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PowerPoint Presentation on Educational Technology

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Digital learning and transformation of education

Digital technologies have evolved from stand-alone projects to networks of tools and programmes that connect people and things across the world, and help address personal and global challenges. Digital innovation has demonstrated powers to complement, enrich and transform education, and has the potential to speed up progress towards Sustainable Development Goal 4 (SDG 4) for education and transform modes of provision of universal access to learning. It can enhance the quality and relevance of learning, strengthen inclusion, and improve education administration and governance. In times of crises, distance learning can mitigate the effects of education disruption and school closures.

What you need to know about digital learning and transformation of education

2-5 September 2024, UNESCO Headquarters, Paris, France

Digital competencies of teachers

in Member States of the Group of 77 and China

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The call for applications and nominations for the 2023 edition is open until 21 February 2024

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A translation campaign to facilitate home-based early age reading

or 63%of the world’s population, were using the Internet in 2021

do not have a household computer and 43% of learners do not have household Internet.

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in sub-Saharan Africa have received minimum training

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Educational Technology PPT: Definition and Theory

Educational Technology PPT, Definition, Theory and Technology Free Download : Educational technology (typically abbreviated as edutech, or edtech) is the blended use of laptop hardware, software, and academic idea and exercise to facilitate gaining knowledge of. When noted with its abbreviation, edtech, it frequently refers to the industry of businesses that create educational technology.

Also See: Impact of Education on Technology PPT With Impacts

Educational Technology PPT: Definition, Theory and Technology

In addition to the sensible educational experience, educational technology is primarily based totally on theoretical know-how from diverse disciplines together with conversation, education, psychology, sociology, synthetic intelligence, and computer science. It encompasses numerous domain names inclusive of gaining knowledge of idea, computer-primarily based totally training, online learning, and m-learning in which cellular technology are used.

Also See: Philosophy of Education PPT: Definition, Components, Role and Facts

Table of Content

• Introduction
• Theory of Educational Technology
• Technologies in Education

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Educational Technology PPT

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Information and communication technology (ICT) in education

Information and communications technology (ict) can impact student learning when teachers are digitally literate and understand how to integrate it into curriculum..

Schools use a diverse set of ICT tools to communicate, create, disseminate, store, and manage information.(6) In some contexts, ICT has also become integral to the teaching-learning interaction, through such approaches as replacing chalkboards with interactive digital whiteboards, using students’ own smartphones or other devices for learning during class time, and the “flipped classroom” model where students watch lectures at home on the computer and use classroom time for more interactive exercises.

When teachers are digitally literate and trained to use ICT, these approaches can lead to higher order thinking skills, provide creative and individualized options for students to express their understandings, and leave students better prepared to deal with ongoing technological change in society and the workplace.(18)

ICT issues planners must consider include: considering the total cost-benefit equation, supplying and maintaining the requisite infrastructure, and ensuring investments are matched with teacher support and other policies aimed at effective ICT use.(16)

Issues and Discussion

Digital culture and digital literacy: Computer technologies and other aspects of digital culture have changed the ways people live, work, play, and learn, impacting the construction and distribution of knowledge and power around the world.(14) Graduates who are less familiar with digital culture are increasingly at a disadvantage in the national and global economy. Digital literacy—the skills of searching for, discerning, and producing information, as well as the critical use of new media for full participation in society—has thus become an important consideration for curriculum frameworks.(8)

In many countries, digital literacy is being built through the incorporation of information and communication technology (ICT) into schools. Some common educational applications of ICT include:

• One laptop per child: Less expensive laptops have been designed for use in school on a 1:1 basis with features like lower power consumption, a low cost operating system, and special re-programming and mesh network functions.(42) Despite efforts to reduce costs, however, providing one laptop per child may be too costly for some developing countries.(41)
• Tablets: Tablets are small personal computers with a touch screen, allowing input without a keyboard or mouse. Inexpensive learning software (“apps”) can be downloaded onto tablets, making them a versatile tool for learning.(7)(25) The most effective apps develop higher order thinking skills and provide creative and individualized options for students to express their understandings.(18)
• Interactive White Boards or Smart Boards : Interactive white boards allow projected computer images to be displayed, manipulated, dragged, clicked, or copied.(3) Simultaneously, handwritten notes can be taken on the board and saved for later use. Interactive white boards are associated with whole-class instruction rather than student-centred activities.(38) Student engagement is generally higher when ICT is available for student use throughout the classroom.(4)
• E-readers : E-readers are electronic devices that can hold hundreds of books in digital form, and they are increasingly utilized in the delivery of reading material.(19) Students—both skilled readers and reluctant readers—have had positive responses to the use of e-readers for independent reading.(22) Features of e-readers that can contribute to positive use include their portability and long battery life, response to text, and the ability to define unknown words.(22) Additionally, many classic book titles are available for free in e-book form.
• Flipped Classrooms: The flipped classroom model, involving lecture and practice at home via computer-guided instruction and interactive learning activities in class, can allow for an expanded curriculum. There is little investigation on the student learning outcomes of flipped classrooms.(5) Student perceptions about flipped classrooms are mixed, but generally positive, as they prefer the cooperative learning activities in class over lecture.(5)(35)

ICT and Teacher Professional Development: Teachers need specific professional development opportunities in order to increase their ability to use ICT for formative learning assessments, individualized instruction, accessing online resources, and for fostering student interaction and collaboration.(15) Such training in ICT should positively impact teachers’ general attitudes towards ICT in the classroom, but it should also provide specific guidance on ICT teaching and learning within each discipline. Without this support, teachers tend to use ICT for skill-based applications, limiting student academic thinking.(32) To sup­port teachers as they change their teaching, it is also essential for education managers, supervisors, teacher educators, and decision makers to be trained in ICT use.(11)

Ensuring benefits of ICT investments: To ensure the investments made in ICT benefit students, additional conditions must be met. School policies need to provide schools with the minimum acceptable infrastructure for ICT, including stable and affordable internet connectivity and security measures such as filters and site blockers. Teacher policies need to target basic ICT literacy skills, ICT use in pedagogical settings, and discipline-specific uses. (21) Successful imple­mentation of ICT requires integration of ICT in the curriculum. Finally, digital content needs to be developed in local languages and reflect local culture. (40) Ongoing technical, human, and organizational supports on all of these issues are needed to ensure access and effective use of ICT. (21)

Resource Constrained Contexts: The total cost of ICT ownership is considerable: training of teachers and administrators, connectivity, technical support, and software, amongst others. (42) When bringing ICT into classrooms, policies should use an incremental pathway, establishing infrastructure and bringing in sustainable and easily upgradable ICT. (16) Schools in some countries have begun allowing students to bring their own mobile technology (such as laptop, tablet, or smartphone) into class rather than providing such tools to all students—an approach called Bring Your Own Device. (1)(27)(34) However, not all families can afford devices or service plans for their children. (30) Schools must ensure all students have equitable access to ICT devices for learning.

Inclusiveness Considerations

Digital Divide: The digital divide refers to disparities of digital media and internet access both within and across countries, as well as the gap between people with and without the digital literacy and skills to utilize media and internet.(23)(26)(31) The digital divide both creates and reinforces socio-economic inequalities of the world’s poorest people. Policies need to intentionally bridge this divide to bring media, internet, and digital literacy to all students, not just those who are easiest to reach.

Minority language groups: Students whose mother tongue is different from the official language of instruction are less likely to have computers and internet connections at home than students from the majority. There is also less material available to them online in their own language, putting them at a disadvantage in comparison to their majority peers who gather information, prepare talks and papers, and communicate more using ICT. (39) Yet ICT tools can also help improve the skills of minority language students—especially in learning the official language of instruction—through features such as automatic speech recognition, the availability of authentic audio-visual materials, and chat functions. (2)(17)

Students with different styles of learning: ICT can provide diverse options for taking in and processing information, making sense of ideas, and expressing learning. Over 87% of students learn best through visual and tactile modalities, and ICT can help these students ‘experience’ the information instead of just reading and hearing it. (20)(37) Mobile devices can also offer programmes (“apps”) that provide extra support to students with special needs, with features such as simplified screens and instructions, consistent placement of menus and control features, graphics combined with text, audio feedback, ability to set pace and level of difficulty, appropriate and unambiguous feedback, and easy error correction. (24)(29)

Plans and policies

• India [ PDF ]
• Detroit, USA [ PDF ]
• Finland [ PDF ]
• Alberta Education. 2012. Bring your own device: A guide for schools . Retrieved from http://education.alberta.ca/admin/technology/research.aspx
• Alsied, S.M. and Pathan, M.M. 2015. ‘The use of computer technology in EFL classroom: Advantages and implications.’ International Journal of English Language and Translation Studies . 1 (1).
• BBC. N.D. ‘What is an interactive whiteboard?’ Retrieved from http://www.bbcactive.com/BBCActiveIdeasandResources/Whatisaninteractivewhiteboard.aspx
• Beilefeldt, T. 2012. ‘Guidance for technology decisions from classroom observation.’ Journal of Research on Technology in Education . 44 (3).
• Bishop, J.L. and Verleger, M.A. 2013. ‘The flipped classroom: A survey of the research.’ Presented at the 120th ASEE Annual Conference and Exposition. Atlanta, Georgia.
• Blurton, C. 2000. New Directions of ICT-Use in Education . United National Education Science and Culture Organization (UNESCO).
• Bryant, B.R., Ok, M., Kang, E.Y., Kim, M.K., Lang, R., Bryant, D.P. and Pfannestiel, K. 2015. ‘Performance of fourth-grade students with learning disabilities on multiplication facts comparing teacher-mediated and technology-mediated interventions: A preliminary investigation. Journal of Behavioral Education. 24.
• Buckingham, D. 2005. Educación en medios. Alfabetización, aprendizaje y cultura contemporánea, Barcelona, Paidós.
• Buckingham, D., Sefton-Green, J., and Scanlon, M. 2001. 'Selling the Digital Dream: Marketing Education Technologies to Teachers and Parents.'  ICT, Pedagogy, and the Curriculum: Subject to Change . London: Routledge.
• "Burk, R. 2001. 'E-book devices and the marketplace: In search of customers.' Library Hi Tech 19 (4)."
• Chapman, D., and Mählck, L. (Eds). 2004. Adapting technology for school improvement: a global perspective. Paris: International Institute for Educational Planning.
• Cheung, A.C.K and Slavin, R.E. 2012. ‘How features of educational technology applications affect student reading outcomes: A meta-analysis.’ Educational Research Review . 7.
• Cheung, A.C.K and Slavin, R.E. 2013. ‘The effectiveness of educational technology applications for enhancing mathematics achievement in K-12 classrooms: A meta-analysis.’ Educational Research Review . 9.
• Deuze, M. 2006. 'Participation Remediation Bricolage - Considering Principal Components of a Digital Culture.' The Information Society . 22 .
• Dunleavy, M., Dextert, S. and Heinecke, W.F. 2007. ‘What added value does a 1:1 student to laptop ratio bring to technology-supported teaching and learning?’ Journal of Computer Assisted Learning . 23.
• Enyedy, N. 2014. Personalized Instruction: New Interest, Old Rhetoric, Limited Results, and the Need for a New Direction for Computer-Mediated Learning . Boulder, CO: National Education Policy Center.
• Golonka, E.M., Bowles, A.R., Frank, V.M., Richardson, D.L. and Freynik, S. 2014. ‘Technologies for foreign language learning: A review of technology types and their effectiveness.’ Computer Assisted Language Learning . 27 (1).
• Goodwin, K. 2012. Use of Tablet Technology in the Classroom . Strathfield, New South Wales: NSW Curriculum and Learning Innovation Centre.
• Jung, J., Chan-Olmsted, S., Park, B., and Kim, Y. 2011. 'Factors affecting e-book reader awareness, interest, and intention to use.' New Media & Society . 14 (2)
• Kenney, L. 2011. ‘Elementary education, there’s an app for that. Communication technology in the elementary school classroom.’ The Elon Journal of Undergraduate Research in Communications . 2 (1).
• Kopcha, T.J. 2012. ‘Teachers’ perceptions of the barriers to technology integration and practices with technology under situated professional development.’ Computers and Education . 59.
• Miranda, T., Williams-Rossi, D., Johnson, K., and McKenzie, N. 2011. "Reluctant readers in middle school: Successful engagement with text using the e-reader.' International journal of applied science and technology . 1 (6).
• Moyo, L. 2009. 'The digital divide: scarcity, inequality and conflict.' Digital Cultures . New York: Open University Press.
• Newton, D.A. and Dell, A.G. 2011. ‘Mobile devices and students with disabilities: What do best practices tell us?’ Journal of Special Education Technology . 26 (3).
• Nirvi, S. (2011). ‘Special education pupils find learning tool in iPad applications.’ Education Week . 30 .
• Norris, P. 2001. Digital Divide: Civic Engagement, Information Poverty, and the Internet Worldwide . Cambridge, USA: Cambridge University Press.
• Project Tomorrow. 2012. Learning in the 21st century: Mobile devices + social media = personalized learning . Washington, D.C.: Blackboard K-12.
• Riasati, M.J., Allahyar, N. and Tan, K.E. 2012. ‘Technology in language education: Benefits and barriers.’ Journal of Education and Practice . 3 (5).
• Rodriquez, C.D., Strnadova, I. and Cumming, T. 2013. ‘Using iPads with students with disabilities: Lessons learned from students, teachers, and parents.’ Intervention in School and Clinic . 49 (4).
• Sangani, K. 2013. 'BYOD to the classroom.' Engineering & Technology . 3 (8).
• Servon, L. 2002. Redefining the Digital Divide: Technology, Community and Public Policy . Malden, MA: Blackwell Publishers.
• Smeets, E. 2005. ‘Does ICT contribute to powerful learning environments in primary education?’ Computers and Education. 44 .
• Smith, G.E. and Thorne, S. 2007. Differentiating Instruction with Technology in K-5 Classrooms . Eugene, OR: International Society for Technology in Education.
• Song, Y. 2014. '"Bring your own device (BYOD)" for seamless science inquiry in a primary school.' Computers & Education. 74 .
• Strayer, J.F. 2012. ‘How learning in an inverted classroom influences cooperation, innovation and task orientation.’ Learning Environment Research. 15.
• Tamim, R.M., Bernard, R.M., Borokhovski, E., Abrami, P.C. and Schmid, R.F. 2011. ‘What forty years of research says about the impact of technology on learning: A second-order meta-analysis and validation study. Review of Educational Research. 81 (1).
• Tileston, D.W. 2003. What Every Teacher Should Know about Media and Technology. Thousand Oaks, CA: Corwin Press.
• Turel, Y.K. and Johnson, T.E. 2012. ‘Teachers’ belief and use of interactive whiteboards for teaching and learning.’ Educational Technology and Society . 15(1).
• Volman, M., van Eck, E., Heemskerk, I. and Kuiper, E. 2005. ‘New technologies, new differences. Gender and ethnic differences in pupils’ use of ICT in primary and secondary education.’ Computers and Education. 45 .
• Voogt, J., Knezek, G., Cox, M., Knezek, D. and ten Brummelhuis, A. 2013. ‘Under which conditions does ICT have a positive effect on teaching and learning? A call to action.’ Journal of Computer Assisted Learning. 29 (1).
• Warschauer, M. and Ames, M. 2010. ‘Can one laptop per child save the world’s poor?’ Journal of International Affairs. 64 (1).
• Zuker, A.A. and Light, D. 2009. ‘Laptop programs for students.’ Science. 323 (5910).

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Educational Technology Infographics

It seems that you like this template, free google slides theme, powerpoint template, and canva presentation template.

Being computer literate and mastering the different platforms there are to communicate online is a valuable skill that will open many doors for you, not only in your career, but also in your personal life. Explain its importance with this set of modern infographics with a corporate and illustrative design, they are completely editable and will make the concept easier to understand for those who don’t use technology in their day-to-day lifes, you know, visual content is always easier to understand and memorize. Try them out and start a computer literacy workshop!

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• 16:9 widescreen format suitable for all types of screens
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28 Free Technology PowerPoint Templates for Presentations from the Future

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If you’re amongst the science and technology teachers, students, or businesses in the field; we have something for you. We deep-dived to find the best free technology PowerPoint templates for your presentation, so today’s collection has 28 amazing designs to choose from.

The following selection has templates related to science, technology, cybersecurity, search engines, bitcoin, networking, programming, and engineering, so there’s something for everyone.

1. Computer Hardware Free Technology PowerPoint Template

This template sports a cool design with a bright light of a microchip processor and a blue background. Ideal for explaining concepts such as semiconductors, databases, and central computer processors.

• Theme : Technology, Hardware
• Slides : 48
• Customization : Fully editable + 136 editable icons
• Graphics : Vector
• Aspect Ratio : 16:9
• License : Free for Personal and Commercial Use │ Do Not Redistribute Any Components of the Template

2. Space Science Free Technology Powerpoint Templates

This free template has 3D spaceship graphics and blue background color. It’s great for presentations on astronomy.

• Theme : Technology, Cosmos
• Slides : 25
• Customization : Fully editable
• Resolution : 1920×1080

3. 5G Technology Speed Free Powerpoint Templates

Design with twinkling rays of geometric shapes is perfect for presentations on technology topics such as internet networking, intranet, and communication technology.

• Theme : Technology, Networking, 5G
• Customization : Editable

4. Start-Up Tech Corporation Free Powerpoint Template

This free tech corporation template is great for presentations on tech business startups.

• Theme : Technology, Tech Business, Start-Up Companies

5. App Startup Free Powerpoint Technology Template

This design is great for presentations on communication, mobile technology, and other digital devices used for the PPT presentations.

• Theme : Technology, Apps, Software

6. Cloud Technology Free Powerpoint Template

A technology template with a clean and modern design for your presentations about cloud computing and other computing services.

• Theme : Cloud Technlogy

7. Artificial Intelligence High Technology Free PowerPoint Template

This template represents artificial intelligence as an illustration . It also includes related shapes to allow for a variety of expressions.

• Theme : Technology, Artificial Intelligence

8. Search Engine Optimization PowerPoint Template

The template is SEO-themed but you can adapt it to any presentation related to marketing and search engines.

• Theme : Technology, Marketing, SEO

9. Binary Code Free PowerPoint Template

The cool binary code design makes this template perfect for any presentation on computer science.

• Theme : Computer Science, Programming

10. Network Free Technology PowerPoint Template

Sporting design with crags and electric rays in many angles are representing networking around the globe, the template is suitable for presentations on communication, networking, technology, and crag wheels.

• Theme : Technology, Networking

11. Hexagonal Design Free PowerPoint Template

Here we have a free template with hexagons and icons pattern for techy content. Its dark background and bright blue color palette give a professional look.

• Theme : Technology

12. Technology Pixels Free PowerPoint Template

A technology-themed template for presentations on consulting, IT, software, and other related subjects. The pixel pattern is grouped by tones which you can change from the master slides.

13. Connections and Networking Free PowerPoint Template

This free Powerpoint template is perfect for a presentation about the internet, blockchain, machine learning, cybersecurity, or cloud computing.

14. Isometric Free Technology PowerPoint Template

Here we have an amazing isometric design and high-tech background with gradients. Ideal for subjects like cloud computing, SaaS development, servers, and networks, or cybersecurity.

• Theme : Networking, Programming

15. Free PowerPoint Template with Techy Contour Lines

This design has an abstract contour lines background in a dark green color. Ideal for subjects like geography, technology, video games, or even military affairs.

• Theme : Technology, Gaming

16. Marketing and Technology Free PowerPoint Template

The isometric design has illustrations on business, marketing, and technology topics that will make every slide stand out.

• Theme : Technology, Marketing

17. Purple Hexagons Free PowerPoint Template

For presentations related to scientific or technological topics, with professional hexagonal design.

• Theme : Technology, Science

18. Rockets Taking Off  Free PowerPoint Template

Rockets taking off is a great metaphor for growing businesses. It’s also a symbol of progress and technology.

• Slides : 35

19. IOT Smart City Free PowerPoint Template

Smart City offers a futuristic design for subjects such as internet communication, smart city concepts, and tech innovation.

• Theme : Technology, Smart City

20. Cyber Security Free PowerPoint Template

The perfect template for presentations on cybersecurity, antivirus software, and other related topics.

• Theme : Technology, Cyber Security

21. BlockChain Free PowerPoint Templates

This template is a 3D rendering design of blockchain technology and you can use it for a variety of purposes.

Presentation Design Tips You Wish You Knew Earlier:

The shorter you keep the text, the better. In fact, some specialists suggest that you shouldn’t use more than 5-6 words per slide . And sometimes, a single word combined with a powerful visual is enough to nail the attention of the people sitting in front of you and make them listen to what you have to say.

22. BitCoin Themed Free PowerPoint Template

A very versatile template that includes 20 semi-transparent illustrations of different concepts: security, social networks, programming, bitcoin.

• Theme : Technology, Bitcoin

23. Technical Blueprint Free Technology PowerPoint Template

This template uses a blueprint style and a monospaced font to emulate the technical drawings used in construction and industry.

• Theme : Technology, Engineering

24. Blue Connections Free PowerPoint Template

The design of this free template fits social media, connection, internet, cloud computing, and science-related topics.

• Theme : Technology, Social Media

25. Cute Robots Free PowerPoint Template

Here we have a colorful design with beautifully illustrated robots for presentation on technology, science, and physics.

• Theme : Technology, Physics

26. Green Circuit Free PowerPoint Template

This is a free template with futuristic vibes that you can use for your tech presentations both in PowerPoint and Google Slides.

27. Data Particles Free Technology PowerPoint Template

The design with particle lines gives it a modern and slightly technological look.

28. Science Hexagons Free Technology PowerPoint Template

The background gradients highlight the white text, and the hexagons give it a techie style.

Final Words

That’s it. Today’s collection covered the best free technology PowerPoint templates that you can download and adapt to your presentations related to science, technology, programming, engineering, and physics. Now all you need to do is open your PowerPoint and make the most amazing presentation your viewers have ever seen.

For more freebies, you can check the Best Free Powerpoint Templates of 2022  or see these related articles:

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May 3, 2024, by Ben Atkinson

Reflections on the Teaching and Learning Conference Pt 1

In a two-part series, we will be reflecting on the recent Teaching and Learning Conference which took place on the UoN UK campus on the 23rd and 24th April 2024.

This first post discusses the keynote presentation from Professor Carl Gombrich, the Dean and founder member of a new university called the London Interdisciplinary School. In his presentation titled ‘Interdisciplinary ways to view the world’, Professor Gombrich presented some of the new approaches being put into practice at the London Interdisciplinary School. Here is a new approach to the traditional model of University study in the UK, with students choosing their own path through a series of options that allow them to focus on their own interests towards graduating with a degree that takes into account their individual research interests.

Of particular note in this keynote presentation, was an assessment which built in the use of ai from the start and asked raised the issue of what AI may mean for interdisciplinarity, interdisciplinary learning, and for student assessment more widely. Students were tasked with writing a critical article with the support of Chat GPT, while at the same time keeping a video or written log of where the ai tool had been used within the work and the process through which the students had to guide and push the ai tool in order to get out of it any kind of content which might be useable at an academic level. In addition, students were asked to critique their use of ai and comment on the extent to which the ai supported or hindered their work from an theoretical perspective.

In one example shared during the keynote, a student discussed the great lengths they had to go to in order for Chat GPT to produce any response that even began to answer the question posed. In a fascinating video blog, the student discussed spending hours trying to train the ai tool by asking more and more detailed questions. In this way they were able to slowly coach Chat GPT into providing a more specific answer. Even then, there were concerns about misinformation and the factual accuracy of responses. In the end, the student concluded that the amount of time and effort needed to ‘train’ the ai tool, greatly outweighed the benefit for an academic research paper. However, the student did find ai to be useful in some other scenarios including asking the tool to provide a summary of a longer piece of writing, reduce word count or check spelling and grammar errors (as is already the case in tools like Grammarly).

This keynote presentation was not the only paper at the conference which focused on the use of ai. There were several other notable examples, including a presentation from colleagues in the School of Biosciences on the use of ai to support students on placement tasks and a paper discussing the development of the ‘I in Ai’ course developed for staff at UoN.

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Technology in Education - PowerPoint PPT Presentation

Technology in Education

Technology in education. by: krystal vermillion. in the beginning... we are all familiar with the old-school way of doing school, with the chalk ... – powerpoint ppt presentation.

• We are all familiar with the old-school way of doing school, with the chalk board, pencil an paper. Since the advancement of technology there has been a struggle to change all of that.
• The people of RAND have supported the use of technology in education claiming that technology greatly enhances education in a number of ways.
• They claim that it can be use for individual and group learning.
• Also, technology offers a great many opportunities for communication, administrative functions, as well as Support for instructional management.
• The authors of Bringing the Internet to Schools conducted research on the effects the presence of technology had on the learning that takes place in the classroom. They found a number of benefits that were also interesting changes from the traditional classroom.
• Many schools have embraced the computer age technology and inducted computers into their libraries, offices, and classrooms.
• According to the National Education Association in the 2000-2001 school year 98 percent of the schools had internet access. Whereas only 35 percent of schools had such advantages in the 1994-1995 school year.
• Similarly, educators are feeling a need to put these computers to work and integrate technology into the classroom. Many believe that technology holds a key to improving the quality of education that students receive.
• Some experts have even said that technology has the potential to result in superior forms of learning such as comprehension, experimentation, and reasoning.
• The integration of technology into the classroom has done more than simply allow students access to the internet. In many ways it has resulted in superior forms of learning.
• Schofield and Davidson found three changes that indicate that technology will enhance classroom learning experience.
• Researchers found that students felt more independent while working with technology. One students said I think its increased how much I learn on my own, the focus is there, your not dependent on somebody laying before you some information.
• The same researchers (Schofield Davidson) found that there were four new roles that students took on in these classrooms.
• Students became contributors.
• They became assistants.
• Sometimes the students even acted as computer tutors for the teachers.
• Lastly, they became technical experts in some cases.
• In these classrooms the researchers (Schofield, Davidson) found that the teachers and students were forming more productive relationships.
• There were several reasons which could be observed for this result.
• 1. The individual learning environment allowed for the teacher-student interaction to be more personal.
• 2. In this setting, teachers could observe the students working with a new set of skills and could appreciate the students talents that are go unobserved in most settings.
• 3. Some of the students came to appreciate their teacher based on their technical skills.
• 4. In most cases, the students were engaged in their work, and therefore, less disruptive.
• 5. Lastly, because the teachers were learning how to use technology as well as how to incorporate it into the classroom, they were reminded of what it is like to be a student. As a result they were more understanding with students.
• 1. Students also felt that the lessons were more authentic learning opportunities.
• 2. Also, students found that the technology offered more timely and extensive educational resources.
• While many can see the many possibilities available from the use of technology in the classroom, there are still many oppositions that educators must hurdle in order to bring technology in all of its splendor into the classroom.
• Many school systems run into the problem of inadequate funding for technology.
• While this problem is decreasing, it still plays a role in the amount and quality of technology that is available to students in a school system.
• Even though some school systems have begun to invest money in the technology available to the schools, many teachers are uneducated on how to integrate technology into the classroom.
• The National Teacher Association believes that teachers must be prepared to educate students in using technology. However, at this present time fewer than one third of all teachers feel confident in their own ability to use technology.
• Because of this, the National Teacher Association encourages school districts to use 25 of their technology budget for professional development.
• The incorporation of technology into the classroom has resulted in a number of changes. The obvious changes are those in the curriculum and set up of these new technological classrooms. However, the more difficult changes to see are the more important. As discussed earlier, technology in the classroom has changed the way that students learn. It has made them more independent and placed them in the drivers seat of their education.
• While the introduction of the Internet into the classroom has brought about a number of changes it has been greeted with large opposition at the same time. In order for schools to really reap the full advantages of technology in the schools they must put for the time and resources to provide adequate technologies for students to use, as well as proper training for teachers.
• http//www.teach-ology.com
• http//lessonplanet.teacherwebtools.com
• http//chelsea.k12.mi.us/tic/teacher_resource_pag e.htm
• http//www.picadome.fcps.net/lab/teacherl/teacher_ resources/default.htm
• Schofield, Janet Ward, and Ann Locke Davidson. Bringing the Internet to School. San Francisco Jossey-Bass, 2002.
• Technology In Schools. 2001. National Education Association. 15 March 2003. http//www.nea.org/.
• Educational Technology Defined. Rand. 15 March 2003. http//www.rand.org/.

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De.mem Limited Unveils Investor Presentation

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De.mem Ltd. ( AU:DEM ) has released an update.

De.mem Limited, an Australian water technology firm, has released an investor presentation highlighting its advanced water and wastewater treatment technologies and international operations. The company serves a diverse range of industries and municipalities, offering turnkey solutions for clean drinking water and waste management. De.mem is actively expanding its global footprint with recent acquisitions and is advancing proprietary technologies in the sector.

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Interview With Natalia Bustos: Mastering Languages, Connecting Worlds: The Global Impact of English in the Workplace 

Jun 3, 2024

Natalia Bustos, Senior Account Executive at Bridge Education Group, highlighted the importance of English in the modern workplace during her recent presentation at HR Learning Day in Lima, Peru. We delved deeper into the ideas she presented at the conference. 

Natalia, what are the main benefits you’ve observed for companies that invest in English training for their employees?

Natalia Bustos: Companies that invest in English training see notable advances in communication and collaboration among their teams, which directly drives an increase in productivity and efficiency.

This investment in language skills not only improves customer satisfaction and loyalty by empowering employees to better understand and respond to customer needs but also expands the company’s opportunities in the global market, making them more internationally competitive.

Furthermore, prioritizing language education places organizations in a privileged position to attract and retain top talent, as professionals actively seek opportunities for personal and professional development.

How does proficiency in English as a lingua franca affect efficiency in the workplace?

NB: Proficiency in English is crucial for optimizing operational efficiency within global organizations. This skill enables not only clear and direct communication but also facilitates efficient coordination among multicultural teams, preventing misunderstandings that could delay necessary decisions and actions. Moreover, talents with a high level of English tend to exhibit greater confidence and satisfaction in their roles, which is reflected in their ability to interact effectively and add value to their teams.

Mastery of English not only opens doors to better career opportunities and income potential due to the ability to take on international roles and more challenging projects, but it also enriches intercultural competencies. This is especially valuable in a globalized world, as it enhances understanding and relationships with colleagues and clients from different cultures, thus strengthening team cohesion and professional networks.

In your presentation, you mentioned the English skills gap in the workplace. Could you elaborate on how this gap impacts companies and employees?

NB: The English skills gap presents a significant challenge for companies aspiring to establish themselves and thrive in the global market. This deficiency in crucial skills leads to less effective communication, which can result in significant and costly errors. Additionally, linguistic limitations hinder expansion into new markets and affect the ability to collaborate effectively in international environments.

Internally, individuals are fully aware of the importance of English in their careers; a large percentage recognize that English training is essential for their professional success. However, there is a notable discrepancy between this perceived need and the training opportunities provided by companies: Only a minority of employees report that their workplace offers adequate English training programs. This not only demonstrates a missed opportunity for companies to invest in developing their teams but also underscores the urgent need to close this gap to enhance both the individual growth of employees and the collective success of the corporation.

Investing in English programs is not just about improving individual communication but an essential strategy to strengthen the global competencies of the entire organization, thus ensuring its viability and competitiveness in the long term.

A recent study conducted by Pearson and PSB Insights underscores the direct link between English proficiency and professional success. According to the data, 80% of respondents associate advanced English skills with higher income potential, while 56% indicate that effective communication in English can lead to a salary increase of up to 50%.

What strategies would you recommend to companies for implementing effective English training programs?

NB: Given the varied and complex challenges in language training, it is essential to conduct a thorough analysis of the specific needs of different functions and departments. This approach allows us to design programs that are not only relevant but also highly effective in terms of outcomes and return on investment.

Moreover, considering that there is no one-size-fits-all solution for organizations, it is very important to tailor training to the organizational culture and the specifics of each company. For example, learning solutions must be flexible enough to accommodate various learning styles and preferences, as well as varied schedules. A blended learning approach, combining self-study with live sessions led by a Global Teacher, can provide a more complete and enriching learning experience. By offering diverse options, we ensure that language training programs are not only accessible but also appealing and effective for all employees.

Could you share an example of a success case where English training has transformed an organization?

NB: Certainly, a notable case is that of the Komatsu Cummins Group in Chile. This company faced the challenge of linguistically training their teams to meet the demands of an international operation. The Human Resources team had the crucial goal of ensuring that all employees could communicate effectively in English, which was essential for the daily operation and sustained growth of the company.

In response to this need, Bridge developed a fully customized language training program for the Komatsu Cummins Group. This program not only met their specific needs but also achieved very high customer satisfaction, with a CSAT index of 97% and a Net Promoter Score of 65%. More than 600 employees were trained under this program, significantly improving their linguistic skills. As a result, notable improvements were observed in internal communication and with international clients, facilitating significant market expansion. This success clearly reflects how strategic investment in English training can transform an organization.

What role does technology play in language learning in today’s business environment?

NB: Technology is fundamental in language learning within the business context, as it offers innovative solutions that transform and enrich the educational experience.

Language learning platforms powered by artificial intelligence play a crucial role by providing personalized teaching, adapting to the level and learning style of each user. The integration of gamification and interactive content can significantly increase engagement and motivation, making learning not only more effective but also more enjoyable.

Moreover, data analytics tools are indispensable as they allow companies to monitor the progress of employees, identify areas that need improvement, and adjust training programs to maximize their impact. Measuring this impact is essential; therefore, establishing clear goals and key performance indicators, such as improvements in communication skills, increased productivity, or global market expansion, is vital. Periodic assessments help closely monitor the progress of employees and facilitate the collection of feedback, which is crucial for assessing the effectiveness of the program and making data-based adjustments.

This comprehensive, technology-based approach not only improves the individual learning experience but also benefits the organization as a whole, driving global and sustained growth.

What impact did your presentation have on the audience? What were the most prominent questions raised?

NB: It facilitated the reflection on the role that English plays in organizations today in keeping them competitive and enabling them to access new markets. On the other hand, there is the impact it has on the professional development of individuals, improvement of their competencies, retention of talent, and communication among colleagues, clients, and suppliers.

There is a general consensus that English is a skill that must be part of all company training and benefits plans.

After the presentation, several professionals approached our booth to discuss their company-specific challenges, such as lack of motivation or progress. Using our extensive experience, the innovative solutions available at Bridge, and our team of supportive professionals, we were able to determine how they could best approach their unique challenges to achieve their language training goals.

English is not just another language in the professional world, but an essential tool for growth and business efficiency. As the world becomes more interconnected, mastery of English is an indispensable investment for any company aspiring to achieve global success.

difference between technology in education and technology of education

Sep 16, 2019

120 likes | 1.57k Views

Difference between technology in education, and technology of education.

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Presentation Transcript

Difference between technology in education and technology of education GAYATHRI DILEEP I B.Ed English SNTC, Nedunganda.

TRADITIONAL V/S INTERACTIVE CLASSROOM INTERACTIVE CLASSROOM

TECHNOLOGY IN EDUCATION Technology in education refers to the use of technological hardware in education. Technology can be used to improve teaching and learning and help our students be successful.

GADGETS DEVICES TECHNOLOGY IN EDUCATION MACHINES INSTRUMENTS

TECHNOLOGY OF EDUCATION Technology of education deals with systematic application of the resources of scientific knowledge of the processes of learning that each individual has to pass through in order to acquire and use knowledge

TECHNOLOGY OF EDUCATION Educational technology cannot be taken as a synonym to audio-visual aids. It is a system for bringing improvement in the total process of teaching-learning by carefully analyzing its problems and obtaining the optimum results.

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