#technology – Page 5 – Dr. J's Education Blog

Touro University TESOL Candidate Lauren Martin’s Learning About the World

EDDN 635 Curriculum Development and Classroom Management in the Technology Era

This comprehensive course builds upon the foundation of curriculum development and classroom management in the context of teaching English language learners. Expanding its horizons to embrace the digital age, the course adeptly weaves innovative technology integration into the domain of Teaching English to Speakers of Other Languages (TESOL). Crafted to empower prospective TESOL/BLE educators, the course hones in on fostering competence in designing, implementing, assessing, and reflecting within diverse language learning environments, all while capitalizing on the potential of cutting-edge technology. With a strong focus on practical application and discerning appraisal of technological tools, this course primes upcoming educators to excel amidst the ever-evolving educational landscape. Includes 10 hours of fieldwork.

Touro University TESOL Candidate Lauren Martin: She is a first-grade teacher. She graduated from St. Joseph’s University-Brooklyn in 2023 with a Bachelor of Science in early childhood and childhood education in both general and special education. In September of 2023, she began teaching her first teaching job in a first-grade classroom. This is her first semester working towards her master’s degree in Teaching English to Speakers of Other Languages (TESOL). As a first-year teacher, she was inspired by her colleagues as to how they guide their ELL students. This helped her decide on what to receive her master’s degree in and made it an easy choice as she knew that this was what she was passionate about. Her journey at Touro has just begun, but she can’t wait to learn all of the ways to support her ELL students on their academic path. Her favorite quote: ‘Far and away the best prize that life offers is the chance to work hard at work worth doing.’ —Theodore Roosevelt

I am proud to feature Touro University TESOL Candidate Lauren Martin’s Learning About the World

Click here for: Techtool Padlet link

Analyzing a Curriculum through the EDDN 635 Alignment Reflection Tool-Marten^J L Touro University TESOL Candidate1 Download

Touro University TESOL Candidate Kenia Torres’ Tech Tools

EDDN 635 Curriculum Development and Classroom Management in the Technology Era

Kenia Torres is a Bilingual Kindergarten teacher in the Brentwood Union Free School District. She received her Bachelor’s Degree in Child Studies with a concentration in Speech Communication from Saint Joseph’s University, a Bilingual Extension from Touro University, and is currently enrolled in a TESOL program at Touro University. Kenia is passionate about developing a classroom community that allows all children to achieve their academic and personal goals. In the future, she would like to pursue an educational leadership role to empower educators and students to catalyze school success. A quote that reflects Kenia’s vision of the educational field is: “Tell me and I forget, teach me and I remember, involve me and I learn.”- Benjamin Franklin

The assignment for EDDN 635 Curriculum Development and Classroom Management in the Technology Era was: To curate a list of technology tools that not only aid in instructional strategies and curriculum development but also facilitate community outreach and engagement.

Introduction: Briefly discuss the importance of integrating technology in education and its possible role in using it for community engagement.

Selection of Technology Tools: Choose 9 technology tools, ensuring a mix that includes tools for both educational purposes and community outreach. These tools could range from educational platforms and apps to communication and social media tools.

Tool Descriptions: Provide a concise description of each tool, highlighting its key features and the URL. Explain how each tool can be used in an educational context and for community engagement.

Practical Applications: Illustrate practical examples of how these tools can be integrated into teaching, curriculum design, and/or community outreach initiatives. Examples could include using social media for parent-teacher communication, blogs for student projects showcased to the community, or collaborative platforms for community-based projects.

Reflection and Analysis: Reflect on the potential impact of these tools on enhancing educational experiences and community relations.
Analyze any challenges or limitations in implementing these tools for both educational and outreach purposes.

Format and Submission: Choose of format of your choice – possibly a Storybook, Padlet, Flipgrid etc.

Kenia Torres’ submission
click:
Tech Tool (padlet.com)
Kenia Torres, TESOL Candidate, Touro University

The EU AI Act: An Initial Cost Perspective for Global Higher Education Institutions by Dr. Jasmin (Bey) Cowin

This is the second blog I wrote exclusively for Stankevicius. Blog one covered The European AI Act 2024: A Threat to International Academic Collaboration for Higher Education Institutions? With this series, I aim to highlight the critical aspects of the AI Act that Higher Education Institutions (HEIs) organizations need to analyze to ensure readiness for the upcoming regulatory changes, specifying important deadlines for meeting these new requirements.

Cowin, J. (2024, July 26). The EU AI Act: An initial cost perspective for global higher education institutions. Stankevicius. retrieved from: https://stankevicius.co/artificial-intelligence/the-eu-ai-act-an-initial-cost-perspective-for-global-higher-education-institutions/

Dr. Jasmin (Bey) Cowin publishes: The European AI Act 2024: A Threat to International Academic Collaboration for Higher Education Institutions?

Fundamentals of The European AI Act 2024

by Dr. Jasmin (Bey) Cowin

On July 12, 2024, the EU issued Regulation (EU) 2024/1689, known as the EU AI Act, marking a significant milestone as the first extensive AI regulation globally. This regulation emerged over three years after its initial draft by the EU Commission in April 2021. The AI Act establishes a broad, sector-independent regulatory framework designed to set the standard for AI governance within the EU. This framework is expected to influence both local and global companies and global legislative approaches. Importantly, the AI Act’s scope extends beyond the EU; it applies to entities worldwide that might not be physically present in any EU member state but engage with the EU market. This represents the culmination of a lengthy legislative process, with the Act set to be enforced starting on August 2, 2024. Higher Education Institutions (HEIs) should familiarize themselves with the implications of this regulation, understand their responsibilities, and prepare for compliance by the designated date. This series of blogs exclusively written for Stankevicius by the author aims to highlight the critical aspects of the AI Act that HEI organizations need to grasp to ensure they are ready for the upcoming regulatory changes, specifying important deadlines for meeting these new requirements.

Click on the link below to read the complete article.

Cowin, J. (2024, July 17). The European AI Act 2024: A Threat to International Academic Collaboration for Higher Education Institutions? Stankevicius. retrieved from https://stankevicius.co/world/the-european-ai-act-2024-a-threat-to-international-academic-collaboration-for-higher-education-institutions/

Expanding my AI Knowledge with Google’s AI Essentials Course

Today, I completed Google’s AI Essentials course to build upon my existing AI knowledge. As someone who believes in continuous learning, I found the course to be a valuable resource for professionals looking to enhance their AI skill set.
The course content was comprehensive, covering a wide range of topics from foundational concepts to practical applications of AI in the workplace. The hands-on exercises and real-world examples helped reinforce the learning material and provided opportunities to apply newfound knowledge.
One notable aspect of the course was its emphasis on the responsible and ethical use of AI. It provided a framework for understanding potential biases, inaccuracies, and security risks associated with AI and offered guidance on mitigating these issues.

The course content was comprehensive, covering a wide range of topics from foundational concepts to practical applications of AI in the workplace, with many aspects directly transferable to higher education and my field: teacher preparation and second language acquisition. The hands-on exercises and real-world examples helped reinforce the learning material and provided opportunities to apply newfound knowledge. The course provided insights into prompt engineering and its potential to streamline workflows and inspire creative solutions. This skill can greatly augment tasks and improve efficiency in various industries.
Throughout the course, I acquired several key skills that are applicable to both my academic work and teaching:

Augmenting tasks with AI: Learning how to effectively integrate AI into my workflow to enhance productivity and performance.
Critical thinking: Developing the ability to critically evaluate AI tools and their potential impacts on projects and decision-making processes.
Iterative thinking: Understanding the importance of iterative problem-solving when working with AI, refining solutions based on feedback and results.
Prompt engineering: Mastering the art of crafting precise and effective prompts to guide AI models in generating desired outputs.
Confronting AI challenges: Gaining awareness of potential biases, inaccuracies, and security vulnerabilities associated with AI systems and developing strategies to mitigate these concerns.

However, it is essential to recognize that learning AI is an ongoing process. The field is constantly evolving, and staying up-to-date requires a personal commitment to continuous learning about and exploration of new AI tools. As AI technologies advance at a rapid pace, those of us who wish to remain competitive in the field must actively seek out opportunities to expand our knowledge and skill set. This may involve attending conferences, participating in online courses, engaging with AI communities, and experimenting with emerging AI platforms to stay at the forefront of this exponentially transformative industry. And in my case, this meant using the 4th of July to complete the course.

Dr. Jasmin (Bey) Cowin published Sentient AI or Modern Myth? Anthropic’s Claude 3 Opus, Talos and the Golem of Prague

Cowin, J. (2024, April 29). Sentient AI or Modern Myth? Anthropic’s Claude 3 Opus, Talos and the Golem of Prague. Stankevicius. https://stankevicius.co/tech/sentient-ai-or-modern-myth-anthropics-claude-3-opus-talos-and-the-golem-of-prague/

Daniel Dinello, in his apocalyptic book “Technophobia!” forecasts, “Like a viral infection, technology develops into an autonomous, invasive force that expands and fulfills its dangerous potential by flourishing in the societal medium of corporate, military, and religious sustenance. Voracious in its urge to possess and engulf, technology is a parasite that frequently undermines human integrity—invisibly infiltrating, manipulating, seizing control, and mutating its human host to support its own survival and evolution. Like a virus, technology metamorphoses itself, because of unintended and uncontrollable consequences, progressively transforming the human world in the wake of its own modern changing structure.” (Dinello, 2006, p. 247)

For more, click on my column and read!

Dinello, Daniel. Technophobia!: Science Fiction Visions of Posthuman Technology, New York, USA: University of Texas Press, 2006. https://doi.org/10.7560/709546

Celebrating My Completion of the April 2024 Singularity Executive Program

by Dr. Jasmin (Bey) Cowin

Keep tuned for more in my upcoming column for Stankevicius.

Last week, I embarked on a transformative five-day journey in Mountainview, Silicon Valley with the Singularity Executive program that reshaped my perspective on leadership in the age of exponential technology. Through an intensive and comprehensive curriculum led by expert faculty, I learned about, engaged with, and tried out exponential technologies and envisioned their profound implications for our collective future(s).

I am still working through my reservations on the quest for an artificial intelligence that one day will surpass the human mind which I will discuss in my upcoming column for Stankevicius.

Perhaps Frank Herbert’s words (Dune 1) frame my thoughts best: “Thou shalt not make a machine in the likeness of a human mind.” My cautionary stance is rooted in the fear of losing control over such technologies and the unpredictable consequences such technologies will have on humanity. I believe that aspects of our human experience should remain unique and sacred.

Dr. Jasmin (Bey) Cowin

Engaging in hands-on workshops, thought-provoking presentations, and lively debates with my incredible cohort, we explored ethical considerations arising from technology’s exponential advancement. Together with our Singularity experts we discussed and debated what it means to be human, the value of human judgment, and the risks associated with blurring the line between human consciousness and artificial constructs.

Keep tuned for more in my upcoming column for Stankevicius.

Dr. Jasmin Cowin (lead author) Co-Publishes “Accelerating Higher Education Transformation: Simulation-Based Training and AI Coaching for Educators-in-Training” at Springer Nature, Switzerland

I am delighted to announce the recent publication of our paper, titled “Accelerating Higher Education Transformation: Simulation-Based Training and AI Coaching for Educators-in-Training.” This paper has been featured in the conference proceedings titled “Towards a Hybrid, Flexible and Socially Engaged Higher Education,” published by Springer Nature, Switzerland.

Our transdisciplinary collaborative effort grew from the International Conference on Interactive Collaborative Learning (ICL 2023), Madrid, and signifies a significant step forward in our journey to reshape educational paradigms through the integration of cutting-edge technologies (Cowin et al., 2024).

Cowin, J., Oberer, B., Lipuma, J., Leon, C., & Erkollar, A. (2024). Accelerating Higher Education Transformation: Simulation-Based Training and AI Coaching for Educators-in-Training [ICL]. In M. E. Auer, U. R. Cukierman, E. Vendrell Vidal, & E. Tovar Caro (Eds.), Towards a Hybrid, Flexible and Socially Engaged Higher Education (CLDM_Dv; Vol. 899, pp. 532–541). Springer Nature Switzerland; /Research/Education. https://doi.org/10.1007/978-3-031-51979-6_55

Conference Presentation

Cowin, J., Oberer, B., Lipuma, J., Leon, C., & Erkollar, A. (2023, September 26). Accelerating Higher Education Transformation: Simulation-Based Training and AI Coaching for Educators-in-Training [Presentation] [Conference]. International Conference on Interactive Collaborative Learning (ICL 2023), Madrid, Spain. http://icl-conference.org/icl2023/

Paper Abstract
As the world undergoes remarkable transformations powered by Artificial Intelligence, the challenge arises for educational systems and institutions to adapt. How can we adequately equip educators-in-training to flourish in unprecedented change? The emergence of flexible, hybrid, and socially engaged learning environments has created a need for effective training methodologies that empower educators-in-training to thrive in this new paradigm. Higher education institutions need to expand aspiring educators’ human and professional potential amidst accelerating change, in line with the clarion call of the Sustainable Development Goal 4 Quality Education “By 2030, substantially increase the supply of qualified teachers, including through international cooperation for teacher training in developing countries, especially least developed countries and small island developing States” [1]. Simulation-based training coupled with Artificial Intelligence offers a solution to equip educators with the necessary skills and competencies to navigate complex real-world educational settings to succeed in classrooms of the 21st century. Simulation-based training allows educators-in-training to develop their skills and build confidence in their abilities to effectively engage with students in multifaceted classroom environments by providing a safe and controlled space for experimentation and practice. In conclusion, this paper and presentation explore the shifting teaching paradigms in higher education using simSchool and Mursion simulation platforms as examples and examine inclusive and dynamic practices that promote sustainable systems change in line with SDG 4. Quality Education, supporting educators-in-training by identifying strengths and encouraging personal and professional growth through AI feedback loops and faculty coaching.

Keywords: Artificial Intelligence, Educators-in-training, Simulation-based training, Sustainable systems change

Acknowledgments
I extend my heartfelt gratitude to my colleagues and peers and the supportive community that made this research possible. Our collaborative efforts reflect a unified vision for the future of education, one that embraces the challenges and opportunities presented by the digital age.

Disclosure statement
No conflict of interest pertains to the research presented above.

ORCID

Jasmin Cowin http://orcid.org/0000-0002-0405-8774

Birgit Oberer http://orcid.org/0000-0001-7231-7902

Alptekin Erkollar http://orcid.org/0000-0003-3670-5283

James Lipuma https://orcid.org/0000-0002-9778-3843

Cristo Leon https://orcid.org/0000-0002-0930-0179

Artificial Intelligence, Augmented Reality, Digital Technologies, and Blockchain: Musings on Education and Language Acquisition in the Digital Age by Dr. Jasmin Bey Cowin

Gen Z and Gen Alpha continue to drive the expansion of augmented reality digital technologies (ARDTs) into all industries from corporate environments and marketing to health care, from gaming to language acquisition. Location-independent virtual environments hold the promise of exponential expansion beyond the brick-and-mortar presence of schools, colleges, universities, and other institutions of learning, such as virtual schools and universities.

It is my great pleasure to share my newest publication “Artificial Intelligence, Augmented Reality, Digital Technologies, and Blockchain: Musings on Education and Language Acquisition in the Digital Age”, JAN 16, 2020by LONDON-TVin BUSINESS

Artificial Intelligence, Augmented Reality, Digital Technologies, and Blockchain: Musings on Education and Language Acquisition in the Digital Age

Infographics by Touro TESOL Candidate Evelyn Ramos EDDN 636 Linguistic Structure of the English Language

As a Professor preparing my teacher candidates for the 21st Century technology integration comes up often. Yet, what does that really mean? For the EDDN 636 Linguistic Structure of the English Language, I had my teacher candidates complete a project: design an infographic and incorporate this into their required SIOP lesson plan. My candidate Evelyn Ramos delivered an innovative, well designed bilingual infographic. Once she laminated it and used it in her class, several other teachers in her school approached her to also receive a copy for themselves. In addition, her students now want to create their own infographics.

Evelyn Ramos: I am a Brentwood High School graduate and graduated 11 out of my class of 450 with honors in 2009. I started my bachelor’s degree in Queens College and later transferred to SUNY College at Old Westbury earning a dual bachelor’s degree in Adolescence Education Spanish (7-12) and Spanish Language, Hispanic Literature and Culture; I graduated in 2016 with Cum Laude honors. My teaching career started two years ago in 2017 at Brentwood Union Free School district as a bilingual language teacher. Currently, I am teaching Home Language Arts to 7th & 8th graders at East Middle school, choosing to return to Brentwood to give back to the community that gave so much to me. I started my graduate degree at Touro College, TESOL and Bilingual Department in 2017 and will graduate in June 2020 with a Master’s degree in TESOL. I have accomplished all this being a mother to two beautiful girls, a wife, daughter, and granddaughter.

Evelyn Ramos EDDN 636 Infographics

State your target audience (group of learners) for the project.

The target audience for this project are 7th grade ELA/ENL class. Students are in a Bilingual/ENL program. Class size is 18 students; 10 students are transitioning and 8 are emerging. The class is a stand-alone ENL/ELA class. Students receive two 45-minute periods of ELA/ENL.

State your topic for the infographic.

The topic of the infographic using the different parts of speech: Noun, Verb and adjectives. There will be a focus on using adjectives to describe people and place using color, size and appearance.

State your intended learning outcome for the project.

The intended learning outcomes for this project are the following:

Students will be able identify adjectives orally and label the parts of speech in a sentence. Students will be to write a description of a monster or spooky place using adjectives. Students will be able to identify an adjective in a sentence. What type of infographic will you create (comparison, flow chart, timeline, etc.)?

What type of infographic will you create (comparison, flow chart, timeline, etc.)?

The infographic I created is a flowchart to help the information flow one from another.

What design decisions did you make in terms of:
1. Text – font, colors, white space, and so on, Text reduction – how did you translate text into a graphic form? Color & Pictures/graphics

At first it was hard to choose a background because I did not want to a background or template that had to much. I choose bright colors and the color code I will be using in my lesson is a color code used within my department to teach the parts of speech. Blue for nouns, green for verbs and red for adjectives. I also used different fonts for each part of speech. As I introduce the different groups of adjectives, I used a different font for each but kept the color red to show that they are all adjectives. When it came to the writing, I kept it simple and comprehensible for my ELL learners. I also used pictures that provided clear written and visual examples of each topic mentioned. I also translated the infographic into Spanish.

How is the topic relevant to learners? State how it relates to curriculum professional development, training goals, or other learning context for your intended audience. Please note that you are creating educational materials in this and all of your assignments for the course.

The infographic allows students to review the parts of speech. Students need to understand how each part of speech is used in a sentence. Learning the basic parts of speech will help ELLs in their writing. Students do not only see parts of speech in ELA, this is a concept that will be used throughout all content areas and across curriculum.

Reflect on the process of creating your infographic. You should be reflecting on pedagogical benefits and challenges of creating and using infographics. Maximum 250 words on this section.

I really enjoyed creating my infographic. On a pedagogical point of view, infographic is great to use with all learners, especially ELLs. They are effective because you are able to provide the content in written form with visuals packing the big ideas into a small space. Students will become engaged in learning with this mean of presentation. An infographic presents information in a compelling way that catches the learner’s eye. Also, infographics are much easier to read and follow. This allows for information to be more comprehensible to the learner. Students will be able to retain the information easily because it captures their attention and none of their teachers are using infographic in the classroom. Allowing the students to create their infographic in class would be a way to incorporate technology and in the classroom. However, making an infographic can be challenging and time-consuming. Creating an infographic can be an end of the unit project. I am able to use the infographic in a bilingual classroom by creating the graph in both languages. By providing a translated version to an Entering or emerging students I am scaffolding the content to meet their needs.

What did you learn relating to teaching and learning with digital content?

I learned that using a digital resource limit the amount of copies needed in the classroom. The infographic can be displayed on the smart board. Shared with the students through remind or class dojo. Also, I am able to share the infographic not only with my students but my parents and colleagues. The resources are endless. Students really love and enjoy using infographics.