The Use of Livestream Technology into K-12 Class Sessions - Case Study Example

Outline and Research Project Proposal on Emerging Technologies August 18, .., the Chairman Project Proposal on Emerging Technologies Address of the Institution Dear Prof... As part of the fulfilment of the agreement on the assignment, I am submitting the report attached here and titled Outline and Research Project Proposal on Emerging Technologies. The report outlines and provides a detailed flow of the proposed project on Emerging technologies. It incorporates the use of LiveStream technology into K-12 class sessions that already have the use of projectors. The proposal discusses the entire process of how the two technologies will merge to enhance learning and teaching at that level. I hope you accept this report as fulfilling. Teachers in every department such as mathematics and social sciences will establish elaborate explanations as well as justifications for use of emerging technologies in their disciplines. Other departments among them English and Science have the priorities in place. Integrating LiveStream is a complex issue and its analysis is even more complicated (Bernard, Abrami, Lou, Borokhovski, Wade, Wozney, 2004). Researchers still have to show the way for developing new learning and teaching techniques to integrate them in online manuals such as using projectors efficiently. Applying concepts and theoretical frameworks is significant in this context. Yours Sincerely, Name and Address. Introduction Scholars define emerging technologies as concepts, tools, advancements, and innovations applied in different educational setups and serving diverse functions related to education. Transformations in information and communication technology provide a range of emerging technologies that stakeholders in the learning of K-12 students can apply today to make learning effective. Among them is the use of LiveStream and projectors during classroom sessions. Some of the emerging technologies are free and readily available on the web. The value of these technologies is broad and includes their ease of availability, they offer adequate support of learning, active interaction and active participation, and increased collaboration. The increased surge of the technologies increases the ability for rampant and continuing change in high schools and other higher institutions of learning. At the centre of improvements is the function cutting down on the digital gap in terms of access and knowledge in the society. It is easy to assist specific groups with learning issues by making sure they access learning areas that befit their methods of learning, needs, as well as preferences. It is not outright that emerging technologies advance or enhance learning process. However, strategies in the education system applied in integration, learning process, and incorporation methodologies do. Research studies on online instruction indicate that open and virtual learning relies on having pedagogical excellence in place. Based on this, the paper presents a case by means of preliminary evaluation in the K-12 level. The proposal incorporates LiveStream into the classroom used by K-12 learners for their lecturers. In the process of creating live video streams for learning sessions, the project uses projectors among other technologies that incorporate the application of chat features. The preliminary evaluation aims at enhancing the efficiency of emerging technologies as well as their influence on the learning exercise on students. The discourse covers a portrayal of a case where one of the new technologies gets integrated into the curriculum of education programs. Also included in the paper are concerns that come with integration activities. The article also considers the relationship between integration practices and primary pillars of education technology described in various programs. Body: Discussion Incorporating LiveStream The pedagogical viewpoint recognizes tools and emerging technologies among them the use of projectors and LiveStream as an aspect that allows the application of new forms of information and messages in the process of imparting knowledge among students. Broadening the forms of instructional manuals applied by educators and students enhances the learning process considering the fact that communication and expression manifest through imagery and language (Bernard, Abrami, Lou, Borokhovski, Wade, Wozney, 2004). Using LiveStream and projectors gives teachers advanced ability to deliver complex knowledge relevant in the modern contemporary world. Projectors and LiveStream creates a personalized environment where teachers can concentrate on being learner-centred. As much as emerging technologies contain the potential to accelerate and improve online learning situations, integrating them into the learning system or classroom remains a complex matter. Many scholars hold that there are improving trends in learning institutions having access to educational technology tools but concerns regarding integration of instructional materials still exist as their rates of success remains below par. It is necessary to comprehend that integrating computer technology provides support to the learning process by learners. Scholars insist that emphasis should also cover motivation of teachers, belief concerning learning, as well as perception about technology. Emerging technologies continue becoming more relevant as more and more learning institutions, especially high schools embrace their use in the classroom lessons. Their value grows as teachers apply them in evaluating and examining students regularly. The choice of the applicable type of an emerging technology includes carrying out comparison of various types with specific consideration of costs, feature checklists, and license fees (Bernard, Abrami, Lou, Borokhovski, Wade, Wozney, 2004). Live streaming is a new methodology of attending to lessons for K-12 students as well as research and development and their evaluation required in making students innovative. Description The project proposes the addition of LiveStream into an already existing infrastructure within the learning institutions that will however, focus on K-12 students. Current Infrastructure of Technology Two classroom laboratories with the capacity to accommodate thirty students each There are two business laboratories that take in twenty-five students all seated One reading lab with the capacity of fifteen students There is one library media centre with thirty-three computers installed A single mobile lab with wireless features with the capacity of thirty students seated The institution has almost two hundred computers Fifteen promethean boards Four smart boards Four rooms of N-computing Thirty-three projectors already mounted in the ceiling One projector(Bernard, Abrami, Lou, Borokhovski, Wade, Wozney, 2004) Achieve three thousand reading program i.e. GED Employ for learners Voyagers Journeys Pass Level Reading Program Suggested Technology Upgrades Putting in place a projector and a screen in the media centre used by students as the library. Professional trainers will use the same to offer technology professional advanced training, it will also be a student centre for technology, and study groups among K-12 students will use it for discussion. Other uses include serving as the student centre for technology learners during their lessons, being a likely LVS centre for those with catch-up lessons, and a centre for lessons on family nights. Using the projector and the screen will enable every participant or student to clearly see what the instructor presents. To advance professional training and development for teachers handling Promethean Boards during the 2014-2015. Professional development will take place during one of the in-service training sessions scheduled in addition to the after school on-site programs throughout the academic year. It is consequential for teachers to comprehend ways of operating and integrating important aspects such as Promethean into the lessons applied during live streaming and not just the use of boards to impart knowledge among learners. Provision of materials and software for the newly introduced ACT sessions important in Prep Course. The relevance of ACT is for students to remain complaint with the new live streaming methods introduced for their lessons. Learning institutions previously provide catch-up sessions for their students who require remedial attentions (Bernard, Abrami, Lou, Borokhovski, Wade, Wozney, 2004). However, LiveStream and projectors will enhance endorsements as well as the eligibility of students aimed for TOPS. Provision of take-home pays for people who step in to help their colleagues away on technology-based study settings that belong to the professional learning groups. Some of such studies take place when schools are in session. The teachers attend to the seminars to learn various ways of integrating technology into classroom sessions and lesson plans. The study group offers aligns academic enhancement features and technology to the School Improvement Plan besides offering professional development. To give catch-up remedial that applies computers and technology software. It is significant to give stipends to teachers assigned with supervising the sessions three days every week entailing two hours a day. To allocate funding for the institution’s mentor to track the Catch-up program and receive the Ahead Summer LVS Program (Bernard, Abrami, Lou, Borokhovski, Wade, Wozney, 2004). Introducing LiveStream will facilitate this program and enable the K-12 students to catch-up with failed coursework in addition to having extra lessons to improve their GPA scores and in due course become eligible for TOPS. Offer leaders in charge of categorized groups in various departments in schools otherwise referred to as school technology mentors with the view of spreading the live streaming program into other grades in addition to K-12. Furthermore, mentors will study such programs in other learning institutions, make comparison, and recommend changes where necessary. The school will schedule four visits every year for mentors to study what other schools do. As identified earlier, funding will be essential to pay substitute teachers to allow responsible teachers attend to such sessions. Action Steps Step 1: Strengthening Leadership It will be the responsibility of leaders at all levels to support the patterned-change implemented through transformational leadership programs while keeping track of efficient application of instructional technology that offers standardized efforts towards school improvement. In the meantime, the learning institution has various features in place. The head of the school already completed LEADTECH, the institution has a technology specialist newly recruited, a development technology team constituting of teachers and students, specific departments with new curriculum interventionists such as English and Science who help in the process of integrating technology and monitoring. During implementation, those falling immediately below the twelfth grade will under transition with the aim of also integrating their lessons (Bernard, Abrami, Lou, Borokhovski, Wade, Wozney, 2004). Transition lessons will be conducted once every week. Benchmarks with 2015 as the target year Members who lead mentorship programs from each category will carry out visits off the school to assess the process of integrating technology as well as their application in specific high schools. The aim is to conduct comparison of demographic profiles besides those with higher SPS schedules compared to the affected school (Bernard, Abrami, Lou, Borokhovski, Wade, Wozney, 2004). There will be a redesign of mentors especially in the following areas; reading, remedial, and examination preparation. Professionals’ development training programs will be advanced to all teachers on LiveStream as well as their participation in on-line trainings in the entire 2014-2015. Strategies Strategy Timeline Personal Response Offer support and funding to facilitate leaders of various categories visit school sites with higher SPS compared to the school under study Sept. 2014 –May 2015 . The Head of Institution Set aside funds for the teachers and other administrators to participate in leadership seminars including high school redesign seminars. Sept. 2014- May 2015 The Principal The School management board Offer in-service and framework for LiveStream August 2014 The technology specialist with the help of hired colleagues Evaluation timeline and strategies Evaluation Strategy Frequency Timeline Logs filled during school visits as well as questionnaires on technology. Alternative log-in also called Aesop Four times, at the start of the term, winter, fall, and Spring May Agenda and registration of leadership seminars Yearly May Step 2: Improvement of Teacher training Educators will take part in effective seminars aimed at enhancing their professional capacity to ensure that educational resources and technology available in the school support student learning. The status Currently, the school has six teachers trained in INTECH Ten teachers are through with LATEL Training The hired technology specialist and other team members engaged in the development of Web master participate in full-day trainings (Bernard, Abrami, Lou, Borokhovski, Wade, Wozney, 2004). The training is scheduled to take six weeks. The program enhances technology skills and enables staffs in the process of executing the project. The school already runs integrated technology sessions into group sects held every month. Initially Title II funded the sessions however; the school management board and the principal must look for alternative funding, as Title II no longer gives the funds. In the targeted period, four teachers attend LACUE. Benchmarks with 2015 as the target Every teacher will take part in professional learning community sessions aimed at facilitating the integration schedules of technology into the learning of students. Every new teacher in school will participate in the professional development program unless he comes from a school with a higher SPS. The programs aim at having very resourceful teachers in school (Bernard, Abrami, Lou, Borokhovski, Wade, Wozney, 2004). By the end of the target period, every teacher will be knowledgeable in applying the personalized individual instruction. Teachers in the school will complete technology training sessions among them InTech and LATEL by the end of the set period. Identified teachers will participate in professional development that brings together face-to-face and online local and school development including live streaming conferences and opportunities. Strategies Strategy Timeline Personal Response To offer expert development training programs on the process of integrating in the monthly expert learning communities. This will enable the application of LiveStream in delivering lessons, examining student weaknesses, and incorporating technology. August 2014- May 2010 The technology specialist To advance professional development for a particular number of a selected teachers with the knowledge of using Promethean boards. August 2014-May 2015 The expert Reflection Increased use of technologies increases the ability for rampant and continuing change in high schools and other higher institutions of learning. At the centre of improvements is the function cutting down on the digital gap in terms of access and knowledge in the society. It is easy to assist specific groups with learning issues by making sure they access learning areas that befit their methods of learning, needs, as well as preferences. Many academicians posit that there are improving patterns in schools having access to educational technology tools but concerns regarding integration of instructional materials still exist as their rates of success remains below par. It is necessary to comprehend that integrating computer technology provides support to the learning process by learners. Scholars insist that emphasis should also cover motivation of teachers, belief concerning learning, as well as perception about technology. Conclusion Many scholars hold that there are improving patterns in schools having access to educational technology tools but concerns regarding integration of instructional materials still exist as their rates of success remains below par. Some of the emerging technologies are free and readily available on the web. The value of these technologies is broad and includes their ease of availability, they offer adequate support of learning, active interaction and active participation, and increased collaboration. The increased surge of the technologies increases the ability for rampant and continuing change in high schools and other higher institutions of learning. At the centre of improvements is the function cutting down on the digital gap in terms of access and knowledge in the society. References Bernard, R. B., Abrami, P.C., Lou, Y., Borokhovski, E. Wade, A., Wozney, L. et.al. (2004). how does distance education compare to classroom instruction: A meta-analysis of the empirical literature. Review of Educational Research, 74(3), 379-434. YouTube guide on Live Streaming https://www.youtube.com/watch?v=eGQRFe5sf2c http://www.writinguniversity.org/page/book-wings-live-streaming Read More