k 12 educational technology handbook

• Material Detail: The K-12 Educational Technology Handbook

Material Detail

The K-12 Educational Technology Handbook

As a teacher working in an elementary or a secondary school, it is very likely that you need to  face a crucial reality - having limited time to deal with all kinds of school duties, including developing lesson plans, creating teaching materials, and documenting student learning progress, etc. This reality in K-12 educational settings could be particularly overwhelming if you are a beginning teacher. Luckily, with the advent of...

• Education  / TeacherEd  / Educational Psychology

• User Rating
• Learning Exercises
• Bookmark Collections
• Course ePortfolios
• Accessibility Info
• Report Broken Link
• Report as Inappropriate

More about this material

Disciplines with similar materials as The K-12 Educational Technology Handbook

People who viewed this also viewed, other materials like the k-12 educational technology handbook.

Full Description

As a teacher working in an elementary or a secondary school, it is very likely that you need to  face a crucial reality - having limited time to deal with all kinds of school duties, including developing lesson plans, creating teaching materials, and documenting student learning progress, etc. This reality in K-12 educational settings could be particularly overwhelming if you are a beginning teacher. Luckily, with the advent of technology and the emergence of K-12 Open Educational Resources (OER), more free and quality resources become available for K-12 teachers. OER allow teachers to save the time creating teaching materials from scratch, yet still have access to materials that support student learning engagement. OER have created an extraordinary opportunity for educators to customize teaching and learning as well as sharing knowledge in various forms across communities, states, and even countries.

Edit Comment

Edit comment for material The K-12 Educational Technology Handbook

Delete Comment

This will delete the comment from the database. This operation is not reversible. Are you sure you want to do it?

Report a Broken Link

Thank you for reporting a broken "Go to Material" link in MERLOT to help us maintain a collection of valuable learning materials.

Would you like to be notified when it's fixed?

Do you know the correct URL for the link?

Link Reported as Broken

Link report failed, report an inappropriate material.

If you feel this material is inappropriate for the MERLOT Collection, please click SEND REPORT, and the MERLOT Team will investigate. Thank you!

Material Reported as Inappropriate

Material report failed, comment reported as inappropriate, leaving merlot.

You are being taken to the material on another site. This will open a new window.

Do not show me this again

Rate this Material

Search by ISBN?

It looks like you have entered an ISBN number. Would you like to search using what you have entered as an ISBN number?

Become an Insider

Sign up today to receive premium content.

What K–12 Technology Leaders Need to Know About Reducing Data Exposure

Taashi Rowe is the managing editor for  EdTech: Focus on K-12  magazine.

For hackers, K–12 student data is some of the most valuable information in the world, which means that data privacy plays a central role in any cybersecurity strategy. In CDW’s recent webinar “ Building Cyber Resilience: Strategies for Strengthening Cybersecurity in K-12 ,” a panel of experts shared thoughtful approaches to helping schools harden their networks against bad actors.

Schools are “sitting on a lot of very clean data, and that’s what people are after,” explained Rob Chambers, vice president of platform strategies at Lightspeed Systems . Over the past few years, there has been an explosion of free and rogue apps, many of which IT staff may not have been able to vet , let alone enter into data privacy agreements with their vendors. And that’s if staff are even aware of the apps at all.

Easily Keep Track of Apps and Other Tools That Contain Data

According to data from Lightspeed Digital Insight , K–12 districts access more than 2,000 apps during the school year, on average.

“That's just an unmanageable task, really, to do on your own,” Chambers acknowledged.

He noted that schools also can’t ignore data privacy for these tools, which need to comply with federal and state laws mandating that schools protect student data privacy. K–12 schools across the nation have taken to drafting student data privacy agreements with vendors to ensure they follow certain data privacy guidelines.

Chambers said this is important because it starts the conversation about proper data sharing and the use of secure methodologies for accessing and using student data.

Click the banner below to watch a replay of the latest webinar and get updates on upcoming webinars.

A monitoring tool from a partner such as Lightspeed Systems can be vital in these instances. “With our Digital Insight tool, you are able to monitor those safety policies,” Chambers said. “It can tell you when there are updates and build approved apps into your workflows, as well as let you block apps that don’t meet your standards.”

He noted that schools can also use the software for hardware deployments and to manage devices and security policies. Monitoring software like Lightspeed’s can be particularly beneficial for keeping tabs on mischievous student hackers with access to the “school network, a lot of time on their hands and a lot of motivation,” he explained.

DISCOVER: Why data governance policies are a must for schools.   

Keep a Tight Rein on Data Sharing

Educators and administrators are extremely busy, but they also have a stake in their schools’ cybersecurity . Still, it can be a challenge for them to safely share data without exposing personally identifiable information or protected health details.

“Schools are investing in tools that are focused on making sure that threats are being detected as they enter your network or your district,” said panelist Matt Sack, director of global business development at Virtru . However, there is “not nearly enough investment being made by districts and schools into securing information as it leaves your environment.”

Sack said it is critical to rectify this gap because, at the end of the day, teachers, administrators and students are handling and sharing so much sensitive data outside of the school organization.

He explained that IT teams can help reduce the cybersecurity burden on educators by providing them with security tools that are seamless, easy to use and won’t disrupt existing workflows.

He noted that Virtru’s tools are built directly into native platforms such as Google Drive, Gmail and Microsoft Outlook, making it easy for everyone to adopt data protection while sharing information with parents, government agencies, doctors and more.

DIVE DEEPER: Find out how cyber resilience gives schools an edge.

When sharing student records and other information with third parties, “you need data protection in place,” Sack said. “But if the encryption and data security tools you’re using are difficult to use, you’re really just going to frustrate the people you’re collaborating with, and people are going to go outside of the tools your school offers to share this data. Then that data is going to be compromised.”

In the case of email and file sharing, Sack added, Virtru’s tools allow senders to set expiration dates on the data sent or read, recall emails and files, and even revoke access after information has been viewed.

“If you really want to make sure that you have all your bases covered, you have to demonstrate that you care about your students’ and your teachers’ data,” he said. “Take proper ownership of that data and make sure you’re protecting it.”

Padraig O’Shea Chief Product Officer, Global Grid for Learning

Prevent Data Sprawl via Third Parties

Another challenge for schools is reducing data sprawl across platforms. With many K–12 schools understaffed, they often turn to technology vendors for a variety of solutions and services. While this can provide relief, it can also come with the threat of spreading data across multiple platforms.

Padraig O’Shea, chief product officer at Global Grid for Learning, said firewalls used to be the main tool to protect against data spread. However, “the reality is that Software as a Service or the vendor ecosystem in the cloud has created this security monster, and we call that monster data sprawl,” he said.

“This happens when we’re sharing data from vendor to vendor,” O’Shea continued. “It’s that copying process that we call data sprawl, and this creates a significant risk.”

He said Global Grid for Learning’s main mission is to help schools securely move data between vendors.

“Data duplication has really become standard practice,” O’Shea said. “And I think that the general sentiment is, well, everybody’s doing it, so it’s fine. But it’s not fine anymore. It’s like giving the keys to the vault to 1,400 different people, and we’ve got to do a little better.”

He noted that third-party risks are very real: 98% of organizations have a relationship with a third party that has been breached . He also acknowledged the tough spot that schools are in as digital transformation has become a game changer.

Global Grid for Learning helps schools connect apps without risking student data. Its privacy governance console can be implemented districtwide in about two minutes, O’Shea said.

The tool has a built-in artificial intelligence program that creates an inventory of school applications and scores data privacy risks for every vendor. Global Grid for Learning also provides data anonymization services and single sign-on for vendors, which eliminates the need to share data downstream.

RELATED: What schools need to know about third-party risk.   

Protecting Users from Unwittingly Sharing Their Data

Most schools have gotten the message that it’s important to offer consistent training to staff and students on how to protect themselves from phishing attacks. However, with social engineering now rampant, phishing attempts aren’t always easy to spot. So, while bad actors are designing new exploits to open up reinforced doors and windows on a school’s network, sometimes users are unknowingly giving those hackers a way in.

“Schools are battling it from both sides,” said John McInerney, an account executive at Identity Automation . So, they also need to offer a backstop to help protect their users.

He shared that students at one of the company’s customers were using a proxy service to circumvent content filters for gaming. What students did not know was that the proxy service was actually a malicious credential-harvesting site  phishing for their usernames and passwords.

McInerney said in cases like this most schools would attempt to lock out bad guys with content filtering, then single sign-on and multifactor authentication. However, schools can benefit from a third layer of security with Identity Automation’s PhishID, a point-of-click solution.

In the case of the students attempting to circumvent the content filters, “we enable AI to basically use computer vision in the browser itself to stop people from spear-phishing attempts in real time,” McInerney explained.

Panelists wrapped up the webinar by noting that as threats against school networks continue to evolve, so should K–12’s cybersecurity strategies. A multilayered approach to protect student and staff data is critical.

UP NEXT: Learn how data loss prevention can protect K–12 schools.

Continue Learning with Additional Webinars

Sign up here to watch the replay of the webinar. You can also check out CDW Education’s robust library of on-demand webinars , with content on device deployment, esports, artificial intelligence and more.

• Data protection
• Endpoint Security
• Identity Management

Related Articles

Learn from Your Peers

What can you glean about security from other IT pros? Check out new CDW research and insight from our experts.

Copyright © 2024 CDW LLC 200 N. Milwaukee Avenue , Vernon Hills, IL 60061 Do Not Sell My Personal Information

• Front Matter
• Acknowledgements
• Author List
• Part 1. Foundations
• 1.1. Technology Integration
• 1.2. Connectivism
• 1.3. Lifelong Learning
• 1.4. Information Literacy
• Part 2. Classroom Applications
• 2.1. Blogging
• 2.2. Coding
• 2.3. Computational Thinking
• 2.4. English Language Learning
• 2.5. Foreign Language Teaching, Part 1
• 2.6. Foreign Language Teaching, Part 2
• 2.7. Gamification
• 2.8. iPad Learning Centers
• 2.9. Open Educational Resources
• 2.10. STEAM Mindset
• Part 3. Legal, Ethical, and Socially-Responsible Use
• 3.1. Copyright and Open Licensing
• 3.2. Digital Equity
• 3.3. Online Professionalism
• 3.4. Online Safety
• 3.5. Universal Design for Learning
• Glossary of Terms
• Index of Topics
• Translations

Open Educational Resources

Choose a sign-in option.

Tools and Settings

Questions and Tasks

Citation and Embed Code

Learning Objectives

• Define Open Educational Resources (OER);
• Identify types of OER, benefits of using OER in teaching and learning, examples of OER used in K-12 education, and platforms to search for and share OER.

As a teacher working in an elementary or a secondary school, it is very likely that you need to  face a crucial reality - having limited time to deal with all kinds of school duties, including developing lesson plans, creating teaching materials, and documenting student learning progress, etc. This reality in K-12 educational settings could be particularly overwhelming if you are a beginning teacher. Luckily, with the advent of technology and the emergence of K-12 Open Educational Resources (OER), more free and quality resources become available for K-12 teachers. OER allow teachers to save the time creating teaching materials from scratch, yet still have access to materials that support student learning engagement. OER have created an extraordinary opportunity for educators to customize teaching and learning as well as sharing knowledge in various forms across communities, states, and even countries.

What Are Open Educational Resources (OER)?

OER can be a wide variety of materials used for educational purposes such as videos, lesson plans, digital books, online courses, and teacher websites. Although there are slight differences among how people define and evaluate quality OER, the general understanding describes OER as openly licensed materials that provide users free access and permission for 5R activities:

Here are definitions and examples of the 5R activities teachers can engage in OER for their teaching and learning:

This material is based on original writing by David Wiley, which was published freely under a Creative Commons Attribution 4.0 license at https://edtechbooks.org/-tFQ

Why Open Education Matters?  “Education is SHARING”

As described in the video above, there are many characteristics of OER that can be beneficial to K-12 teachers in supporting their teaching and professional growth, as well as  student learning.

One of the important characteristics of OER is that OER must be free - both to give and to take. Imagine when teachers are motivated to put effort in their teaching preparation for instructional materials, many of them might need to start from scratch or pay out of their own pocket to purchase some existing resources created by other educators. However, teachers should not be dealing with this situation in a school environment that already has very limited time and resources for teaching preparation. With OER, any teacher can search for thousands of high-quality online instructional resources in a wide spectrum of content areas and get access anytime for free. When teachers commit part of their time creating and sharing open and free teaching resources with the education community, in return, the collective effort will allow them to save time and money on quality teaching resources for their own classrooms. For instance, instead of paying ten dollars to download a low-quality worksheet from ABC.com for a Math classroom activity worksheet, Mr. Johnson would be able to search on different OER websites and download three different worksheets with high reviews from other teachers for free.

Utilizing OER can not only save teachers’ money, but also save their time to prepare for their teaching more efficiently. For instance, Ms. Williams, a beginning 5th grade teacher, can search for existing lesson plans other 5th grade teachers created that align with the same Math standards she wants to teach. Instead of creating a lesson plan starting with a blank document, Ms. Williams already has an idea what activities can be integrated in a lesson plan to address specific instructional goals by searching OER created by other teachers. From there, Ms. Williams can easily gather different ideas and activities she found from standard-aligned OER and create instructional materials for her own class.

In addition to saving teachers’ time and money, OER can be useful and beneficial for teachers because they are customizable . Teachers are encouraged to take an advantage of this feature of OER allowing users to engage in 5R activities. With the permission to remix and revise, teachers have the flexibility and choices to change whichever parts of OER that do not apply to their classes can customize the content based on their own teaching needs and students’ learning needs. For example, Mrs. Harrison downloaded a series of digital reading materials for readers in different levels from an OER website, including news and stories that she would like to let her 2nd grade students practice reading. Yet, it would be impossible for her to directly adopt all the materials in his class due to learners’ various language proficiencies.  This issue could be quickly resolved with OER resources as users are generally granted the rights to revise the content according to their own teaching needs. Thus, Mrs. Harrison can easily modify the difficulty level of a reading to offer a differentiated reading activity to her students. In addition, Mrs. Harrison could also remix the resources to fit her teaching needs. For example, she could create three folders (Beginning, Intermediate, and Advanced) in her Google Drive and categorize all the reading materials she found in those folders. Then, by continuously adding more reading materials in those three folders over time, she would be able to collect and customize OER resources to address a wide variety of learning preferences and needs of different groups of students.

Lastly, OER can also help teachers keep their instructional materials stay current .  Compared to the traditional hard copy textbooks that K-12 schools usually replace on a multi-year cycle due to huge cost on replacement, teachers can update the content on OER anytime for free. Thus, OER is also particularly handful for teachers who need to meet new standards and instructional goals.

Openness of OER

Anyone can search for and engage OER in the 5R activities because OER are made available under open licenses. Creative Commons licenses [https://edtechbooks.org/-qi] are commonly used for giving copyright permissions to the creation of OER. Creators can decide the openness of their OER by having their work licensed under different levels/types of Creative Commons license.  Then, OER users need to follow the conditions of the licenses when they engage in the 5R activity. Here is a table showing the six levels/types of Creative Commons license with their conditions:

“ Six Types of Creative Commons Licenses [https://edtechbooks.org/-qi] ” by Creative Commons [https://creativecommons.org/] is licensed under Creative Commons Attribution 4.0 International License [https://edtechbooks.org/-PPo] .

OER Attribution

“Education is sharing” is the key concept behind OER.  While creators of educational resources give their permissions to others for using their original work for free, it is necessary for OER users to give credit to creators and attribute their original work when they reuse, remix, revise, and redistribute the work. In other words, attributing the creative work you used  to its original creator is the premise of a respectful and legal use of OER.

Here are examples of an appropriate way to give attribution:

“Examples of Appropriate Attribution” [https://edtechbooks.org/-VDH]  by Creative Commons [https://creativecommons.org/] is licensed under a Creative Commons Attribution 4.0 International license [https://edtechbooks.org/-Bzq]

More information about OER attribution can be found here: Best Practice for Attribution [https://edtechbooks.org/-VDH]

Where Can K-12 Teachers Look for OER?

Here is a list of resources teachers can use to search for OER for teaching, learning, and their own professional development:

General Search

• Google Advanced Search [https://edtechbooks.org/-wAR] (Scroll down in advanced search and set “usage rights” parameters to “free to use, share, or modify”)
• CC Search [https://edtechbooks.org/-Dp] (The CC Search tool automatically filters your search to find Creative Commons licensed resources)

Image Search

• CC Search [https://edtechbooks.org/-Dp] (You can pick a number of image sources you want to search across)
• Wikimedia Commons [https://edtechbooks.org/-JYM]
• Flickr [https://edtechbooks.org/-Tvg] (You can search through content under each type of Creative Commons license)
• Google Image [https://edtechbooks.org/-NZ] (Scroll down in advanced search and set “usage rights” parameters to be “Free to use, share, or modify”)
• Pixabay [https://pixabay.com/] (Pixabay images are public-domain images that you can use freely for personal and commercial purposes without attribution to the original author)
• The Noun Project [https://thenounproject.com/] - Collection of CC Licensed Icons
• Europeana [https://edtechbooks.org/-kUj] (Access to digital resources of Europe’s museums, libraries, archives and audio-visual collections. Not all the works are openly licensed so be sure to check for usage right)

Video Search

• YouTube [http://youtube.com] (Type in your search term followed by a comma and then “creativecommons” the videos returned are CC licensed. For example: World War 1, "creativecommons")
• Vimeo [https://edtechbooks.org/-Ndi] - post and search for Creative Commons licensed videos)
• Internet Archive [https://edtechbooks.org/-yVI] - a great collection of old video and movie footage
• TED - Ideas Worth Spreading [https://www.ted.com/] (All TED videos are released under a  Creative Commons BY-NC-ND license)
• Al Jazeera [http://www.aljazeera.com/] (various Creative Commons licenses)

Audio/Music Search

• Jamendo [https://www.jamendo.com/en/] - free music tracks licensed under Creative Commons
• ccMixter [http://ccmixter.org/] / digccmixter [http://dig.ccmixter.org/] (music for videos, games, podcasts, etc.)
• Free Music Archive [https://edtechbooks.org/-Xcc]
• SoundCloud [https://edtechbooks.org/-Xcc]

Education Search

• Curriki [http://welcome.curriki.org/] (a leading K-12 global community)
• OER Commons [https://www.oercommons.org/] (search based on subject areas, education levels, and standards)
• Gooru [https://gooru.org/library] (K-12 courses and instructional materials)
• OpenEd [https://www.opened.com/search] (K-12 Classroom Assessments, Homework, Videos, Lesson Plans)
• ShareMyLessons [https://sharemylesson.com/] (search K-12 resources based on education levels and standards)
• PhET [https://edtechbooks.org/-pvE] (K-12 simulations)
• WatchKnowLearn [http://www.watchknowlearn.org/] (K-12 free educational videos, various types of license)
• Connexions [http://cnx.org/] (modules that can be organized as courses, books, reports)
• EDSITEment [https://edtechbooks.org/-GvI] (CC licensed K-12 lesson plans)
• Feedbooks [https://edtechbooks.org/-vcL] (public domain ebooks)
• Bookdash [http://bookdash.org/see/books/] (children’s PDF eBooks and audiobooks [https://edtechbooks.org/-UY] )
• African Storybook [https://edtechbooks.org/-MPF] (children’s eBooks in various languages)
• GeoGebra [https://edtechbooks.org/-MLn] (free interactive Math materials)
• CK-12 [https://edtechbooks.org/-Xcc] (standards aligned K-12 Math & Science resources)
• Khan Academy [https://www.khanacademy.org/] (K-12 Math and Science instructional videos)
• Mountain Heights Academy [https://edtechbooks.org/-miB] (course materials in high school  STEM, Language Arts)
• The Office of Superintendent of Public Instruction [https://edtechbooks.org/-ZL] (Secondary Math and ELA)
• Siyavula [https://www.siyavula.com/read] (open textbooks for high school Math and Science)
• PBS Learning Media [https://edtechbooks.org/-pLK] (has different types of license)

Complete Courses for Teacher Professional Development

• P2PU [https://edtechbooks.org/-tUW]
• OpenCourseWare Consortium [http://www.oeconsortium.org/]
• Open Learning Initiatives [https://edtechbooks.org/-cap]
• Open Course Library [http://opencourselibrary.org/]

Practice: Let’s engage in the 5R activities

Now, you have a general understanding of OER, including its definition, characteristics, and ways of use, let’s begin to practice using OER and engaging in the 5R activities in two ways:

As a Taker - Get useful OER made by other people

• Identify your purposes/goals/needs of instructional materials you are looking for.
• Search for openly licensed resources on different websites. It is a good start to search for OER from the list of resources provided above.
• Get access to the resources you found and make sure they are openly licensed under Creative Commons which provides you the permission with stated conditions.
• Get ready to reuse, revise, remix your OER.

As a Giver - Make OER for others

• Identify your purposes and goals of instructional materials you want to share.
• Create a new material or revise and remix existing OER based on your purposes and goals.
• Have your material licensed under Creative Commons:
• Choose a type of Creative Commons license [https://edtechbooks.org/-iP]
• Apply the license to the material you want to share
• Redistribute your OER on one or more websites [https://edtechbooks.org/-KWu] (e.g., Flickr, Vimeo, OER Commons).

Additional Reading Resources of OER

• Why Openness in Education? [https://edtechbooks.org/-fU]
• OER Mythbusting [https://edtechbooks.org/-FVb]
• On Quality and OER [https://edtechbooks.org/-dfN]
• OER Quality and Adaptation in K-12: Comparing Teacher Evaluations of Copyright-Restricted, Open, and Open/Adapted Textbooks [https://edtechbooks.org/-UcK]

University of Chicago

Yin-Chan Janet Liao is a Post-Doctoral Scholar of UChicago STEM Education at the University of Chicago.  Janet received her Ph.D. from the Department of Instructional Systems Technology at Indiana University-Bloomington. She holds a M.S.Ed. in Learning Science and Technologies from the University of Pennsylvania. Janet’s research areas focus on preservice and inservice teacher professional development for technology integration and computer science education in K-12 settings. Janet has taught educational technology courses at the undergraduate level. She has also served as a technology coach in preK-6 schools to support teachers’ technology uses and computational thinking instruction since 2016.

This content is provided to you freely by EdTech Books.

Access it online or download it at https://edtechbooks.org/k12handbook/oer .

• Material Detail: The K-12 Educational Technology Handbook

Material Detail

The K-12 Educational Technology Handbook

As a teacher working in an elementary or a secondary school, it is very likely that you need to  face a crucial reality - having limited time to deal with all kinds of school duties, including developing lesson plans, creating teaching materials, and documenting student learning progress, etc. This reality in K-12 educational settings could be particularly overwhelming if you are a beginning teacher. Luckily, with the advent of...

• Education  / TeacherEd  / Educational Psychology

• User Rating
• Learning Exercises
• Bookmark Collections
• Course ePortfolios
• Accessibility Info
• Report Broken Link
• Report as Inappropriate

More about this material

Disciplines with similar materials as The K-12 Educational Technology Handbook

People who viewed this also viewed, other materials like the k-12 educational technology handbook.

Full Description

As a teacher working in an elementary or a secondary school, it is very likely that you need to  face a crucial reality - having limited time to deal with all kinds of school duties, including developing lesson plans, creating teaching materials, and documenting student learning progress, etc. This reality in K-12 educational settings could be particularly overwhelming if you are a beginning teacher. Luckily, with the advent of technology and the emergence of K-12 Open Educational Resources (OER), more free and quality resources become available for K-12 teachers. OER allow teachers to save the time creating teaching materials from scratch, yet still have access to materials that support student learning engagement. OER have created an extraordinary opportunity for educators to customize teaching and learning as well as sharing knowledge in various forms across communities, states, and even countries.

Edit Comment

Edit comment for material The K-12 Educational Technology Handbook

Delete Comment

This will delete the comment from the database. This operation is not reversible. Are you sure you want to do it?

Report a Broken Link

Thank you for reporting a broken "Go to Material" link in MERLOT to help us maintain a collection of valuable learning materials.

Would you like to be notified when it's fixed?

Do you know the correct URL for the link?

Link Reported as Broken

Link report failed, report an inappropriate material.

If you feel this material is inappropriate for the MERLOT Collection, please click SEND REPORT, and the MERLOT Team will investigate. Thank you!

Material Reported as Inappropriate

Material report failed, comment reported as inappropriate, leaving merlot.

You are being taken to the material on another site. This will open a new window.

Do not show me this again

Rate this Material

Search by ISBN?

It looks like you have entered an ISBN number. Would you like to search using what you have entered as an ISBN number?

Searching for Members?

You entered an email address. Would you like to search for members? Click Yes to continue. If no, materials will be displayed first. You can refine your search with the options on the left of the results page.

• Corpus ID: 150308797

The K-12 Educational Technology Handbook

• Anne T. Ottenbreit-Leftwich , Royce Kimmons
• Published 2018
• Education, Computer Science

Figures and Tables from this paper

36 Citations

Analysis of implementation project-based learning model of teaching integrated with computer programming in improving computational thinking skills in a classical mechanics course.

• Highly Influenced

Digital open educational resources: teachers’ perceptions of the pedagogical implications

Penerapan pembelajaran ipa berbasis computational thinking materi siklus air kelas v sekolah dasar, technology integration skills, technostress, and self-efficacy of selected public elementary teachers in district iii of batangas city, can computational thinking contribute to efl learning and teaching, extended social cognitive model explains pre-service teachers’ technology integration intentions with cross-cultural validity, a constantly improving model for universities readiness in the application of e-learning practices during the covid-19 pandemic: a qualitative approach, project movesmart: when physical education meets computational thinking in elementary classrooms, educational technology - concepts and identification of vocabulary in the domain, teaching computational thinking using scenario-based learning tools, 96 references, copyright and open licensing.

• Highly Influential

You Gave Me a B- ?! Self-Efficacy, Implicit Theories, and Student Reactions to Grades

Broadband and student performance gaps, the picrat model for technology integration in teacher preparation., the digital edge: how black and latino youth navigate digital inequality, closing the gap: digital equity strategies for teacher prep programs, gamifying your teaching: guidelines for integrating gameful learning in the classroom, digital divide, grit: the power of passion and perseverance, exploratory research to expand opportunities in computer science for students with learning differences, related papers.

Showing 1 through 3 of 0 Related Papers

Published in 2018

Anne T. Ottenbreit-Leftwich Royce Kimmons