1.

How will you handle your lessons in order that you will make learners become more engaged and
effectively take accountability of their own learning?

Educational technology initiatives often talk about developing “digital mindsets” in teachers, students
and school directors. More often than not that typically means knowing how to use technology,
understanding its benefits and using it to improve daily processes, key activities, and above all teaching
and learning.

These are certainly important attributes of a digital mindset, but I think having a digital mindset is
broader than that. Rather, it is about the attitudes, values and behaviors that help people within an
education system get the most out of educational technology investments and use technology in the
best way possible.

Below, I offer what I’ve found to be five critically important attributes of a digital mindset and ways we
can help educational technology adopters develop these mindsets.

1. Have a vision

As the old adage says, if you don’t know where you are going, you’ll end up somewhere else. One of the
biggest mistakes I see in educational technology programs is a lack of vision for technology use. A well-
defined and clearly articulated vision developed by all stakeholders (including teachers, students, and
parents) provides coherence to a technology program and serves as an organizing framework within
which all goals, technology procurement, policies, actions, and instructional activities can be developed.

2. Know how to unlearn

“Unlearn”? Surely this is a typo? Not at all. We know that it is important to help teachers learn how to
use technology and how to use it for planning, instruction and assessment. But to help deeply teachers
(and principals) embrace new skills, values and beliefs for teaching with technology, we have to help
them unlearn old beliefs, practices and habits, and learn and relearn the skills, beliefs, and values that
help teachers and principals use technology to make meaningful educational improvements.

The only thing that is harder than learning something new, is unlearning something old. To help teachers
in this process, we must help them identify what they don’t know, change their mental models to
embrace new models, and provide lots of support and time to make this happen. One important way to
promote learning/unlearning is through professional learning that emphasizes practice and reflection.
Through practice, beginners in educational technology adoption can improve their teaching practice to
make it more consistent with that of successful, experienced practitioners. Through reflection, teachers
can tie together changes in their practice, beliefs and values.

3. Give up control
In traditional classrooms, the teacher is the locus of all control. The teacher enacts the curriculum,
designs lessons, sets the pace of learning, manages instruction, controls what students do and acts as
the gatekeeper of knowledge. But technology shifts that paradigm.

The Internet can provide more content knowledge than the teacher or any textbook, and when students
use technology, they often learn content, formulate ideas, work at a pace, and create products that go
well beyond the parameters of classroom activities or the curriculum. Teachers’ struggle to give up
control is one of the biggest impediments to changing practice. Many teachers fear that using
technology and more student-centered practices can result in chaos and that this chaos will negatively
impact student learning.

Teachers who have successfully adopted technology know that they still establish the culture and
climate of the classroom and provide students with a lot or autonomy and room for self-expression and
creativity with technology. But getting there takes time and teachers need support and time to make
this happen.

4. Understand change

If governments or schools spend a lot of money to put technology in the hands of teachers and students,
then it is fair to say they expect to see some kind of change. Change is a complex process and to get the
best out of our educational technology investments, we have to understand some of the characteristics
associated with the change process. This way, we can manage expectations; make more informed
decisions about how to help teachers better integrate technology into their own teaching; understand
who needs supports and how much and when. A few points to keep in mind:

Take a long-term view toward change: Technology changes rapidly but human beings and organizations
tend to resist change or embrace it slowly (most research says 5-7 years).

Provide teachers equal amounts of pressure and support: Teachers need to know that they will be
expected to change their practice using technology. But this pressure must be combined with lots of
support—human, material, logistical, instructional and emotional. Pressure without support equals
frustration and no improvement.

Change is not linear: Change is a very uneven journey. In fact, researchers speak of “implementation
dips.” Teachers are doing fine, grasping the idea of active learning with technology and… suddenly they
regress, slip back into old habits or give up. This is completely normal and it’s why a support person is
essential to help keep teachers on course.

Not every teacher will react to technology in the same way: Some will embrace technology; others will
reject it. In working with teachers, it is important to understand that there are “change types” who will
exhibit similar patterns of behavior toward a proposed change. Of course, not every person falls neatly
into such categories, but knowledge of such change types is useful.

Teachers will approach the use of technology with a number of concerns. The concerns vary in stages
from how something (e.g., the computer) affects them (self-concern) to how they can use it
(management) to how it fits with their teaching (adaptation). By identifying the teacher’s level of
concern, you can better target assistance to the teacher.

5. Learn from failure

Somewhere, somehow some part of your technology program will inevitably fail. Failure is not always
bad; it can be beneficial and healthy, but only if you don’t hide it, you acknowledge it, and you, your
organization and the people in your education system learn from it and try to correct it. That may be the
biggest challenge of all of these. New technologies promise more efficient ways of working, interactive
ways of learning, and creative ways to communicate information and engage in experiences. But
education systems can only capitalize on technology’s potential if they help everyone in the system—
teachers, principals, administrators, parents and students—understand its potential, learn to learn and
teach in ways that capitalize on this potential, be cognizant of the changes that technology will spawn,
and learn from failure—as well as success.

2. What are the specific goals for the digital literacy plan?

Literacy is a chief concern for both academic and professional progress. Digital literacy is emerging as a
genuine concern in education as technology competes with traditional texts for student attention. There
have been recent revisions in academic standards, but these should be considered insufficient to
address the rapidly changing literacy needs of students.

So we’ve put together some questions to help design a plan to respond on your own–and to do so based
on effective and accessible data and measurement of student performance. While data can mislead and
obscure–often tragically–literacy skills is one area where it’s hard to argue with. The consistent
assessment and promotion of a student’s ability to consume and produce a variety of digital and non-
digital texts is at the foundation of any school’s mission.

Let’s start not with research and theory, but goals and data. One approach that has merit is to draft
some goals without doing any research–just write them down without analyzing or worrying about what
we’re missing.

Next, let’s look at some macro data–reading and writing score trends, reading data trends, etc., then
more micro data–a grade level, a teacher, a demographic subset of students, the results of specific
strategies, and so on. Then we can zoom back out–what takeaways are there? What does the data
suggest? What does it insist? And more importantly, what data are we missing?

Goals needn’t have every single element of the SMART (Specific, Measurable, Assignable, Realistic, &
Time-Bound) framework, but the more specific we can be, the better chance we have to meet those
goals, and monitor progress along the way.

The goals of the literacy plan are to enable teachers to: Align instruction to the standards and emphasize
the commitment to teach children, not books. Collaborate from class to class, grade to grade, school to
school, and home to school. Engage students and allow time on task that is critical.
Digital literacy education seeks to equip learners with the competencies (knowledge, skills and attitudes)
in the use of digital technology needed to access learning opportunities, to pursue their chosen careers
and leisure interests and to contribute to society as active citizens.

3. How will we know we are making adequate progress in education?

Student progress monitoring helps teachers evaluate how effective their instruction is, either for
individual students or for the entire class. You are probably already familiar with the goals and
objectives that must be included in the Individualized Education Plan (IEP) for each child who receives
special education services.

A teacher who uses progress monitoring works with the goals in the IEP, and the state standards for the
child's grade level, to develop goals that can be measured and tracked, and that can be used to divide
what the child is expected to learn by the end of the year into shorter, measurable steps. For example,
the child may have a reading goal that is stated in terms of the number of words per minute expected by
the end of the year. Or, the child may have a math goal that is stated as the number of problems scored
correctly on tests covering the math content for the year. Once the teacher sets the goals and begins
instruction, then he or she measures the child's progress toward meeting the goals each week. All the
tests have the same level of difficulty, so the weekly tests can reflect the child's rate of progress
accurately. With each test, the teacher compares how much the child is expected to have learned to the
child's actual rate of learning.

If the child is meeting or exceeding the expectation, the teacher continues to teach the child in the same
way. If the child's performance on the measurement does not meet the expectation, then the teacher
changes the teaching. The teacher might change the method being used, the amount of instructional
time, the grouping arrangement (for example, individual instruction versus small-group instruction), or
some other aspect of teaching. In this process, the teacher is looking for the type and amount of
instruction that will enable the child to make enough progress toward meeting the goal. The
measurements take from 1 to 5 minutes, so the child should not have the feeling of constantly being
tested. In addition, since the teacher measures progress frequently — usually once a week — he or she
can revise the instructional plan as soon as the child needs it, rather than waiting until a test or the state
assessment shows that the child's instructional needs are not being met.

After each weekly measurement, the teacher notes your child's performance level and compares it to
previous measurements and to expected rates of learning. The teacher tracks the measurements on a
graph as a way of showing the success of both the teacher and the student

If we can somehow map the progress of students as they pass through a school, we will have a measure
that we can assume is more closely related to the quality of the teaching. So progress it is.

Whether we can construct a sensible interpretation or not, we can certainly compute some kind of
progress score for each student from the data.
Progress is an essential concept if we want to move past the bluntness of raw scores, but it is not an
easy concept to pin down. Moreover, the easiest ways of measuring progress may give only a partial
picture and may have unintended consequences in the way they distort the curriculum.

4. Differentiate Online Education from Distance Learning.

Online learning will involve in-person interaction between you and your students on a regular basis. ...
Distance learning includes no in-person interaction between teachers and students.

There's a difference between eLearning and distance learning. eLearning is a style of learning, while
distance learning is a method of attending class even if you can't be there physically.

What Are The Differences Between eLearning Αnd Distance Learning?

The phrases 'eLearning' and 'Distance Learning' are often used interchangeably, but they're actually two
separate entities. We've teamed up with experts, to help you see the differences between the two, and
how they affect you as a learner. Here's everything you need to know.

What Αre eLearning And Distance Learning?

Before we look at the differences between the two, we need to understand what these two concepts
actually are.

eLearning

This form of learning is designed to create an online communication between the teacher and the
student. Many schools are now using eLearning in order to complement the learning that's done in the
classroom. For example, homework may be set online, or quizzes can be taken with the rest of the class.
It's a new way of learning that suits a lot of learners, both school-aged and adult. Tutor James Anderson
at State of Writing says, "We use eLearning in order to connect with our students. They can connect
with us online, and we can work with them to improve their writing skills".

Distance Learning

This concept is more about the distance between the student and the teacher, and how technology
bridges that gap. Many universities are now offering distance learning degrees, where the student
attends school through their internet. That means a student in Europe could attend an American
university, without ever having to move. It also makes attending higher education much easier if you live
in rural or remote areas.

How Learning Works Online

Both methods of learning are able to help learners get more out of learning, wherever they are. The
methods are slightly different, but they can overlap.
eLearning is used in local settings, so distance isn't as much of a factor. For example, a teacher may use a
quiz app to test children in their classroom. They can all get involved, and it makes learning fun for
them. As well as this, it gives teachers more options in how to create engaging lesson plans.

It's helpful for adult learners too. eLearning can be accessed anytime and anywhere, so it fits into most
people's busy schedules. The ease of access means more adults are taking online courses and classes, to
learn skills to get ahead.

Distance learning, on the other hand, is designed in order to be accessible no matter where you are in
the world. It covers issues such as accessibility problems, so students can attend basic classes. This can
be through webcams or chat programs.

The Benefits Οf Both Systems

There are benefits to both eLearning and distance learning. If you've never considered either of them
before, then here's why you may want to look into it further:

eLearning

Makes learning more interactive.

Many learners are turned off learning as they feel they're just being talked at in the classroom.
eLearning makes the process much more interesting and interactive. Their input is needed, and it helps
them retain information better.Is convenient for adult learners.

As mentioned earlier, adults find learning much easier when they're doing so through eLearning
systems. For example, Via Writing has found adults coming to them to improve their grammar skills,
during their free time.Is at the learner's pace.

The learner can take part in learning at their own pace. There are eLearning materials that can be
accessed whenever they need to be, meaning that the learner doesn't have to worry about falling
behind, or being ahead of the rest of the class, as there's no class to hold them back.

Distance Learning

Offers cheaper education.

Distance learning can be a great option if you're looking to save money on your education. As you don't
have to move away to a different city or country, you're saving a lot of cash. As well as this, you're also
saving money on the courses themselves, as they're often cheaper.Offers you the chance to take classes
wherever you are.

No matter where you are, you can take classes. This option is popular with people who need to stay put
at home, such as parents or people caring for family members. It takes the pressure off you to get to a
place of learning, so you can concentrate on what you're learning instead.Gives you the opportunity not
to take part in the classroom setting.
Some people find that the classroom setting isn't for them. This could be due to a disability, or simply
because they've never enjoyed conventional learning. Websites like Grammarix have seen an upswing of
visitors who are looking to learn at their own pace.

As you can see, there's actually a real difference between eLearning and distance learning. eLearning is a
style of learning, while distance learning is a method of attending class even if you can't be there
physically. Perhaps one of these methods could make education easier for you?

Summary: The differences between classroom/traditional learning vs. online learning. Even today there
is a vast number of people who are hesitant to try out unconventional learning methods. In this article,
we try to investigate the differences between the two.

Traditional Learning Vs. Online Learning: Differences, Advantages, And Disadvantages

These days online courses/training have become extremely popular, as more and more institutes and
companies are offering courses online. However, despite the popularity of online education, vast groups
of people consciously stay away from such methods, mostly due to misconception. At the same time,
despite the rising popularity of online courses, traditional (classroom) training is fighting back and trying
to adopt newer means of retaining learners' interest. There are always two sides of a coin. For some
individuals, online training is more appropriate, while for others classroom training is the preferred
delivery method.

Let us compare the two methods.

Online Learning

People take professional level courses usually to increase their qualifications and enhance their career
opportunities in their jobs. For example, to get promotion in higher level and higher paid jobs; in
management related professional degrees, diplomas are helpful. However many employees may be
exhausted after their work and don’t want to attend regular classes. So, naturally, an online class is more
convenient for them, as it saves valuable time, money, and energy.

The best thing about online learning is that individuals can take a course from the comfort of their office
or home. Even with a busy schedule, one can find some spare time to take a course or study for it.

In online classes, the learner is not directly interacting with the faculty. So in case of having any
questions, they may find it difficult to ask their online instructor, as communication is often very
impersonal. However, these courses often offer alternatives to live query resolution like online forums,
emails, and chatrooms. Using these alternatives can be helpful for individuals to get their queries
answered.

People often think that interacting with a trainer live is the best way to learn, as it is interactive and
allows for two-way communication. For such types of people, synchronous online courses will be more
appropriate.
Another way to acquire knowledge through an online medium is by searching on different search
engines like Google, Bing, etc. Although this helps by reducing the amount of books one has to read,
there may be too many sources of information one has to read, and choose the relevant ones, which can
result in information overload.

Thus online learning may be more suitable for grownups who are continuing their education while
they're working in their regular jobs.

Traditional Learning

Traditional classes are more suitable for young children, teenagers, and young adolescents who are yet
to join the workforce. Regular attendance in classes helps them interact with other individuals of their
own age, be better disciplined, follow a regular schedule, and improve their physical fitness and mental
alertness.

Classroom learning helps students and teachers know each other in a better manner. This allows
teachers to know the students and evaluate their strengths and weaknesses better, act as mentors, and
guide students in their career possibilities.

In a traditional classroom, students can directly share their views and clarify their own queries with the
teacher, thus getting their questions answered right away.

Most of the time books and classroom notes are very useful for studying and passing exams.
Understanding the Question & Answer pattern, and with suggestions provided by experienced teachers,
students can find it more helpful to learn than when using generalized online notesand suggestions
available on the internet.

Also, classroom learning is more helpful due to a continuous interaction between students and teachers,
as it helps students to get rid of their fears regarding exams, which can rarely happen with online
guidance.

Lastly, interactions with good teachers help motivate students to achieve higher marks.

5. Does the Cone of Experience device mean that all teaching and learning must move

systematically from base to pinnacle?

Emphatically no. As we have noted, young children use many simple abstractions-verbal symbols.
Before entering school they have mastered the meanings of at least 2500 words, or verbal symbols,
each one of which is an abstraction. The fact that something is an abstraction does not necessarily make
it difficult to understand. Actually, there are wide variations in degree of difficulty.
The Cone of Experience is a visual model, a pictorial device that presents bands of experience arranged
according to degree of abstraction.According to Dale,the pattern of arrangement of the bands of
experience is not difficulty but a degree of abstraction the amount of immediate sensory participation
that is involved.The cone of experience does not mean that all teaching and learning must move
systematically from base to pinnacle but it continually shuttle back and forth among various kinds of
experiences.One kind of sensory experience is not necessarily more educationally useful than
another.Sensory experiences are mixed and interrelated.When a student listen the teacher as she do
her lecture, they do not just have an auditory experience.They also have visual experience in the sense
that they are "reading" your facial expression and bodily gestures.It is important to remember that this
doesn't mean reading and listening are not valuable learning experiences, simply by doing the real thing
can lead to the retention of the largest amount of information.

Edgar Dale's Cone of Experience is a visual representation of learning resources arranged

according to degree of abstractness. The farther you move away from the base of the cone , the more
abstract the learning resource becomes. Arranged from the the least to the most abstract learning
resources presented in the Cone of Experience are:

*direct purposeful experience

*contrived experiences

* dramatized experiences
*demonstrations

*study tips

*exhibits

*educational television

*motion pictures

* recordings, radio, still pictures

*visual symbols

*verbal symbols

6. What is the significance of being aware of a theoretical framework (TPACK) in preparing

to become an effective teacher?

Technology has become an increasingly important part of students’ lives beyond school, and even within
the classroom it can also help increase their understanding of complex concepts or encourage
collaboration among peers. Because of these benefits, current educational practice suggests that
teachers implement some form of technology in their classrooms – but many teachers face difficulties in
doing so. Cost, access, and time often form considerable barriers to classroom implementation, but
another obstacle is a lack of knowledge regarding how technology can best be used to benefit students
across diverse subject matter.

The TPACK model provides a framework for identifying the teacher knowledge required to integrate
technology effectively within the complexities of the larger context of teaching.
TPACK is an essential part of the education system today as it incorporates the growing demand on the
use of technology in the classroom as well as continuing the focus on the content and how we teach it.
Therefore it sets up education for the future as well as setting up the students for their future.

It considers the different types of knowledge needed and how teachers themselves could cultivate
this knowledge, the TPACK framework thus becomes a productive way to consider how teachers could
integrate educational technology into the classroom.

TPACK is a technology integration framework that identifies three types of knowledge instructors need
to combine for successful edtech integration—technological, pedagogical, and content knowledge (a.k.a.
TPACK). While TPACK is often compared with the SAMR Model, they are very different in scope.