Arctic by following the expedition of a team of scientists in the region, read scientists’ blog posting, view photos, e-mail questions to the scientists, and even talk live with the scientists via a videoconference. Students can share what they are learning with students in other classrooms in other states who are tracking the same expedition. Students can collaborate on group projects using technology-based tools such as wikis and Google docs. The walls of the classrooms are no longer a barrier as technology enables new ways of learning, communicating, and working collaboratively.

Technology has also begun to change the roles of teachers and learners. In the traditional classroom, such as what we see depicted in de Voltolina’s illustration, the teacher is the primary source of information, and the learners passively receive it. This model of the teacher as the “sage on the stage” has been in education for a long time, and it is still very much in evidence today. However, because of the access to information and educational opportunity that technology has enabled, in many classrooms today we see the teacher’s role shifting to the “guide on the side” as students take more responsibility for their own learning using technology to gather relevant information. Schools and universities across the country are beginning to redesign learning spaces to enable this new model of education, foster more interaction and small group work, and use technology as an enabler.

Numbers and place valueteam patton. Check out Bas Rutten's Liver Shot on MMA Surge: math expert Allison Moffett explains whole numbers and place values. Team Patton 'Alone we can do so little; together we can do so much.' -Helen Keller Students Reading Writing Word Work Science and Social Studies. At this stage visuals play a big role in understanding Numbers and Place Values. With the basics well set, every time students look at an important math formula they begin to see the underlying concept. Because of this, a “Cheat Sheet” of math formulas helps students revise all concepts. Here's a list of formulas for Numbers and Place values.

Technology is a powerful tool that can support and transform education in many ways, from making it easier for teachers to create instructional materials to enabling new ways for people to learn and work together. With the worldwide reach of the Internet and the ubiquity of smart devices that can connect to it, a new age of anytime anywhere education is dawning. It will be up to instructional designers and educational technologies to make the most of the opportunities provided by technology to change education so that effective and efficient education is available to everyone everywhere.

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The 5 Most Effective Educational Technology Interventions

There is enormous interest and investment in the potential of educational technology (ICT4Edu) to improve the quality of teaching and learning in low and lower-middle income countries. The primary aim of the DfID-funded Educational Technology Topic Guide is to contribute to what we know about the relationship between edtech and educational outcomes.

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Taking evidence from over 80 studies, the guide addresses the overarching question: What is the evidence that the use of ICT4Edu, by teachers or students, impacts teaching and learning practices, or learning outcomes? It also offers recommendations to support advisors to strengthen the design, implementation and evaluation of programmes that use edtech.

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Educational technology was defined as the use of digital or electronic technologies and materials to support teaching and learning. Recognising that technology alone does not enhance learning, evaluations must also consider how programmes are designed and implemented, how teachers are supported, how communities are developed and how outcomes are measured.

And while the Millennium Development Goals prompted improvements in access to education, quality remains a challenge. This issue is also reflected in edtech programmes.

Research reports of programmes that move beyond access to technology (both in programme design and evaluation) are emerging, but as yet relatively few programme evaluations focus on adequately capturing improvements in the teaching and learning process or measuring improvements in learning outcomes or digital literacy. The findings below are drawn from those that do.

Educational Technology for Students

Among the studies reviewed, the strongest evidence of changes in learning outcomes and classroom practice came from the use of mobile devices (such as eReaders) and CAL programmes to support improvement in mathematics:

  • eReaders and tablets to support early literacy.
    Several programmes presented evidence of improved learning outcomes (in terms of increased reading fluency in the mother tongue or English) that combined provision of eReaders and eBooks for students with TD programmes on phonics-based literacy instruction (Worldreader, 2012, 2013; Murz, 2011; USAID, 2013; PRIMR, 2013).
  • Remedial CAL programmes in mathematics.
    Although CAL programmes in maths as a replacement for regular teaching were found to have limited impact (Banerjee et al., 2007, p. 1,240) or lower learning outcomes (Linden, 2008, p. 26), there is some evidence of improved learning outcomes from remedial CAL programmes as supplements for under-privileged students (Banerjee et al., 2007, p. 1,238) or under-performing students (Lai et al., 2011).

In addition, several studies presented evidence of students working more independently and collaboratively using online or offline digital resources to support project work. This was usually in the context of a teacher development programme, with clear curricular and pedagogic focus (for example: Light, 2009; Were et al., 2009; Leach et al., 2005).

Educational

Educational Technology for Teachers

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The following uses of edtech by teachers were associated with positive changes in learning outcomes and classroom practice: Plasma burst potato games free.

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  • Interactive radio instruction (IRI).
    Several studies reported positive impacts on learning outcomes from IRI, particularly with early primary students. A World Bank review showed average effect sizes of +0.5 (World Bank, 2005, p. 16), while a subsequent review found effect sizes ranging from -0.16 to +2.19 (Ho & Thrukal, 2009). The variability in effectiveness was attributed to factors including quality of programme implementation, monitoring, and local human resources. The greatest effect sizes were seen at Grade 1, suggesting IRI is particularly effective for early primary years.Improvements in classroom practice from IRI were evidenced by two studies in which IRI was used in the context of teacher professional development.Sous le Fromager in Guinea supplemented IRI with radio programmes for school staff and face-to-face professional development to instill respectful behaviour of teachers towards students. Qualitative classroom observations suggest teachers hit students less often and allowed more time for students to develop understanding (Burns, 2006, p. 9). Similarly, an IRI programme in Mali supplemented IRI with radio-based, in-service training. Systematic classroom observations showed year- on-year improvements in the percentage of observed lessons demonstrating select classroom practices (e.g. brainstorming, group work, total physical response) (Ho & Thrukal, 2009, p. 10).
  • Mobiles for classroom audio and teacher development videos.
    Several studies arising from one programme (English in Action [EIA], Bangladesh) reported positive impacts from mobile use on English language teaching (ELT) practices and student learning outcomes. EIA is primarily a teacher development (TD) programme. The approach has some similarities to IRI, in that mobile phones provide access to audio resources for classroom use, particularly for primary teachers. Mobiles are also used to provide access to TD materials, including videos of classroom practice, which underpin the programme. Materials are not broadcast, or downloaded, but provided as a library of digital resources, on a small memory card.Several large-scale systematic observations of classroom practice (EIA, 2011b, 2012b, 2014b) showed significant increases in students’ talk time (including talk in pairs and groups), and students’ and teachers’ use of English (the target language), compared with baseline studies (EIA, 2009). Associated improvements in student learning outcomes were also evidenced, most recently with 35% more primary students achieving Grade 1 or above, and 20% more primary achieving Grade 2 or above, on recognized international frameworks of English language competence (Graded Examinations in Spoken English (GESE), Trinity College London, 2013, which map onto the Common European Framework of Reference, Trinity College London, 2007, EIA, 2014b).
  • Mobiles for classroom video.
    The BridgeIT programme (India and Tanzania) provided evidence of improved learning outcomes from teachers’ use of smartphones to play video lessons for their classes via flat-screen TVs or data-projectors. Teachers also had activity guides to support or extend the video lessons.In Tanzania, students showed average gains of 10–20% over control groups for maths and science.However, while some groups of students excelled, others showed modest gains if any (Enge, 2011). In India, there were average gains of 10% over control groups for science, but no gains for English (Wennerstan & Qureshy, 2012). BridgeIT also carried out systematic classroom observations pre- and post-intervention in India. These showed a 31% increase in the proportion of lessons identified as ‘high quality’, with a corresponding 24% drop in the proportion of (traditional) ‘direct instruction’ lessons (Wennerstan & Qureshy, 2012, p. 32).

In the context of enormous global challenges to improve the quality of education, particularly in low to lower- middle income countries, governments, donors, schools and communities often seek to explore or exploit the potential of edtech. The studies reviewed for this guide provided some compelling examples of evidence that this potential can be realized, to produce educationally significant impacts on practice and outcomes.

In particular, there is some evidence that mobile technologies (radios, mobile phones, and tablets) – used for curriculum-specific purposes in a context of appropriate support – can be particularly effective. There is also tentative evidence that such approaches may contribute to addressing issues of equity, in relation to gender and rurality.

Overall, effective educational technology programmes are characterised by a clear and specific curriculum focus, the use of relevant curriculum materials, a focus on teacher development and pedagogy, and evaluation mechanisms that go beyond outputs.

4 Recommendations

  1. Edtech programmes should focus on enabling educational change, not delivering technology. In doing so, programmes should provide adequate support for teachers and aim to capture changes in teaching practice and learning outcomes in evaluation.
  2. Advisors should support proposals that further develop successful practices or that address gaps in evidence and understanding.
  3. Advisors should discourage proposals that have an emphasis on technology over education, weak programmatic support or poor evaluation.
  4. In design and evaluation, value-for-money metrics and cost-effectiveness analyses should be carried out.

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