What Technology Applications Have You Utilized In The Classroom – As a teacher deeply immersed in the instructions, I am of course curious to use AI technology in the classroom, especially when you define railings and best practices.
I have participated in the instructions since 1996, dealing with Apple SE and working in every class. I worked at Edtech when Google started, Wi-Fi is first provided to the public, the term web 2.0 was introduced and when the Google documents came out.
What Technology Applications Have You Utilized In The Classroom
In any case, teachers and administrators had to understand these innovations and then learn the best practices to integrate them into the classroom. Everyone has a dramatic impact on education.
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We are on a similar trip to AI. However, although we are still in the process of detecting the use of AD and the study of optimal practices, we know that AI is quickly done mainly for education.
My colleague Meredith Dutra and I wrote a grant to explore the use of AI in education and in turn supporting our area. In this way, we learned two very important lessons: First, AI develops at such a speedy speed that it was difficult for us to apply before our age information. Secondly, the AI will surely be integrated into the fabric of the workforce for our students.
As teachers, we know that our job is to ensure that students are ready to participate in a workforce, which will undoubtedly include AI tools. Incorporating technology into daily class practice is no longer an option, but a prerequisite for the preparation of students for the future, impregnated in technology.
We need to use AI for more in training that supports and improves the results of education. Some platforms are already presenting the responsible use of AI, offering students with different road training roads.
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For example, applications such as Mully and AI tools encourage personalized training, allowing students to control their experience in training and provide explanations based on their individual needs, while completing the curriculum, content and classes taught in the classroom.
Many teachers and managers understand that the integration of AI into an area or class offers the opportunity to transform education. But the ability to use AI’s potential also represents many challenges.
Culture leads everything. Encouragement of an innovation culture that promotes experimentation is a prerequisite for creating a fertile soil where AI can thrive. Leaders in the area want to use the word “innovation”, but often stimulate innovation for fear. The culture of innovation allows for research and mistakes.
We need to be brave, ready to take risks and admit that there will be hiccups and denial of experimentation with new technology. The presence of structures to find out where the entrance points are to enter AI will help you smooth out the order.
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For example, an entry point for elementary students may simply learn to use AI to find the creative writing prompt, while a high school student can use AI to study and research the data sets to help slowly.
A warning: If you have a culture in which initiatives are constantly failing, you need to check your culture to ensure that you do not repeat the same mistakes. For example, are you all interested – teachers, parents and students? Are there any entry points that do not prove provocatively?
Communications are essential for the creation of enthusiasm for the application of AI. The regional guide must present AI as a tool to reduce the time of preparation and proverbial rough work that teachers withstand their daily routine. It should be emphasized that AI is a resource that releases teachers to have more time to participate in more careful interactions with each student. And that’s what we all want. Consider the resource room teacher, who will have to find quick materials to review the children on their cash register. Using AI tools such as Magic School AI, Almanack, Difffit and Curipod, teachers can quickly create these materials, giving them more time to interact with students and eliminate the stress of creating 3-5 objects that cost a student.
In order to ensure widespread acceptance, regional administrators, and in particular construction managers, must formulate the use of AI. This top approach includes leaders of the areas actively using AI tools to reduce their preparation time, increase their productivity and increase the quality of their interactions with teachers.
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Managers can use AI tools to better monitor how school media are spent to avoid waste, accelerate bureaucratic work that resembles the absence or delay requests to find specific information in a 200 -page survey. Instead of spending hours on Google on resources on school meeting, the building principal can use embarrassment for accurate searches or gamma.ai to create amazing slides full of fundamental content when preparing a presentation.
The leader is the master at the start of the adoption process, manages the school administrators and creates an integration without problems, aligned with the goals of the curriculum. This modeling strategy helps to build trust and acceptance between teachers.
It helps to determine someone who wants to model how to use AI and start the discussion. Ideally, the head or assistant, the commander who forms it for his office, will help spread the word on how they use it.
More companies are starting to develop paid subscription models for class use. Teachers need to know what makes sense for their needs. Collect the pioneers (teachers who are already exploring the AI potential) and start two weeks or monthly conversations so that everyone can benefit from their experience.
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Corset can discuss how AI has made it easier for their lives and will explore how to make AI adoption more effective and desirable. It is more convenient for teachers to jump into the unknown, since they saw how his colleagues use it successfully.
These teachers can form a collaboration team to identify effective ways in which AI can improve teaching and training. They can be a valuable resource for the formation of the region’s strategies across the country and to identify safe and scaled AI solutions. As soon as they come to an inventory of what is safe and scale throughout the area, they can start sharing it with other buildings.
As the school districts consider the way AI is implemented, they must finance the whole, the skeleton for professional development, to allow teachers to learn technology to use it for their full potential and browse the hiccups they are likely to grow.
Suggest the incentives of teachers, such as services loans, graduates or paid for courses and conferences as a way to encourage them to study and implement these technologies.
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The areas can also explore the various EIA training platforms to see if they provide internal professional development. Investing in current professional development ensures that teachers can use AI to their maximum potential and be informed of most achievements.
One of the biggest challenges facing the areas of the implementation of a new teaching technology is to understand that learning technology is not a lump sum. Continuous professional development is essential. Whether through updates of existing tools or the introduction of new AI solutions, teachers need constant support to adapt their pedagogical approaches.
The successful integration of AI in the classroom requires a comprehensive approach that deals with cultural, administrative and pedagogical estimates. By truly promoting the culture of innovation, modeling the use of AI at the administrative level, promoting cooperation between teachers and providing incentives for learning and covering continuous evaluation, school areas can address the complexity of the integration of AI and prepare them.
Jennifer Krock is a professional programmer and former information and technology director for a large urban school and facilitates seminars on integrating teaching technology and auxiliary technologies into training. Jennifer began her career more than 26 years ago and has since continued to merge pedagogy and technology. The basic conditions are seven critical elements required for the effective use of training technology. They offer teachers and school principals, supported by research to lead the implementation of patterns, design and change technology throughout the system.
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These conditions reflect the deepening of the research of educational technology, as well as the experience of almost 50 years in management of areas, schools and teachers while working to support students’ education.
Create a common vision to transform students’ education through the effective use of technology by participating in all interested parties (including teachers, support of staff, managers, students, parents, teachers, politicians and members of the community).
When the school system is guided by a clearly defined vision and leaders are actively collecting, they also include the contribution of shares by those concerned at all levels, a community of understanding and cooperation is developed to promote the body forward.
Without a clear vision of learning, schools and areas are in danger of buying technology, materials and construction infrastructures without a plan to use it or a set of criteria to measure success. In the same way, the development of a vision for learning-which means that visions were developed exclusively or from a technological or teaching group-degrade a limited entrance. Finally, learning visions prepared without guidance on established standards and the contexts often fail to take into account all the conditions required for success.
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