The fast changing world has increase the changes involving information technology. Because of the application o technology computer skills and knowledge of other technology are almost necessary inside and outside the classroom. Students are now expected to reach a level of technological proficiency at younger ages.
Now, there are more ways to communicate effectively. Students have a range of skills to express themselves not only through paper and pencil, but also audio, video, animation, design software as well as a host of new environments (e-mail, Web sites, message boards, blogs, streaming media, etc.).
Factors Facilitating Technology-Supported Education Change
• Authentic challenging tasks are best supported with flexible technology applications rather than with canned instructional programs.
• Having project-based, cooperative learning skills in place is important.
• Teachers need time to develop their own skills with technology.
• Easily available access to technical assistance is critical, especially in the early years.
• Schools need permission and support for innovations from the district, state, and federal levels.
• Using the technology tools of the professional community adds significance and cultural value to school tasks.
• Technology implementation provides a safe context for teachers to become learners again and to share their ideas about curriculum and method.
• Outside funding may be required to support the level of technical assistance and professional development opportunity needed to implement technology-supported education reform efforts.
1. Developing Plan
The first step in developing a technology plan is convening a planning committee or team to review the school-improvement plan already in place and research the district needs. In the case of USEP it is important to develop a plan in technology because technology continues to play an important role in modern industrial society, integrating technology into the schools will help prepare students to succeed in a rapidly changing world.
An effective team enlists educators but also takes advantage of the expertise of community members and the input of parents and students. Planning partners may include administrators, principals, teachers, district office representatives, parents, potential business partners, and a representative from the county office, regional agency, or department of education (Cradler, 1996). The specific organizational structures, committees, and membership may vary among schools that have integrated technology effectively, but the plan should be the result of input from educators and community members with knowledge, experience, and expectations of the role of technology in their school (Massachusetts Software Council, 1994). The support of key administrators and influential teachers is critical to the plan's implementation and success.
2. ICT Infrastructure Management
ICT Infrastructure Management processes recommend best practice for requirements analysis, planning, design, deployment and ongoing operations management and technical support of an ICT Infrastructure. ("ICT" is an acronym for "Information and Communication Technology".)
• ICT Design and Planning
From the word itself it defines the in designing and planning a specific process that fit to the organization. ICT Design and Planning provides a framework and approach for the Strategic and Technical Design and Planning of ICT infrastructures. It includes the necessary combination of business (and overall IS) strategy, with technical design and architecture.
• ICT Deployment
ICT Deployment provides a framework for the successful management of design, build, test and roll-out (deploy) projects within an overall ICT programme. It includes many project management disciplines in common with PRINCE2, but has a broader focus to include the necessary integration of Release Management and both functional and non functional testing.
• ICT Technical Support
ICT Technical Support is the specialist technical function for infrastructure within ICT. Primarily as a support to other processes, both in Infrastructure Management and Service Management.
3. RFID( as Student ID)
There is an especially effective technology that surrounds ID cards today and one that is slipping into greater use among companies and employers. This technology is called RFID, and the cards it powers are called ‘contactless smart cards.’
The technology behind the card is Radio frequency identification, or RFID. Wikipedia defines Radio-frequency identification (RFID)as an object (typically referred to as an RFID tag) applied to or incorporated into a product, animal, or person for the purpose of identification and tracking using radio waves. Some tags can be read from several meters away and beyond the line of sight of the reader.
RFID is a broad term that encompasses the span of technologies that use radio waves to automatically identify people or objects and work with a microchip to store information. The most common way of storing information is to store a serial number that identifies a person, object, or information on a microchip. The microchip is attached to an antenna and imbedded between the layers of the card. Information can be written, erased, and rewritten, and is stored on the microchip and transmitted by the antenna.
Instead of inserting your card into a card acceptor or scanning it through, all you have to do is passing within range of the radio frequency acceptor and you are done. You usually have to be within a few inches of the machine for it to operate, but it still saves a ton of time and headache. The greatest benefit of this card is its inherent security. Forging a card like RFID is very difficult and it greatly minimizes security risks. RFID cards can be used by anyone, and are most effective in every environment from the very large to the very small. Therefore, using this object as a student ID it will have a substantial impact to the university because it makes the lives of the student and faculty easier.
References:
http://www.nsba.org/sbot/toolkit/tnc.html
http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te300.htm
http://en.wikipedia.org/wiki/Information_Technology_Infrastructure_Library
http://www.associatedcontent.com/article/48795/rfid_id_card_overview.html
Now, there are more ways to communicate effectively. Students have a range of skills to express themselves not only through paper and pencil, but also audio, video, animation, design software as well as a host of new environments (e-mail, Web sites, message boards, blogs, streaming media, etc.).
Factors Facilitating Technology-Supported Education Change
• Authentic challenging tasks are best supported with flexible technology applications rather than with canned instructional programs.
• Having project-based, cooperative learning skills in place is important.
• Teachers need time to develop their own skills with technology.
• Easily available access to technical assistance is critical, especially in the early years.
• Schools need permission and support for innovations from the district, state, and federal levels.
• Using the technology tools of the professional community adds significance and cultural value to school tasks.
• Technology implementation provides a safe context for teachers to become learners again and to share their ideas about curriculum and method.
• Outside funding may be required to support the level of technical assistance and professional development opportunity needed to implement technology-supported education reform efforts.
1. Developing Plan
The first step in developing a technology plan is convening a planning committee or team to review the school-improvement plan already in place and research the district needs. In the case of USEP it is important to develop a plan in technology because technology continues to play an important role in modern industrial society, integrating technology into the schools will help prepare students to succeed in a rapidly changing world.
An effective team enlists educators but also takes advantage of the expertise of community members and the input of parents and students. Planning partners may include administrators, principals, teachers, district office representatives, parents, potential business partners, and a representative from the county office, regional agency, or department of education (Cradler, 1996). The specific organizational structures, committees, and membership may vary among schools that have integrated technology effectively, but the plan should be the result of input from educators and community members with knowledge, experience, and expectations of the role of technology in their school (Massachusetts Software Council, 1994). The support of key administrators and influential teachers is critical to the plan's implementation and success.
2. ICT Infrastructure Management
ICT Infrastructure Management processes recommend best practice for requirements analysis, planning, design, deployment and ongoing operations management and technical support of an ICT Infrastructure. ("ICT" is an acronym for "Information and Communication Technology".)
• ICT Design and Planning
From the word itself it defines the in designing and planning a specific process that fit to the organization. ICT Design and Planning provides a framework and approach for the Strategic and Technical Design and Planning of ICT infrastructures. It includes the necessary combination of business (and overall IS) strategy, with technical design and architecture.
• ICT Deployment
ICT Deployment provides a framework for the successful management of design, build, test and roll-out (deploy) projects within an overall ICT programme. It includes many project management disciplines in common with PRINCE2, but has a broader focus to include the necessary integration of Release Management and both functional and non functional testing.
• ICT Technical Support
ICT Technical Support is the specialist technical function for infrastructure within ICT. Primarily as a support to other processes, both in Infrastructure Management and Service Management.
3. RFID( as Student ID)
There is an especially effective technology that surrounds ID cards today and one that is slipping into greater use among companies and employers. This technology is called RFID, and the cards it powers are called ‘contactless smart cards.’
The technology behind the card is Radio frequency identification, or RFID. Wikipedia defines Radio-frequency identification (RFID)as an object (typically referred to as an RFID tag) applied to or incorporated into a product, animal, or person for the purpose of identification and tracking using radio waves. Some tags can be read from several meters away and beyond the line of sight of the reader.
RFID is a broad term that encompasses the span of technologies that use radio waves to automatically identify people or objects and work with a microchip to store information. The most common way of storing information is to store a serial number that identifies a person, object, or information on a microchip. The microchip is attached to an antenna and imbedded between the layers of the card. Information can be written, erased, and rewritten, and is stored on the microchip and transmitted by the antenna.
Instead of inserting your card into a card acceptor or scanning it through, all you have to do is passing within range of the radio frequency acceptor and you are done. You usually have to be within a few inches of the machine for it to operate, but it still saves a ton of time and headache. The greatest benefit of this card is its inherent security. Forging a card like RFID is very difficult and it greatly minimizes security risks. RFID cards can be used by anyone, and are most effective in every environment from the very large to the very small. Therefore, using this object as a student ID it will have a substantial impact to the university because it makes the lives of the student and faculty easier.
References:
http://www.nsba.org/sbot/toolkit/tnc.html
http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te300.htm
http://en.wikipedia.org/wiki/Information_Technology_Infrastructure_Library
http://www.associatedcontent.com/article/48795/rfid_id_card_overview.html
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