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<p>Additionally, the approach uses consolidated instruction with fewer steps to explain each skill, resulting in easier learning for today's students! This integration with SIMnet helps meet the diverse needs of students and accommodate individual learning styles.</p>
<p>Triad Interactive specializes in online education and training products. Triad has been writing, programming, and managing the SIMnet system since Triad is also actively involved in online health education and in research projects to assess the usefulness of technology for helping high-risk populations make decisions about managing their cancer risk and treatment.</p>
<p>Triad Interactive specializes in web-based software for higher education and beyond. We provide learning and assessment content for students and a full range of learning management tools for instructors. Bringing innovation and experience to every project, we design, develop, and deliver interactive training and educational programs that deliver meaningful results.</p>
<p>Cheri Manning is the president and co-owner of Triad Interactive. Microsoft office 2016 i a skills approach w/ triad interactive free has been authoring instructional content for these applications for more than 12 years. Catherine Manning Swinson is the vice president and co-owner of Triad Interactive.</p>
<p>Customer Reviews, including Product Star Ratings help customers to learn more about the product and decide whether it is the right product for them. Instead, our system considers skilks like how recent a review is and if the reviewer bought the item on Amazon. It also analyzed reviews to a/ trustworthiness. Enhance your purchase. Previous approqch. Publication approadh. Print length. See skikls details. Next page. Frequently bought together. Total price:. To see our price, add these items to your cart.</p>
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<p>Additionally the approach uses consolidated instruction with fewer steps to explain each skill resulting in easier learning for today's students! This integration with SIMnet helps meet the diverse needs of students and accommodate individual learning styles. Previous page. McGraw-Hill Higher Education. Publication date. January 4,  File size. See all details. Next page. Due to its large file size, this book may take longer to download.</p>
<p>This title is not supported on Kindle E-readers or Kindle for Windows 8 app. Learn more. Customers who bought this item also bought. Page 1 of 1 Start over Page 1 of 1. Records Management. Judith Read. Kindle Edition. About the Author Triad Interactive specializes in online education and training products. About the author Follow authors to get new release updates, plus improved recommendations. Triad Interactive. Instructors: choose ebook for fast access or receive a print copy.</p>
<p>Still Have Questions? Contact your Rep s. With the McGraw Hill eBook, students can access their digital textbook on the web or go offline via the ReadAnywhere app for phones or tablets.</p>
<p>See tabs below to explore options and pricing. Don't forget, we accept financial aid and scholarship funds in the form of credit or debit cards. Product Description. To see our price, add these items to your cart. One of these items ships sooner than the other. Show details Hide details. Choose items to buy together. Usually ships within 2 to 3 days. Computing Essentials  Only 1 left in stock. Customers who bought this item also bought.</p>
<p>Page 1 of 1 Start over Page 1 of 1. Timothy O'Leary. Business: A Changing World. Paul Krugman. About the Author Triad Interactive specializes in online education and training products. Triad has been writing, programming, and managing the SIMnet system since  Triad is also actively involved in online health education and in research projects to assess the usefulness of technology for helping high-risk populations make decisions about managing their cancer risk and treatment. About the author Follow authors to get new release updates, plus improved recommendations.</p>
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<p>We provide learning and assessment content for students and a full range of learning management tools for instructors. Bringing innovation and experience to every s/, we design, develop, and deliver interactive training and educational programs that deliver meaningful results.</p>
<p>Cheri Manning is the president and co-owner of Triad Interactive. She has been authoring instructional content for these applications for more than 12 years. Catherine Manning Swinson is the vice president and co-owner of Triad Interactive. Customer Reviews, including Product Star Ratings help customers to learn more about the product and decide whether it is the right product for them.</p>
<p>Instead, our system considers things like how recent a review ap;roach and if the micfosoft bought the item on Amazon. It also analyzed reviews to verify trustworthiness. Additionally the approach uses consolidated instruction with fewer steps to explain each skill resulting in easier learning for today's students!</p>
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<p>Microsoft R Office A Skills Approach interadtive a unique skilla to learning Office skills by isolating skills for customized learning. As a truad, students have access to specific, isolated skills which creates the customized learning and makes Microsoft R Office A Skills Approach the most flexible book on the market. Additionally, ibteractive approach uses consolidated instruction with fewer steps to explain each skill, resulting in easier learning for today's students!</p>
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<p>Catherine Manning Swinson is the vice president and co-owner of Triad Interactive. Enhance your purchase. Microsoft R Office Skills on Demand!</p>
<p>Previous page. Mcgraw-Hill College. Publication date. Print length. See all details. Next page. Frequently bought together. Total price:.</p>
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<p>Timothy O'Leary. Business: A Changing World. Paul Krugman. About the Author Triad Interactive specializes in online education and training products. Triad has been writing, programming, and managing the SIMnet system since Triad is also actively involved in online health education and in research projects to assess the usefulness of technology for helping high-risk populations make decisions fofice managing their cancer risk and treatment.</p>
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<p>Instructors: choose ebook for fast access or receive a print copy. Still Have Questions? Contact your Rep s. With the McGraw Hill eBook, students can access their digital textbook on the web or go offline via the ReadAnywhere app for phones or tablets.</p>
<p>See tabs below to explore options and pricing. Don't forget, we accept financial aid and scholarship funds in the form of credit or debit cards. Product Description. The estimated amount of time this product will be on the market is based on a number of factors, including faculty input to instructional design and the prior revision cycle and updates to academic research-which typically results in a revision cycle ranging from every microsoft office 2016 i a skills approach w/ triad interactive free to four years for this microsoft office 2016 i a skills approach w/ triad interactive free.</p>
<p>Pricing subject to change at any time. Triad Interactive specializes in online education and training products. Triad has been writing, programming, and managing the SIMnet system since Triad is also actively involved in online health education and in research projects to assess the usefulness of technology for helping high-risk populations make decisions about managing their cancer risk and treatment. Skip to main content Sign In. Professional International About Get Support.</p>
<p>Get Support. There are currently no items in your shopping cart. View Cart. My Account Details Sign Out. Additionally, the approach uses consolidated instruction with fewer steps to explain each skill, resulting in easier learning for today's students! This integration with SIMnet helps meet the diverse needs of students and accommodate individual learning styles.</p>
<p>Listing page for eBook Subscription Program. Your monthly rental cart is already full. Click continue to view and update your selected titles. Back Continue. Program Details. About the Author Inc. Triad Interactive Triad Interactive specializes in online education and training products. For shipments to locations outside of the U.</p>
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<p>Instructors: choose ebook for fast access or receive a print copy. Still Have Questions? Contact your Rep s. With the McGraw Hill eBook, students can access their digital textbook on the web or go offline via the ReadAnywhere app for phones or tablets. See tabs below to explore options and pricing. Don't forget, we accept financial aid and scholarship funds in the form of credit or debit cards. Product Description. What are my shipping options? The estimated amount of time this product will be on the market is based on a number of factors, including faculty input to instructional design and the prior revision cycle and updates to academic research-which typically results in a revision cycle ranging from every two to four years for this product.</p>
<p>Pricing subject to change at any time. Triad Interactive specializes in online education and training products. Triad has been writing, programming, and managing the SIMnet system since  Triad is also actively involved in online health education and in research projects to assess the usefulness of technology for helping high-risk populations make decisions about managing their cancer risk and treatment.</p>
<p>Now completely online, with nothing to install, students can practice and study their skills at home or in the school lab. Moreover, this resource is an ideal course solution but even more valuable as it can be used beyond the course for self-study!</p>
<p>With a single point of access, Connect seamlessly integrates with every learning management system on the market today. Quickly access registration, attendance, assignments, grades, and course resources in real time in one, familiar location. Creating accessible products is a priority for McGraw-Hill. We have put in place processes to make accessibility and meeting the WCAG AA guidelines part of our day-to-day development efforts and product roadmaps.</p>
<p>Please review our accessibility information for this specific product. McGraw-Hill sites may contain links to websites owned and operated by third parties. McGraw-Hill has no control over and is not responsible for the content or accessibility of any linked website. Skip to main content Sign In. Professional International About Get Support.</p>
<p>Get Support. There are currently no items in your shopping cart. View Cart. My Account Details Sign Out. Additionally, the approach uses consolidated instruction with fewer steps to explain each skill, resulting in easier learning for today's students! This integration with SIMnet helps meet the diverse needs of students and accommodate individual learning styles.</p>
<p>Listing page for eBook Subscription Program. Your monthly rental cart is already full. Click continue to view and update your selected titles.</p>
<p>Back Continue. Receive via shipping: Bound book containing the complete text Full color Hardcover or softcover What are my shipping options? Program Details. About the Author Inc. Triad Interactive Triad Interactive specializes in online education and training products. SIMnet Now completely online, with nothing to install, students can practice and study their skills at home or in the school lab. Learn More. LMS Integration With a single point of access, Connect seamlessly integrates with every learning management system on the market today.</p>
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<p>McGraw-Hill has no control over and is not responsible for the content or accessibility of any linked website. Skip to main content Sign In. Professional International About Get Support. Get Support. There are currently no items in your shopping cart. View Cart. My Account Details Sign Out. Additionally, the approach uses consolidated instruction with fewer steps to explain each skill, resulting in easier learning for today's students!</p>
<p>This integration with SIMnet helps meet the diverse needs of students and accommodate individual learning styles. Listing page for eBook Subscription Program. Your monthly rental cart is already full. Click continue to view and update your selected titles. Back Continue. Receive via shipping: Bound book containing the complete text Full color Hardcover or softcover What are my shipping options?</p>
<p>Program Details. About the Author Inc. Triad Interactive Triad Interactive specializes in online education and training products. SIMnet Now completely online, with nothing to install, students can practice and study their skills at home or in the school lab. Learn More. LMS Integration With a single point of access, Connect seamlessly integrates with every learning management system on the market today. In future editions, this rubric will be reformatted to increase accessibility and usability.</p>
<p>Customers who bought this item also bought. Page 1 of 1 Start over Page 1 of 1. Timothy O'Leary. Business: A Changing World. Paul Krugman. About the Author Triad Interactive specializes in online education and training products. Triad has been writing, programming, and managing the SIMnet system since  Triad is also actively involved in online health education and in research projects to assess the usefulness of technology for helping high-risk populations make decisions about managing their cancer risk and treatment.</p>
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<p>Triad Interactive specializes in web-based software for higher education and beyond. We provide learning and assessment content for students and a full range of learning management tools for microsoft office 2016 i a skills approach w/ triad interactive free. Bringing innovation and microsoft office 2016 i a skills approach w/ triad interactive free to every project, we design, develop, and deliver interactive training and educational programs that deliver meaningful results.</p>
<p>Cheri Manning is the president and co-owner of Triad Interactive. She has been authoring instructional content for these applications for more than 12 years. Catherine Manning Swinson is the vice president and co-owner of Triad Interactive. Customer Reviews, including Product Star Ratings help customers to learn more about the product and decide whether it is the right product for them.</p>
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<p>In Stock. Only 3 left in stock - order soon. Customers who viewed this item also viewed. Page 1 of 1 Start over Page 1 of 1. Microsoft Office In Practice, Edition. Randy Nordell. Microsoft Office A Skills Approach. Triad Interactive. About the Author Triad Interactive specializes in online education and training products.</p>
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<p>Но не только молодые криптографы научились уважать Стратмора; еще в начале своей карьеры он был замечен начальством как человек, разработавший целый ряд неортодоксальных и в interavtive степени успешных разведывательных операций. Продвигаясь по служебной лестнице, Тревор Microsoft office 2016 i a skills approach w/ triad interactive free прославился умением сжато и одновременно глубоко анализировать сложнейшие ситуации. Он обладал почти сверхъестественной способностью преодолевать моральные затруднения, с которыми нередко бывают связаны сложные решения агентства, и действовать без угрызений совести в интересах всеобщего блага.</p>
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<p>Старшие должностные лица АНБ имели право разбираться со своими кризисными ситуациями, не уведомляя об этом исполнительную власть страны. АНБ было единственной разведывательной организацией США, освобожденной от обязанности отчитываться перед федеральным правительством. Стратмор нередко пользовался этой привилегией: он предпочитал творить свое волшебство в уединении.</p>
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<p>Product Description. What are my shipping options? The estimated amount of time this product will be on the market is based on a number of factors, including faculty input to instructional design and the prior revision cycle and updates to academic research-which typically results in a revision cycle ranging from every two to four years for this product. Pricing subject to change at any time. Triad Interactive specializes in online education and training products.</p>
<p>Triad has been writing, programming, and managing the SIMnet system since  Triad is also actively involved in online health education and in research projects to assess the usefulness of technology for helping high-risk populations make decisions about managing their cancer risk and treatment.</p>
<p>Now completely online, with nothing to install, students can practice and study their skills at home or in the school lab. Moreover, this resource is an ideal course solution but even more valuable as it can be used beyond the course for self-study! With a single point of access, Connect seamlessly integrates with every learning management system on the market today. Quickly access registration, attendance, assignments, grades, and course resources in real time in one, familiar location.</p>
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<p>This book is dedicated to promoting that goal. While one might be tempted to view K—12 online programs and schools as discrete and alternative forms of teaching and learning, it is more realistic to view such programs and schools as part of a larger and changing system that is redefining education today.</p>
<p>K—12 online programs and schools have become drivers of change. Educational policy and phi- losophy are also in a state of transition as the changing landscape requires educational leaders to articulate concepts such as the greater role of educa- tion and the need to prepare students for collaboration and innovation as well as for success on proficiency tests. With a range of online programs and administrators expressing different goals and values of education, the manner in which online programs and schools continue to develop, grow, and evaluate their own effectiveness could have far-reaching implications on how public education and schools will evolve in the future.</p>
<p>Course quality, the level of personalization, communication options and processes, student interactions, and the types of learning experiences themselves can vary widely from one online program or course to the next, and such programs and courses can be driven by dramatically different and incompatible policies or philosophies of what an online course of study or online program can and should look like.</p>
<p>Are such interactions important, and do they serve a role in a democratic online classroom? What level of freedom should an online teacher have to teach the required content in a creative and authentic way? Is it possible for online teachers to be effective when they host their first class in the virtual environment of the learning management system LMS?</p>
<p>What kind of preparation do teachers need to teach online? How can new online teachers gain a vision of what crea- tive and effective online courses look like? Are teachers and administrators excited about the potential for a new online format and how it might be used to promote student success?</p>
<p>If not, what could this mean for our students and our emerging educational system? How can administrators of online programs stay informed and support teachers, staff, students, and families? What are other experienced online teachers and researchers discovering? This multi-authored book, Online Teaching in K—12, explores and helps to answer these and many other questions. Divided into three parts, the first part of this book covers essential foun- dations, and delves into technical, pedagogical, and practical elements that form the basis for any successful online course or program.</p>
<p>The second part of this book recognizes the diverse needs and skills of students and shares strategies for engaging and supporting diverse learners. The third and final part of this book emphasizes implementation strategies for teacher-created content, project-based learning, assessments, free and open resources, and mobile devices that expand the horizons of online teaching and learning.</p>
<p>Through the collective insights and expertise presented in Online Teach- ing in K—12, new and experienced online teachers and administrators alike have access to a hands-on resource that can expand their knowledge and skills and improve their success in this emerging and challenging Audience and Purpose Online Teaching in K—12 is designed for anyone who seeks a role as a well-informed contributor and leader in the changing landscape of K—12 education.</p>
<p>Online and mobile approaches to learning and com- munication are revolutionizing the form and nature of our educational systems in f2f and nontraditional settings.</p>
<p>Gaps in understanding the. This book is for those teachers and administrators who want and need to be successful in the design, delivery, and sustainability of K—12 online courses and pro- grams. With the widespread growth of online teaching and learning at all levels of K—12 education, those needing to know include policy- makers, program managers, principals, teachers, parents, and faculty members in teacher preparation programs across the country.</p>
<p>Here, we have gathered the knowledge and experience of an outstanding team of contributing authors in order to highlight models, methods, and best practices pivotal to quality online programs. Our intent is to present a single volume that will serve as an essential resource for a range of interested stakeholders. How to Use This book Online Teaching in K—12 can be used to support teachers and adminis- trators with on-demand essentials, including key models and methods in online teaching and learning.</p>
<p>It is also appropriate for use in professional development and teacher preparation programs, as its content includes practical information that can support and enhance the work of the busy professional seeking to get started with online formats or to take online teaching to the next level. For leaders of K—12 educational policy as well as teachers and adminis- trators in online programs and courses, this book shares expert knowledge, vision, and information designed to communicate capabilities of online programs and systems that may otherwise take time and experience for the uninitiated to discern.</p>
<p>Without understanding the capacity of online infrastructures, programs, and methods, teachers and administrators com- ing into online education are at risk of confining themselves to that which is known, anticipated, or dictated as opposed to striving for the best of what is currently or potentially possible.</p>
<p>Readers may wish to read the chapters in the context of each part or to refer to them as specific questions or needs arise. The index provides a useful launching point from which to locate information on a specific topic of interest.</p>
<p>In addition, readers will find a glossary of abbreviations and acronyms, and an About the Contributors section to learn about the various contributors.</p>
<p>The chapters themselves include a wealth of prac- tical strategies and examples, along with pointers to dozens of online. Introduction xv resources including free and low-cost teaching, management, and com- munications tools. This thematic organization aside, each chapter stands on its own in providing expert consultation on the topic at hand. The seven chapters that comprise Part 1 present foundational informa- tion relating to systems and environments, the teacher-learner experience, models and standards, and training programs that prepare teachers and schools for success in online teaching and learning.</p>
<p>The author describes unique communication demands and the human angle of what teachers need to know to succeed in an online course. His research on the dispositions and strategies used by successful online teachers provides useful advice and support.</p>
<p>While Chapter 2 emphasizes the changing demands and expanded role of the online teacher, Chapter 3 by Sarah Bryans-Bongey provides a vision to help teachers meet those demands. Authors Rolin Moe and Linda Polin. Graziano, the chap- ter concludes the Foundations section by covering an essential human resource issue in K—12 online programs: the readiness and training of pre- service teachers to skillfully educate the online student.</p>
<p>Feher and Grazi- ano describe the overall status of online student teaching, and they share preliminary research on how one college is addressing this need. Students in online programs represent diverse backgrounds, interests, and needs. Given the entirely new setting of the online environment, schools need to rethink traditional programs, services, and environments and find ways to support the new generation of K—12 online learners. Part 2, Supporting Diverse Learners, aims to survey resources and strategies that allow educators to support, engage, and motivate learners.</p>
<p>Written by Kevin J. Graziano, the chapter helps f2f teachers understand and get started with online approaches through the use of flipped learning. Chapters 9 and 10 delve more deeply into the realm of online teaching and learning, and, as with Chapter 8, these chapters provide strategies that capitalize on web-based and asynchronous approaches as well as the use of multimedia to help students comprehend, revisit, or retain information.</p>
<p>Introduction xvii use of asynchronous, synchronous, and even social media communication tools to support the home—school connection for the online classroom. By making the most of rich opportunities within the online environment and available multimedia web tools that can serve as a resource or an outlet for expres- sion, the chapter describes an approach geared to bolstering the success of diverse learners.</p>
<p>Chapters 11 and 12 complete the sec- ond part of this book on support for diverse learners by covering those essential topics. Chapter 11, by Richard Allen Carter, Jr. Taken together, the chapters in Part 2 provide approaches to anticipate and address the needs of diverse learners. These chapters explore the use of flipped learning, AT, universal design, and promote the use of services, methods, and tools that are conducive to student learning and success. In the third and final part of this book, Implementation Strategies, five chapters delve into implementation strategies that describe teacher-created content, student-centered and project-based learning, the curation of free and open educational resources, assessment challenges and solutions, and mobile learning approaches.</p>
<p>Contributing authors round out earlier sec- tions on foundations and diverse learners with a range of approaches for implementing online teaching and learning. Their collective wisdom emphasizes strategies teachers can use to build content for students at all grade levels. Next, Chapter 14 provides additional ideas and approaches to guide online teachers in their quest to help students learn. Kennedy also share research and how-to information needed for teachers to create and contribute their own content to the growing database of open educational resources OERs.</p>
<p>Following on the heels of the three previous chapters that emphasize content creation, student-centered learning, and content curation, Chap- ter 16 provides important information on how such content and project- based approaches can be assessed in the online environment.</p>
<p>By sharing tools to support the essential role of assessment, this chapter supports information pro- vided elsewhere in this section on implementation strategies. This final chapter of Part 3 on implementing the teaching and learning. Introduction xix process recognizes that online learning does not simply take place in front of a computer. Exciting opportunities exist for students to research, collab- orate, discover, document, learn, and even teach in the larger community and environment.</p>
<p>The final chapters of this book as a whole are dedicated to helping teachers and administrators rethink the possible and tap the vast potential of the online format. Why You Need This Book Based on prolific growth of K—12 online programs, data suggest an imme- diate and widespread need to design and implement online courses and programs.</p>
<p>Online Teaching Methods in K—12 is intended for preservice teachers who are just learning about online teaching as well as for in-service teachers who may need to transform their classroom from an f2f to online or blended format and need ideas, resources, or assistance to get started.</p>
<p>Those already working in online programs as teachers or administrators will also find value in this book. The demand is expanding for online programs and courses that meet the needs of learners who may be in high school, middle school, or ele- mentary school.</p>
<p>This book is dedicated to supporting those with a vision and ambition to become expert teachers, facilitators, and leaders, includ- ing those who are being called upon to develop or quickly adapt to fully online formats. It provides practical and easy access to essential founda- tions, differentiation and support strategies, and effective approaches to implementing successful online programs and courses. Written by 28 experts and practitioners, Online Teaching in K— Mod- els, Methods, and Best Practices for Teachers and Administrators is here to sup- port teachers and administrators with creative, research-based, and expert information on the wide-ranging aspects of online teaching and learning.</p>
<p>Teachers today are faced with a changing landscape and constant demands on their time and creativity. In face-to-face situations, it is often enough for an experienced teacher to rely on his or her background knowledge and ability to make a lesson engaging and effective. Likewise, principals and other school administrators can often move from one brick- and-mortar setting to the next with ease.</p>
<p>However, the online setting requires an entirely new set of skills and experience and brings with it great opportunities along with challenges. We hope this book will support administrators and teachers in the quest to build, reinvent, and sustain dynamic and responsive schools of the 21st century.</p>
<p>Online learning provides many oppor- tunities to engage students in 21st century skills and in ways that were not possible before, and online teachers should ensure that virtual learning spaces take full advantage of those opportunities. This chapter provides K—12 online teachers with an opportunity to understand how technol- ogy integration can be leveraged to optimize the learning environment in ways that engage learners.</p>
<p>The online learning environment requires that students access material and interact with their teachers through web-based systems; however, because students are working online, teachers may falsely assume that students are engaging with technology in meaningful ways.</p>
<p>This false assumption can lead to poorly designed online courses that do not take full advantage of  It is true that navigating through the learning management system LMS environ- ment can create opportunities for students to increase their technological skills.</p>
<p>However, taking an online course does not mean that the student is utilizing technology in ways that are meaningful, empowering, and engag- ing. Online courses provide exciting opportunities for teachers to create engaging student activities and assessments if teachers and instructional designers are intentional in planning for these experiences, however.</p>
<p>Consider the following scenarios: Becca, a high school sophomore, is taking an online Ameri- can Literature class. After completing her reading assignment, she logs into her online class and reviews what she needs to complete.</p>
<p>In addition, she takes an online vocabulary quiz. She reviews the requirements for an assignment and sees that she will need to write a paper on specific character traits for a character of her choosing.</p>
<p>Cooper is also a sophomore taking an online American Litera- ture class and is also reading The Scarlet Letter. He begins his weekly session by viewing a video from his teacher on Voice- Thread. She provides big ideas from the reading and asks the students to consider some critical concepts. She also reminds students of what they are required to do for the rest of the week. Cooper is required to provide a video response with his own ideas, questions, or comments.</p>
<p>As part of his tasks for the week, he is also required to begin creating a plan for a video documentary on the setting of the story with another student. He must cre- ate a Google Doc to share his planning with other students and invite the teacher to comment. The teacher encourages Cooper to seek out primary sources on the time period for The Scarlet Letter.</p>
<p>In addition, she asks him to document how he is going to. Captivating the Online Learner 93 delegate the tasks to complete the project. He begins to create a timeline and planning sheet for the documentary. He also needs to write his weekly journal where he blogs as if he is a character from the story. He skims the blog entries of a few other students and then begins to write his own entry. Which of these two scenarios demonstrates an online learning environ- ment that most engages the students in collaboration, research, and crea- tivity while utilizing digital tools?</p>
<p>Which student do you think is having a richer experience interacting with the teacher and other students? Most would agree that Cooper, the student in the second scenario, is utilizing technology in a much more effective manner. Most would also agree that the second scenario provides more opportunities for learners to collabo- rate, create new material, and think in complex ways. The use of the tech- nology in the second scenario demonstrates how teachers can create online learning experiences that are engaging and empowering.</p>
<p>Universal design for learning Box  Open education terms Box  What is personal information? Examples of national data privacy laws for children from the United States Box  Ensuring digital security and safety Box  Examples of AI in education Box  Computer-aided instruction vs. To wit: Computers are cast as an expensive boondoggle that do nothing to aid learning, yet tablets proliferate across schools in Asia and Sub-Saharan Africa.</p>
<p>Educational technology can help students improve reading, math, and writing skills, yet it has failed to deliver consistent learning results. The research base has traditionally done little to quiet this clamour. Evidence around the effectiveness of technology for improved learning can be described as falling into one of three categories: success sometimes ; failure broadly , or no It is often difficult, if not impossible, for educators to find meaningful, consistent, reliable information on educational technology ed tech products.</p>
<p>While reviews can be found across numerous educational and vendor websites, they are often single reviews that may not evaluate different versions of the same product. The International Society of Technology in Education ISTE has embarked upon a process of standardising and making reviews of ed tech products more accessible. This ID— similar to a Universal Product Code found on items purchased in a store or online—becomes the unique identifier attached to a particular ed tech product so that all ed tech stakeholders can access consistent information on each product R.</p>
<p>Culatta, personal interview, June ; M. Frisbee, personal interview, July  Box 1: Evaluating educational technology products8 significant difference generally Tamim et al. Competing narratives and inconsistent research findings on educational technology raise genuine concerns, but the picture they paint is incomplete. Amidst the noise around educational technology, the signal has grown stronger over the last few years, and our understanding of technology has begun to come into clearer focus.</p>
<p>Here is what we do know about educational technology: We know that that in terms of learning, students are more likely to learn with technology than without it, particularly at-risk learners Tamim et al.</p>
<p>We know that if students in the Global South cannot use technology as frequently and in similar ways as their peers in wealthy countries, they will be left behind in terms of educational and professional opportunities MasterCard Foundation,  Many educational systems attempt to use technology to overcome existing constraints in the education system De Melo et al.</p>
<p>Yet we know that technology ipso facto cannot fix poor teaching and modernise outdated curricula that emphasise lower order thinking skills and the assessments that measure them. However, technology can be an important component of educational improvement when it is part of a carefully designed and implemented programme of whole system reform Culp, Honey and Mandinach, Although some research World Bank Group, cautions that educational technology ed tech is not a smart buy for governments, such admonitions have done little to deter private investors seeking lucrative financial returns.</p>
<p>In just the first few months of the remote schooling response to pandemic- related school closures, Google Classrooms saw an increase of million new subscribers DeVynck and Bergen,  This number is far lower than in other sectors, but almost triple the amount from Holon IQ,  While the U.</p>
<p>Much of this investment has been focused tutoring, exam preparation, and personalised learning programs EdSurge, ; The Economist, c. The capital-intensive nature of ed tech may portend threats to public and non-commercial ed tech providers. This action bodes ill for closing the digital divide and ensuring digital equity. Box 2: Worldwide growth in investment in educational technology10  As this think piece will repeatedly emphasise, educational technology is a highly complex intervention.</p>
<p>This latter point demands special emphasis in light of the information in Box 2. Given that technology is such a highly complex intervention, the research issues around technology are also complex.</p>
<p>Education systems are noisy. As an example, even for educational interventions in the Global South that do not involve technology, effect sizes2 for changes in learning generally tend to be 2 An effect size specifies the number of standard deviation SD units separating the outcome scores of treatment and control groups in a study.</p>
<p>They are expressed as the standardised mean difference SMD , interpreted as the magnitude of the number of SD changes in the outcome for the intervention group versus the comparison group.</p>
<p>They can therefore be used to express results from different studies on a single uniform scale of effectiveness and may be positive or negative. Effect sizes can be calculated from the means and SDs for the two groups or on the basis of information provided in statistical tests, such as t-tests and analyses of variance Means et al. An effect size is positive when the treatment group in a study outperforms the control group; it is negative when the control group outperforms the treatment group.</p>
<p>Effect sizes of around 0. Effect sizes above 0. This is problematic for several reasons. Technology has manifold direct and indirect educational and personal benefits that may not lend themselves to empirical measurements, but that makes them no less valuable. The diversity of technologies used in a particular setting may make it difficult to attribute specific outcomes to particular interventions, and there may be no normative expectations for improvement over time in student achievement as a result of technology use Hill et al.</p>
<p>However, the absence of evidence may not necessarily equal evidence of absence. Focusing on one data point—student test scores—is an insufficient measure of student learning in its fuller sense E.</p>
<p>Morris, personal interview, July, ; Spaull and Taylor,  It may not give policymakers and planners the answers they need to make the decisions to drive investment and procurement.</p>
<p>Technology is often a Rorschach test for the understanding and misunderstanding, the biases and desires of governments, private enterprise, donor agencies, and the education system itself. Although technology can support instruction, it is not a pedagogy.</p>
<p>And while computer programmes and apps can teach students basic skills such as multiplication tables, they cannot cultivate empathy or kindness in students. No amount of technology in the world can fix curricula that emphasise rote learning. No considered large enough to be educationally meaningful Cohen, ; Slavin,  These guidelines are only broad generalisations, however, covering many types of interventions, target populations, and outcome measures Hill et al.</p>
<p>Two patterns emerged, both of which are often seen in research on educational technology. First, the median impact is smaller for math assessments 0. Second, smaller studies under students showed higher median impacts than large studies above 5, students; 0.</p>
<p>In such an environment, attempts to isolate the effects of technology as a distinct independent variable may be both difficult and unproductive. Technology cannot improve education on its own, but education cannot be improved without technology. It addresses a series of topics proposed by the Global Education Monitoring GEM Report to assist with the preparation of the report on educational technology.</p>
<p>To assist in this endeavour, this think piece undertakes a broad analytic review of the literature and evidence on educational technology. It identifies the main benefits, challenges, and opportunities associated with technology in education around the globe, particularly through the lenses of equity and quality, and proposes key research questions warranting further investigation by the research community in preparation for the GEM Report.</p>
<p>Educational technology, or information and communications technologies ICTs in education, is a vast domain with multiple subtopics, and education systems deploy technology in a variety of circumstances for a variety of education-related purposes. The first, stated previously, is that technology is a complex intervention, deployed for multiple constituencies, operating within complex scenarios, serving multiple purposes, and offering multiple benefits in addition to learning.</p>
<p>Its capacity for change far outpaces our capacity to fully comprehend its benefits and challenges. Thus, it is important to reiterate that simply measuring educational technology on one outcome—for example, student learning—via one measure— such as test scores—is unproductive. This narrow focus fails to capture either the complexity of technology or of learning itself.</p>
<p>Second, technology is an absolute necessity in terms of learning, delivery of education, and supporting educational processes, particularly in the 21st century and particularly during a global pandemic. Third, technology is often spoken of fatalistically—as if it is natural occurring.</p>
<p>But its equity and quality, or lack thereof, are largely the result of political, economic and educational choices.</p>
<p>For technology to support quality and equitable education, education systems, and those who fund technology initiatives must put in place the necessary infrastructural, human capital, institutional, and educational supports so necessary for technology investments to be worthwhile.</p>
<p>It may be a deliberately designed piece of educational software, such as an educational video platform, or a piece of technology designed for more general use but incorporated into the teaching and learning process, such as database software. The use of this technology may be at home, at an educational institution, in an after-school programme, in a library, or at an informal learning centre, and educational technology may be used by teachers, school directors, or students.</p>
<p>These characteristics have profound implications for isolating and measuring the benefits of various educational technologies. First, educational technology is not one thing—it is many things. Education technology is not an intervention; rather, it is an array of often overlapping, sometimes integrated, but also stand-alone tools—sometimes either-or and sometimes both-and. Table 1 attempts to categorise educational technologies as a taxonomy of interventions defined by modality: audio, video, multimedia, analogue, digital, etc.</p>
<p>Although all of these modalities constitute educational technology, each has different manifestations, affordances, and challenges. Each demands distinct infrastructure, design, content, and pedagogy, and each often promotes different types of learning. It may include technologies specific to school and that are place based e. It may involve technologies used for formal learning e. It may require students to learn alone or with others, synchronously or asynchronously, and it may include both stand-alone and online networked technologies.</p>
<p>Thus, outlining a taxonomy of technologies for teaching in learning, as Table 1 attempts, can often feel like an exercise in artifice because of the evolving and intersecting nature of technology. This table is illustrative and far from exhaustive. Modified from Burns, , p. It delivers content, creates communities of learners, and connects tutors and experts with students.</p>
<p>It provides access to books and information. It gathers, analyses, and reports data and builds visual, cartographic, and statistical models. It assesses learning. It is used as a productivity tool, a creativity tool, a communication tool, a collaboration tool, a design tool, and a data management tool.</p>
<p>It is a book, a writing instrument, an encyclopaedia, a map, a file cabinet, a display device, a TV, a microphone, a video and still camera, a phone, a radio, and a tutor. Like another complex system—school—in which it may be used, it is composed of infrastructure and materials and involves people in an array of roles and uses. And it is dynamic—constantly evolving at a rapid pace. Third, for all their diversity, educational technologies are increasingly integrated.</p>
<p>The convergence of technologies applications and devices , the rapid development of new technologies, the movement of applications onto the cloud, and the protean nature of the internet often render attempts at differentiation, categorisation, and measurement highly problematic.</p>
<p>Or all of it? Technology can help students learn content created by experts around the globe in languages the students and their teachers speak, even in the most marginalised communities. It can help young teachers learn advanced teaching and classroom management strategies, as well as help experienced teachers continue to develop their skills and share those skills with others.</p>
<p>It gives millions of children in refugee camps access to high-quality content and skills. In all of these environments, technology can17 help teachers identify learning proficiencies and deficiencies in their individual students, enabling these students to receive additional instruction, social-emotional services, and learning supports on an individualised basis.</p>
<p>At the more ordinary level, technology is critical infrastructure, enabling school administration, tracking, management, and movement of students and teachers through their educational journeys. In short, technology can make continuous learning available to anyone with a radio or TV signal or internet or mobile phone access. But without teachers and students prepared to use, teach, and learn with and from that technology, without electricity, connectivity and equipment and the resources to maintain and operate it, technology cannot do any of this, or certainly not equitably or with a high degree of quality.</p>
<p>As will be seen in this think piece, large gaps still persist, not just in access to technology between and within countries, but in how that technology is used and by whom. Readers will get a sense of the opportunities and challenges in the present and future. First, many governments have invested resources in purchasing hardware, software, and digital content in the hopes of reforming their education systems. They need rigorous, impartial research and accurate information to guide such investments to ensure that the technology they purchase provides quality learning outcomes, particularly in diverse contexts within a larger country Burns, b.</p>
<p>Second, they need to know which technologies, alone or in combination of content formats—audio, video, text, image-based, multimedia, web-based—appear to hold the most promise in terms of reach and learning, particularly for traditionally underserved populations such as students with disabilities, religious and ethnic minorities, girls, out-of-school youth, and rural students.</p>
<p>Third, research is needed to help education systems incorporate data and evidence into planning and decision-making on a larger scale so that governments better understand technology and disseminate evidence-based methods and models 5 Both terms will be used interchangeably in this document. However, designing and conducting quality research on educational technology in LMICs entail manifold challenges, as outlined in Table 2.</p>
<p>However, they are often dismissed because they do not allow results to be attributable to ICT or generalisable to large populations E.</p>
<p>Morris, personal interview, July,  In particular, there is a dearth of research on education in conflict and crisis settings. Table 2: Issues impacting quality technology-based research in the Global South Taken together, these issues, particularly as they relate to external validity, combined with still-evolving information about how people learn, the rapid changes in technology itself, and the reliance on the narrow measure of student test scores as a measure of efficacy, influence the quality and accuracy of claims about technology, for good or ill.</p>
<p>They pose substantial policy and implementation challenges for governments who need generalisable data on technology effectiveness to guide scaling as well as deep, rich qualitative data to understand the how and why of effective technology use to improve student learning outcomes. And they pose even more fundamental teaching and learning issues for teachers. To respond to the main question posed by the GEM team, this section focuses on the benefits of technology in terms of student learning outcomes.</p>
<p>In keeping with the theme of technology for learning, the section also discusses hardware, software, the internet, and assessment. It further explores the array of barriers and supports for using technology well for teaching and learning.</p>
<p>Before embarking on this section, several caveats are necessary for interpreting the data that follow. First, the heterogeneity of studies e. Third, even when and where meta-evaluations show positive benefits in the use of technology, there is often substantial variation across the studies themselves.</p>
<p>Fourth, while different technologies are studied in isolation—for example, software interventions such as computer-aided learning or hardware interventions such as tablets—it must be remembered that hardware and software are integrated, therefore studying each in isolation may be misleading.</p>
<p>Finally, again, it is important to remember that educational technology evolves so quickly When computers are in labs, and are a shared resource, they are less frequently used for instruction Weston and Bain,  Making technology a ubiquitous resource—that is, available to all students—was the original impetus for one laptop per child or computing initiatives.</p>
<p>Thus, early adopters, such as such as the Australian state of Victoria, the US state of Maine, and nations like Uruguay and Portugal, began to provide each student with a personal device— typically a laptop or tablet—for use in school and, in some cases, at home.</p>
<p>Following the emergence of initially promising data from these early initiatives, the number of computing programmes have expanded globally in educational systems that can support the cost, security, and physical and human infrastructure required of such efforts Newhouse,  As just one example, the Government of Japan in distributed a laptop to every grade student.</p>
<p>COVID has further accelerated the adoption of programmes to support remote learning. In the US, for example, well over half of school districts now have programmes. First, there is the device—a desktop computer, a laptop, a tablet, or a smartphone.</p>
<p>Undergirding both the hardware and software is the internet, the third element. Because of the proliferation of cloud-based content and services, content and activities often reside on the internet rather than on the device itself.</p>
<p>Therefore without internet access, educational software is more often than not inaccessible or non-functional, and the utility of the digital device itself severely proscribed. Although other peripheral hardware, such as interactive whiteboards, televisions, graphing calculators, may be connected to these devices, when we talk about technology as a learning tool, we refer to this digital core—hardware, software and the internet. And in this section, when we discuss technology as a learning tool, we mean student use of technology to complete learning tasks—solving a problem, creating a presentation, etc.</p>
<p>This section examines this digital core and student use of technology for learning before moving on to discuss personalised instruction and barriers and supports for teacher integration of technology.</p>
<p>Because the most abundant literature regarding hardware focuses on computing initiatives, we begin here. As of , million students worldwide lacked access to a computer. Other studies on the effects of computing e. Hattie, estimate that computing has a small effect size. In Peru, for example, most treated schools had no access to the internet and the distribution of laptops was not coupled with training teachers on how to use computers to improve teaching and learning Cristia et al.</p>
<p>Many other programmes have failed to integrate computers into the existing curriculum; have overlooked the role of teachers; and have failed to provide ongoing professional development and support using technology—all emblematic of a mistaken belief in the superiority of a computer over a human teacher Johnson, ; Burns, a; Tausin and Stannard,  Yet, in contrast to such disappointing results, research from the United States points to statistically significant positive impacts on student learning as a result of programmes.</p>
<p>Studies from initial laptop programmes in middle school grades across several US states showed that these students outperformed their non peers on English language arts tests Bebell and Kay, ; Bebell and Burraston, ; Russell and Plati,  It should be noted, however, that not reaching statistical significance does not necessarily mean that a result is unimportant.</p>
<p>Both Maine and Henrico County, Virginia, introduced programmes in and , respectively. This was further substantiated by another meta-analysis11 showing an effect size of 0. Other research findings corroborate the MLTI data. The same research suggests that students participating in laptop programmes 1 write longer responses; 2 achieve higher scores on open-ended essays than students responding to the same prompt using traditional paper and pencil; and 3 spend more time 11 A meta-analysis combines the results of multiple experiments or quasi experiments to obtain a composite estimate of the size of the effect of these experiments.</p>
<p>Lavan, personal interview, July,  Student engagement is a broad and often undefined term in educational technology research. Thus, engagement has cognitive, affective, and behavioural elements. Engagement is strongly linked to motivation, and research suggests a strong positive correlation between engagement and the depth of student learning DeMelo et al. Student engagement can be created in a number of ways—through carefully designed pedagogies; active classroom participation; collaboration in highly structured small groups with integrated accountability measures; interaction with complex and appealing stimuli, and well-designed learning activities that motivate, challenge and stimulate student interest and offer agency over their actions Hattie, ; Buckley, Piacentini and von Davier,  While students are often engaged, at least initially, by technology Bebell and Kay, ; Tausin and Stannard, ; Williams and Harwin, ; Heflin, Shewmaker and Nguyen, ; Rashid and Asghar, that attachment can fade Williams and Harwin, ; Heflin, Shewmaker and Nguyen,  Box 5: What is student engagement?</p>
<p>A final point for consideration: the increase in programmes may arguably be evidence that Ministries of Education and school districts have decided that access and digital equity are more important considerations than quantitative measures of student learning outcomes.</p>
<p>It should be noted, too, that these studies examine writing formal essays as part of state assessments. Writing informally—note taking—for example, appears to be more highly correlated with certain types of learning outcomes than others. As seen previously, tablets play an important role in programmes. For these reasons, they are examined in greater detail in the next few pages.</p>
<p>Much of the popularity of tablets can be traced to their hardware design. More robust with greater screen resolution than a phone and more user-friendly, visual, and portable than a laptop, tablets can connect to both the internet and cellular networks. These features, combined with their lower costs compared to laptops, have helped to bridge an important component of the digital divide—access to equipment Burns, , pp. However, this does not mean that improved learning has resulted Tamim et al.</p>
<p>It does mean that thanks to tablets, more students have access to learning resources and opportunities than might otherwise be the case. See all reviews. Your recently viewed items and featured recommendations. Back to top. Get to Know Us. Make Money with Us.</p>
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