Call for Papers BJET Special Issue on e-Leadership Edited by Dr Jill Jameson and Prof Sara de Freitas There is currently no international scholarly journal which effectively covers the interaction between the fields of ‘e-Learning’ and that...
Building Teacher Leadership Capacity for EdTech Initiatives DigitalJournal.com "The dedicated work of innovative classroom teachers -- working as teacher leaders -- is the 'secret sauce' for meeting the needs of all students in this global, digital...
Does your company need a Chief Digital Officer or a Digital Corporate Director? The answer is both. Observe sets out the case for strengthening a... (Why should you add a digital board member to your senior ranks?
Papyrus is a simple online editor to create ebooks.You can edit the cover using a simple drag and drop cover editor, import content from the web, or create new content as easily as writing a blog post.If you want to sell your ebook, all you have to do is set a price and click publish.
The NET Model of Social Leadership defines a style of leadership suitable for the Social Age. It consists of three ... A learning and development professional specialising in e-learning and learning technology.
Learners’ use of digital tools and other technology to support their learning in our K-12 systems continues to be sporadic and often not observed despite the proliferation of use outside of school. Based on an analysis of three years of direct classroom observations in K-12 schools across 39 states and 11 countries, AdvancED found there are still relatively few classrooms in which the use of digital tools and technology is a regular part of a student’s school experience. In more than half (52.7 percent) of classrooms direct observations show no evidence students are using technology to gather, evaluate, or use information for learning; two-thirds of classrooms show no evidence of students using technology to solve problems, conduct research, or to work collaboratively.
Trained and certified observers conduct classroom observations as a part of AdvancED’s continuous improvement process which could include STEM Certification, accreditation, readiness and/or diagnostic review. Each observation lasts a minimum of 20 minutes during which observers use the learner-centric eProve™ Effective Learning Environments Observation Tool® (eleot®) to gather data focused on the activities learners are engaged in, their discussions and interactions, resources they are using for learning, their behaviors and dispositions during the learning process, etc. Observers rate each of the 30 eleot items on a four-point scale where 4 = Very Evident, 3 = Evident, 2 = Somewhat Evident and 1 = Not Observed
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