This reflection guide was created as a preview for a comprehensive research-based rubric that will help teachers evaluate their use of technology. The complete rubric for teaching with technology will be released in June 2019.
This report synthesizes research on an expanded definition of student success, emphasizing the importance of social emotional development and school culture in educational technology (edtech) design. It identifies six key levers for supporting student success, including teacher learning, instructional design, and developmental approaches, all backed by research findings. The goal is to encourage innovation in edtech that effectively addresses these factors to enhance student outcomes.
The document outlines a set of Technology Integration Practices (TIP) tools designed to support school districts, educators, and coaches in effectively integrating technology within educational settings. It includes tools for assessing district capacities, lesson observations, and tracking career trajectories related to technology use, emphasizing the importance of responsible technology use and equitable learning opportunities. The tools aim to enhance instructional practices while fostering professional growth and ensuring that technology use aligns with students' diverse needs.
際際滷 prepared for presentation at EdSurge Fusion 2019. Description: This talk will help school leaders understand what counts as evidence of efficacy from an edtech company and which types of evidence can be leveraged to gain access to federal funding.
After listening to this lightning talk, attendees will be able to:
This slides is about which federal funding streams can be leveraged to purchase educational technology products with specific examples of purchases that can be used under Title I, Title II, Title III and Title IV.
This document discusses evidence for educational technology (EdTech) products and programs. It explains that under the Every Student Succeeds Act (ESSA), states must document accountability plans using five school-level indicators, and evidence-based programs can be funded with government money. The document outlines different types of evidence categorized as foundational, formative, or summative. It also provides levels of evidence and discusses where to find information on a product's evidence base, as well as how to weigh the available evidence and leverage various government funding sources for EdTech.
The document outlines a typical research plan and timeline to build efficacy evidence for an education technology product across different company stages:
- Early stages focus on needs finding, literature reviews, usability studies, and feasibility studies to understand user needs and gather initial evidence.
- Mid stages expand into correlational studies, case studies, efficacy analysis, and multi-year roadmaps to build a portfolio of evidence on how the product impacts outcomes.
- Later stages involve randomized controlled trials, research-driven marketing, and ongoing reviews to achieve the strongest level of evidence and scale as an education category leader.
I developed this model as a part of my dissertation research. The goal of this project was to map out all of the stakeholders that influence potential outcomes associated with technology use in K-12. This model is specific to the organization of US schools but I dream of mapping other countries as I continue this work down the road.
The document introduces design thinking as a crucial method for preparing students to address global challenges, focusing on the skills and mindsets necessary for problem-solving. It outlines the phases of the design thinking process, such as empathy, ideation, prototyping, and testing, while emphasizing the importance of understanding user needs and collaboration. Additionally, it encourages educators to innovate in school library environments and cultivate a design mindset among staff to enhance student engagement and learning.
The document provides a series of steps for managing behavior in an educational setting. It emphasizes the importance of understanding underlying needs, providing choices, and maintaining compassionate communication while setting expectations. Techniques such as giving space, using humor, and debriefing after regulating the situation are suggested for supporting student reflection and compliance.
This is a term that I developed as part of my dissertation research. It is an adaption of the word socio-mathematical norms (Yackel and Cobb). I use the phrase socio-technological norms in my research and my work in the field to describe the norms and rules that guide the way we act and interact around technology.
These are strategies for helping K-12 students develop a healthy relationship with technology. Each technique is something that teachers can easily integrate into daily lessons without additional prep or training.
The document discusses strategies for enhancing digital pedagogy in education, highlighting the importance of concepts like 'fail forward fast' and 'kaizen' for teacher reflection and student engagement. It emphasizes the role of technology in fostering collaboration, creativity, and critical thinking among students while encouraging teachers to model self-awareness and goal-setting in their use of technology. Finally, it outlines innovative practices and tools for planning lessons that prioritize student-led learning and cultural relevance.
The document discusses shaping healthy relationships between students and technology. It recommends that teachers first understand their own technology habits, noticing both healthy and unhealthy behaviors. Teachers should then model self-awareness and regulation for students by thinking aloud, setting goals, and reflecting on technology use. By making norms visible, teachers can shape how students interact with technology and replace unhealthy messages with positive ones about having choice and learning from failure.
This lesson was prepared to demonstrated the interactive features of an Interactive Whiteboard as applied in an 8th grade math lesson. I designed the lesson for my students and then adapted it for a school Advisory Board meeting.
Students plan and carry out an investigation to design and test water filtration systems using natural materials. Working in groups, students brainstorm designs, build prototypes using combinations of materials like sand, gravel, charcoal and coffee filters, and test their systems by filtering dirty water. They evaluate the outcomes to identify the most effective design. Through discussion and testing additional designs, students determine the best materials and layout for purifying water. They reflect on the design process and what they learned.
Molly B. Zielezinski believes technology can help prepare students for the future. She discusses how technology has transformed learning by making it more interest-driven, goal-oriented, and accessible. However, simply adding technology to the existing model is not enough. True innovation requires disrupting outdated approaches and using technology to support activities like critical consumption, digital portfolios, content creation, and collaborative problem solving. Molly advocates using technology to promote higher-order skills and meaningful digital learning.
This document discusses how technology can transform teaching, especially for underserved students. It argues that technology has the potential to support interest-driven, goal-oriented, and accessible learning. However, effective use of technology depends on factors like the learning objective, the specific technology being used, students' prior knowledge, and the overall learning context. The document outlines different ways students can interact with technology, such as consuming, curating, and creating content. It emphasizes that technology should promote higher-order skills, cultural relevance, authentic audiences, and meaningful digital learning rather than just sustaining existing models.
The document discusses the various activities learners engage in using technology, such as consuming and curating content from blogs, forums, and social media. It highlights different projects like video production, coding, and fabrication, as well as interaction through posts, comments, and reactions. The focus is on understanding learner engagement with technology to achieve educational objectives.
Molly B. Zielinski discusses the transformative potential of technology in education, emphasizing the need to prepare students for a digital age through innovative teaching practices. She highlights the importance of aligning technology use with learning objectives and student engagement, asserting that technology should amplify learning rather than simply be adopted. The document calls for a deeper understanding of both digital tools and the educational context to effectively implement technology in teaching.
This deck was used for a design thinking workshop for school leaders, teachers, and students. It introduces shelter as a problem step and walks through the stages of the design thinking process. This was adapted from a prezi so a bit of its magic was lost in translation to slides. This work was done with the Stanford RED lab on the d.Loft project, funded by the NSF.
The document outlines a design thinking approach developed by d.loft at Stanford University, focusing on key mindsets such as empathy, radical collaboration, and embracing ambiguity. It emphasizes the importance of brainstorming without judgment, showing ideas rather than telling, and learning from failures. The content includes pedagogic tools and strategies for teaching design thinking, with links to additional resources and contact information for further inquiries.
The document outlines a comprehensive list of materials for creative projects, separating them into essential items, fun materials, and context-specific resources. It encourages student participation in sourcing materials and considers optional items for inspiration. Additionally, it includes awards criteria for recognizing various collaborative and creative efforts in projects.
Solve a Problem, Write & Draw Design Thinking Assessment (K-12 students)Molly B. Zielezinski PhD
油
The document presents a scenario in which the owner of an amusement park is facing issues with long customer wait times for rides. It invites the reader to create a story detailing the steps taken to assist the owner, including drawings and descriptions. It encourages creativity and problem-solving in addressing customer service challenges.
The document is a template for students to reflect on their design thinking experiences during a camp. It prompts them to draw an illustration and answer questions regarding who participated, what occurred, when and where it happened, and why it exemplifies design thinking. The goal is to encourage thoughtful reflection and connections to design thinking principles.
The document appears to be an instructional worksheet for students to analyze different processes of problem-solving, particularly design thinking. Students are asked to identify which process represents design thinking, justify their choice, and provide examples from their camp experience. Additionally, it includes a reflective component on applying camp learnings to other aspects of life.
The document outlines a design thinking workshop focused on creating solutions for shelter, emphasizing empathy and user-centered design. Participants will engage in research, interviews, and brainstorming to address the needs of various users while considering the nature of shelter. The workshop culminates in a comic book project where students and educators reflect on their experiences and insights gained throughout the process.
Promising Practices: A Literature Review of Technology Use by Underserved Stu...Molly B. Zielezinski PhD
油
The report by the Stanford Center for Opportunity Policy in Education reviews literature on the use of technology by underserved students, highlighting key findings that emphasize the importance of one-to-one device access, high-speed internet, and interactive learning environments. It identifies successful practices that support learning through culturally relevant activities and student-driven content creation, ultimately aiming to improve educational outcomes for under-resourced populations. The study underscores the necessity of infrastructure and access but asserts that meaningful technology integration requires a holistic approach to support diverse learning needs.
The document outlines key topics from the book 'Reason & Rigor' by Ravitch and Riggan, focusing on how conceptual frameworks guide research. It covers definitions of conceptual frameworks, their role in theory and literature, and their application in qualitative and quantitative data collection and analysis. Additionally, the document emphasizes the development of conceptual frameworks, including strategies and exercises for researchers.
The document is a comprehensive school readiness checklist designed to guide preparation for the upcoming academic year, covering various domains like curriculum planning, personalized learning and assessment, behavior support, staff development, technology infrastructure, and human resources. It emphasizes tasks such as creating curriculum summaries, inventories of materials, guidelines for assessments, and staffing plans, while also addressing logistics for scheduling, budget management, and communication with stakeholders. Additionally, it encourages reflection on preparedness and identifies areas requiring further attention.
6/18/25
Shop, Upcoming: Final Notes to Review as we Close Level One. Make sure to review the orientation and videos as well. Theres more to come and material to cover in Levels 2-3. The content will be a combination of Reiki and Yoga. Also energy topics of our spiritual collective.
Thanks again all future Practitioner Level Students. Our Levels so far are: Guest, Grad, and Practitioner. We have had over 5k Spring Views.
https://ldm-mia.creator-spring.com
This is a term that I developed as part of my dissertation research. It is an adaption of the word socio-mathematical norms (Yackel and Cobb). I use the phrase socio-technological norms in my research and my work in the field to describe the norms and rules that guide the way we act and interact around technology.
These are strategies for helping K-12 students develop a healthy relationship with technology. Each technique is something that teachers can easily integrate into daily lessons without additional prep or training.
The document discusses strategies for enhancing digital pedagogy in education, highlighting the importance of concepts like 'fail forward fast' and 'kaizen' for teacher reflection and student engagement. It emphasizes the role of technology in fostering collaboration, creativity, and critical thinking among students while encouraging teachers to model self-awareness and goal-setting in their use of technology. Finally, it outlines innovative practices and tools for planning lessons that prioritize student-led learning and cultural relevance.
The document discusses shaping healthy relationships between students and technology. It recommends that teachers first understand their own technology habits, noticing both healthy and unhealthy behaviors. Teachers should then model self-awareness and regulation for students by thinking aloud, setting goals, and reflecting on technology use. By making norms visible, teachers can shape how students interact with technology and replace unhealthy messages with positive ones about having choice and learning from failure.
This lesson was prepared to demonstrated the interactive features of an Interactive Whiteboard as applied in an 8th grade math lesson. I designed the lesson for my students and then adapted it for a school Advisory Board meeting.
Students plan and carry out an investigation to design and test water filtration systems using natural materials. Working in groups, students brainstorm designs, build prototypes using combinations of materials like sand, gravel, charcoal and coffee filters, and test their systems by filtering dirty water. They evaluate the outcomes to identify the most effective design. Through discussion and testing additional designs, students determine the best materials and layout for purifying water. They reflect on the design process and what they learned.
Molly B. Zielezinski believes technology can help prepare students for the future. She discusses how technology has transformed learning by making it more interest-driven, goal-oriented, and accessible. However, simply adding technology to the existing model is not enough. True innovation requires disrupting outdated approaches and using technology to support activities like critical consumption, digital portfolios, content creation, and collaborative problem solving. Molly advocates using technology to promote higher-order skills and meaningful digital learning.
This document discusses how technology can transform teaching, especially for underserved students. It argues that technology has the potential to support interest-driven, goal-oriented, and accessible learning. However, effective use of technology depends on factors like the learning objective, the specific technology being used, students' prior knowledge, and the overall learning context. The document outlines different ways students can interact with technology, such as consuming, curating, and creating content. It emphasizes that technology should promote higher-order skills, cultural relevance, authentic audiences, and meaningful digital learning rather than just sustaining existing models.
The document discusses the various activities learners engage in using technology, such as consuming and curating content from blogs, forums, and social media. It highlights different projects like video production, coding, and fabrication, as well as interaction through posts, comments, and reactions. The focus is on understanding learner engagement with technology to achieve educational objectives.
Molly B. Zielinski discusses the transformative potential of technology in education, emphasizing the need to prepare students for a digital age through innovative teaching practices. She highlights the importance of aligning technology use with learning objectives and student engagement, asserting that technology should amplify learning rather than simply be adopted. The document calls for a deeper understanding of both digital tools and the educational context to effectively implement technology in teaching.
This deck was used for a design thinking workshop for school leaders, teachers, and students. It introduces shelter as a problem step and walks through the stages of the design thinking process. This was adapted from a prezi so a bit of its magic was lost in translation to slides. This work was done with the Stanford RED lab on the d.Loft project, funded by the NSF.
The document outlines a design thinking approach developed by d.loft at Stanford University, focusing on key mindsets such as empathy, radical collaboration, and embracing ambiguity. It emphasizes the importance of brainstorming without judgment, showing ideas rather than telling, and learning from failures. The content includes pedagogic tools and strategies for teaching design thinking, with links to additional resources and contact information for further inquiries.
The document outlines a comprehensive list of materials for creative projects, separating them into essential items, fun materials, and context-specific resources. It encourages student participation in sourcing materials and considers optional items for inspiration. Additionally, it includes awards criteria for recognizing various collaborative and creative efforts in projects.
Solve a Problem, Write & Draw Design Thinking Assessment (K-12 students)Molly B. Zielezinski PhD
油
The document presents a scenario in which the owner of an amusement park is facing issues with long customer wait times for rides. It invites the reader to create a story detailing the steps taken to assist the owner, including drawings and descriptions. It encourages creativity and problem-solving in addressing customer service challenges.
The document is a template for students to reflect on their design thinking experiences during a camp. It prompts them to draw an illustration and answer questions regarding who participated, what occurred, when and where it happened, and why it exemplifies design thinking. The goal is to encourage thoughtful reflection and connections to design thinking principles.
The document appears to be an instructional worksheet for students to analyze different processes of problem-solving, particularly design thinking. Students are asked to identify which process represents design thinking, justify their choice, and provide examples from their camp experience. Additionally, it includes a reflective component on applying camp learnings to other aspects of life.
The document outlines a design thinking workshop focused on creating solutions for shelter, emphasizing empathy and user-centered design. Participants will engage in research, interviews, and brainstorming to address the needs of various users while considering the nature of shelter. The workshop culminates in a comic book project where students and educators reflect on their experiences and insights gained throughout the process.
Promising Practices: A Literature Review of Technology Use by Underserved Stu...Molly B. Zielezinski PhD
油
The report by the Stanford Center for Opportunity Policy in Education reviews literature on the use of technology by underserved students, highlighting key findings that emphasize the importance of one-to-one device access, high-speed internet, and interactive learning environments. It identifies successful practices that support learning through culturally relevant activities and student-driven content creation, ultimately aiming to improve educational outcomes for under-resourced populations. The study underscores the necessity of infrastructure and access but asserts that meaningful technology integration requires a holistic approach to support diverse learning needs.
The document outlines key topics from the book 'Reason & Rigor' by Ravitch and Riggan, focusing on how conceptual frameworks guide research. It covers definitions of conceptual frameworks, their role in theory and literature, and their application in qualitative and quantitative data collection and analysis. Additionally, the document emphasizes the development of conceptual frameworks, including strategies and exercises for researchers.
The document is a comprehensive school readiness checklist designed to guide preparation for the upcoming academic year, covering various domains like curriculum planning, personalized learning and assessment, behavior support, staff development, technology infrastructure, and human resources. It emphasizes tasks such as creating curriculum summaries, inventories of materials, guidelines for assessments, and staffing plans, while also addressing logistics for scheduling, budget management, and communication with stakeholders. Additionally, it encourages reflection on preparedness and identifies areas requiring further attention.
6/18/25
Shop, Upcoming: Final Notes to Review as we Close Level One. Make sure to review the orientation and videos as well. Theres more to come and material to cover in Levels 2-3. The content will be a combination of Reiki and Yoga. Also energy topics of our spiritual collective.
Thanks again all future Practitioner Level Students. Our Levels so far are: Guest, Grad, and Practitioner. We have had over 5k Spring Views.
https://ldm-mia.creator-spring.com
Pests of Maize: An comprehensive overview.pptxArshad Shaikh
油
Maize is susceptible to various pests that can significantly impact yields. Key pests include the fall armyworm, stem borers, cob earworms, shoot fly. These pests can cause extensive damage, from leaf feeding and stalk tunneling to grain destruction. Effective management strategies, such as integrated pest management (IPM), resistant varieties, biological control, and judicious use of chemicals, are essential to mitigate losses and ensure sustainable maize production.
Public Health For The 21st Century 1st Edition Judy Orme Jane Powelltrjnesjnqg7801
油
Public Health For The 21st Century 1st Edition Judy Orme Jane Powell
Public Health For The 21st Century 1st Edition Judy Orme Jane Powell
Public Health For The 21st Century 1st Edition Judy Orme Jane Powell
Romanticism in Love and Sacrifice An Analysis of Oscar Wildes The Nightingal...KaryanaTantri21
油
The story revolves around a college student who despairs not having a red rose as a condition for dancing with the girl he loves. The nightingale hears his complaint and offers to create the red rose at the cost of his life. He sang a love song all night with his chest stuck to the thorns of the rose tree. Finally, the red rose grew, but his sacrifice was in vain. The girl rejected the flower because it didnt match her outfit and preferred a jewellery gift. The student threw the flower on the street and returned to studying philosophy
INDUCTIVE EFFECT slide for first prof pharamacy studentsSHABNAM FAIZ
油
The inductive effect is the electron-withdrawing or electron-donating effect transmitted through sigma () bonds in a molecule due to differences in electronegativity between atoms.
---
Definition:
The inductive effect is the permanent shifting of electrons in a sigma bond caused by the electronegativity difference of atoms, resulting in partial charges within the molecule.
Code Profiling in Odoo 18 - Odoo 18 際際滷sCeline George
油
Profiling in Odoo identifies slow code and resource-heavy processes, ensuring better system performance. Odoo code profiling detects bottlenecks in custom modules, making it easier to improve speed and scalability.
Tanja Vujicic - PISA for Schools contact InfoEduSkills OECD
油
Tanja Vujicic, Senior Analyst and PISA for Schools Project Manager at the OECD spoke at the OECD webinar 'Turning insights into impact: What do early case studies reveal about the power of PISA for Schools?' on 20 June 2025
PISA for Schools is an OECD assessment that evaluates 15-year-old performance on reading, mathematics, and science. It also gathers insights into students learning environment, engagement and well-being, offering schools valuable data that help them benchmark performance internationally and improve education outcomes. A central ambition, and ongoing challenge, has been translating these insights into meaningful actions that drives lasting school improvement.
This includes the overall cultivation practices of Rose prepared by:
Kushal Lamichhane (AKL)
Instructor
Shree Gandhi Adarsha Secondary School
Kageshowri Manohara-09, Kathmandu, Nepal
Vitamin and nutritional deficiency occurs when the body does not receive enough essential nutrients, such as vitamins and minerals, needed for proper functioning. This can lead to various health problems, including weakened immunity, stunted growth, fatigue, poor wound healing, cognitive issues, and increased susceptibility to infections and diseases. Long-term deficiencies can cause serious and sometimes irreversible health complications.
The document outlines the format for the Sports Quiz at Quiz Week 2024, covering various sports & games and requiring participants to Answer without external sources. It includes specific details about question types, scoring, and examples of quiz questions. The document emphasizes fair play and enjoyment of the quiz experience.
How payment terms are configured in Odoo 18Celine George
油
Payment terms in Odoo 18 help define the conditions for when invoices are due. This feature can split payments into multiple parts and automate due dates based on specific rules.