Effective communication is essential for leaders in the 21st century. This document discusses trends in technology and learning, tools for communicating, and ideas for improving communication. It suggests that communication tools have changed dramatically with the rise of mobile devices, online learning, and social media. Leaders must adapt to using new digital tools like smartphones, tablets, learning management systems, and social media to communicate effectively with students, teachers, and the community in the modern world.
Digital Learning Environments: A multidisciplinary focus on 21st century lear...Judy O'Connell
As a result of an extensive curriculum review a new multi-disciplinary degree programme in education and information studies was developed to uniquely facilitate educators’ capacity to be responsive to the demands
of a digitally connected world. Charles Sturt University’s Master of Education (Knowledge Networks and Digital Innovation) aims to develop agile leaders in new cultures of digital formal and informal learning. By examining key features and influences of global connectedness,
information organisation, communication and participatory cultures of learning, students are provided with the opportunity to reflect on their professional practice in a networked learning community, and to improve learning and teaching in digital environments.
Digital Scholarship powered by reflection and reflective practice through the...Judy O'Connell
Current online information environments and the associated social and pedagogical transactions within them create an important information ecosystem that can and should influence and shape the professional engagement and digital scholarship within our learning communities in the higher education sector. Thanks to advances in technology, the powerful tools at our disposal to help students understand and learn in unique ways are enabling new ways of producing, searching and sharing information and knowledge. By leveraging technology, we have the opportunity to open new doors to scholarly inquiry for ourselves and our students. While practical recommendations for a wide variety of ways of working with current online technologies are easily marketed and readily adopted, there is insufficient connection to digital scholarship practices in the creation of meaning and knowledge through more traditional approaches to the ‘portfolio’. In this context, a review of the portfolio integration into degree programs under review in the School of Information Studies led to an update of the portfolio approach in the professional experience subject to an extended and embedded e-portfolio integrated throughout the subject and program experience. This was done to support a strong connection between digital scholarship, community engagement, personal reflection and professional reflexive practices. In 2013 the School of Information Studies established CSU Thinkspace, a branded Wordpress solution from Campus Press, to better serve the multiple needs and learning strategies identified for the Master of Education programs. The aim was to use a product that replicates the authentic industry standard tools used in schools today, and to model the actual ways in which these same teachers can also work in digital environments with their own students or in their own professional interactions. This paper will review how the ePortfolio now provides reflective knowledge construction, self-directed learning, and facilitate habits of lifelong learning within their professional capabilities.
Referred published as part of the EPortolios Forum, Sydney, 2016.
Digital Learning Environments: A multidisciplinary focus on 21st century lear...Judy O'Connell
As a result of an extensive curriculum review a new multi-disciplinary degree programme in education and information studies was developed to uniquely facilitate educators’ capacity to be responsive to the demands
of a digitally connected world. Charles Sturt University’s Master of Education (Knowledge Networks and Digital Innovation) aims to develop agile leaders in new cultures of digital formal and informal learning. By examining key features and influences of global connectedness,
information organisation, communication and participatory cultures of learning, students are provided with the opportunity to reflect on their professional practice in a networked learning community, and to improve learning and teaching in digital environments.
Digital Scholarship powered by reflection and reflective practice through the...Judy O'Connell
Current online information environments and the associated social and pedagogical transactions within them create an important information ecosystem that can and should influence and shape the professional engagement and digital scholarship within our learning communities in the higher education sector. Thanks to advances in technology, the powerful tools at our disposal to help students understand and learn in unique ways are enabling new ways of producing, searching and sharing information and knowledge. By leveraging technology, we have the opportunity to open new doors to scholarly inquiry for ourselves and our students. While practical recommendations for a wide variety of ways of working with current online technologies are easily marketed and readily adopted, there is insufficient connection to digital scholarship practices in the creation of meaning and knowledge through more traditional approaches to the ‘portfolio’. In this context, a review of the portfolio integration into degree programs under review in the School of Information Studies led to an update of the portfolio approach in the professional experience subject to an extended and embedded e-portfolio integrated throughout the subject and program experience. This was done to support a strong connection between digital scholarship, community engagement, personal reflection and professional reflexive practices. In 2013 the School of Information Studies established CSU Thinkspace, a branded Wordpress solution from Campus Press, to better serve the multiple needs and learning strategies identified for the Master of Education programs. The aim was to use a product that replicates the authentic industry standard tools used in schools today, and to model the actual ways in which these same teachers can also work in digital environments with their own students or in their own professional interactions. This paper will review how the ePortfolio now provides reflective knowledge construction, self-directed learning, and facilitate habits of lifelong learning within their professional capabilities.
Referred published as part of the EPortolios Forum, Sydney, 2016.
The world is in a constant state of change. The changes are profoundly affecting every
part of the fabric of our society.
Education is particularly is affected by change, with a
direct impact on the cultures of our schools and universities, and also by projection –
with implications for all our futures.
It is likely that the students we now teach will leave school to enter a world of work
that is radically different to the world with which we are currently familiar.
The evolution of digital media has brought us to an unprecedented point in history
where we are able to connect, create and collaborate in new ways on a global basis.
Knowledge production is burgeoning, to the extent that any fact or statistic is now
openly searchable and available on the Web. Such cultural shifts necessitate new
modes of thinking, new ways of communication and new rules of engagement with
people, content and organisations.
Mobile technologies, handheld devices and social media have combined to create
fertile, anytime-anyplace learning opportunities that are unprecedented. Teachers and
learners are adapting to these new untethered and ubiquitous modes of education,
and in so doing, are discovering an entirely new array of skills which we shall call the
‘digital literacies’. These include the ability to learn across and between multiple and
diverse platforms, the ability to self broadcast to large audiences and the discernment
to select and filter out good and bad content, all achievable within ever changing mediated environments.
What will be the new skills and literacies that teachers and students will need, to
survive and thrive in the digital age? How will assessment of learning change? What
will be the expectations of young learners, and will these differ from what the
institutions can offer? Ultimately, how will teachers prepare students for a world of
work we can no longer clearly describe?
I
n this presentation he will explore these concepts and discuss the future of learning
and teaching in the digital age.
As the volume of free internet resources continue to grow exponentially there are opportunities for stakeholders in education – parents, teachers, administrators and policy makers - to facilitate community access to this e-content. This presentation focuses on free social media tools, mobile apps and other innovative technologies which have been adopted by educators in 21st century global communities. Attendees will learn about the latest trends in cloud storage, crowdfunding, ebooks, makerspaces, MOOCs, news aggregation, photo/video sharing, self-publishing, social networking, bookmarking, video conferencing, visualization services and augmented reality. The goal – to promote ‘Tech Tools’ which can be easily integrated into the home and working environment.
The world is in a constant state of change. The changes are profoundly affecting every
part of the fabric of our society.
Education is particularly is affected by change, with a
direct impact on the cultures of our schools and universities, and also by projection –
with implications for all our futures.
It is likely that the students we now teach will leave school to enter a world of work
that is radically different to the world with which we are currently familiar.
The evolution of digital media has brought us to an unprecedented point in history
where we are able to connect, create and collaborate in new ways on a global basis.
Knowledge production is burgeoning, to the extent that any fact or statistic is now
openly searchable and available on the Web. Such cultural shifts necessitate new
modes of thinking, new ways of communication and new rules of engagement with
people, content and organisations.
Mobile technologies, handheld devices and social media have combined to create
fertile, anytime-anyplace learning opportunities that are unprecedented. Teachers and
learners are adapting to these new untethered and ubiquitous modes of education,
and in so doing, are discovering an entirely new array of skills which we shall call the
‘digital literacies’. These include the ability to learn across and between multiple and
diverse platforms, the ability to self broadcast to large audiences and the discernment
to select and filter out good and bad content, all achievable within ever changing mediated environments.
What will be the new skills and literacies that teachers and students will need, to
survive and thrive in the digital age? How will assessment of learning change? What
will be the expectations of young learners, and will these differ from what the
institutions can offer? Ultimately, how will teachers prepare students for a world of
work we can no longer clearly describe?
I
n this presentation he will explore these concepts and discuss the future of learning
and teaching in the digital age.
As the volume of free internet resources continue to grow exponentially there are opportunities for stakeholders in education – parents, teachers, administrators and policy makers - to facilitate community access to this e-content. This presentation focuses on free social media tools, mobile apps and other innovative technologies which have been adopted by educators in 21st century global communities. Attendees will learn about the latest trends in cloud storage, crowdfunding, ebooks, makerspaces, MOOCs, news aggregation, photo/video sharing, self-publishing, social networking, bookmarking, video conferencing, visualization services and augmented reality. The goal – to promote ‘Tech Tools’ which can be easily integrated into the home and working environment.
After thousands of years, so many of us still search for the answer to the mystery of Atlantis. From time to time, archaeologists and historians locate evidence. There have been many locations proposed for the location of Atlantis. Ever since the first recorded history of Atlantis, written by the Greek philosopher Plato over 2,300 years ago, debate has raged as to whether or not Atlantis ever really existed.
The existence of Atlantis is supported by the fact that it is described in great details by Plato. In additions, various conditions, events and goods unknown to Plato are also described in detailed and lengthy words. The recent knowledge of late glacial and postglacial sea level rise and land subsidence that occurred almost precisely at the time described by Plato also becomes strong evidence to the truth of the story.
Plato describes the Atlantis from point of views of geography, climate, plain layout, city layout, river and channel hydraulics, produces, social structure, customs, mythology and its destruction in details including their dimensions and orientations. These become the subjects of the author to hypothesize that the lost city of Atlantis is in Java Sea, as written in a book Atlantis: The lost city is in Java Sea, published in April 2015. The works include over 5-year research and analysis of textbooks, papers, internet sites and digital data collected by the author as well as some site observations. These resulted in accurate evidence to the hypothesis that the story fits the location in question.
The author has made a serious effort to match Plato’s narrative with his chosen location for Atlantis, namely off the southern coast of the island of Kalimantan in the Java Sea. He also uses his professional expertise to analyse Plato’s many references to the waterways of the Atlantis capital and its extensive plain. He commendably draws attention to the remarkable water transportation and irrigation system in Central Kalimantan. He also includes a number of maps used to support his views.
He found a lot more detailed evidence, summarized in a 60-bullet checklist of agreements between Plato’s Atlantis and Sundaland/Java Sea localization, as proofs that his theory is the most complete and accurate until today.
Current internet market in japan by cozy mizoguchiCozy Mizoguchi
Generic trends about Japanese Internet market including Smart phone market with Google Android, SNS with Facebook, Twitter, YouTube, and Internet AD, etc.
Экономичная серия камер для коррозионных испытаний Aacott Alpha SeriesЛВС компания
Серия H — камеры насыщенной влажности
Серия S — камеры соляного тумана для испытаний продолжительностью не более 240 ч
Серия SP — камеры соляного тумана для испытаний продолжительностью свыше 240 ч
Официальный дистрибьютор компании Ascott Analytical Equipment (Великобритания) на территории Республики Беларусь:
ООО "Лабораторные и весовые системы"
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www.lvs.by
info@lvs.by
Developing online learning resources: Big data, social networks, and cloud co...eraser Juan José Calderón
"Developing online learning resources: Big data, social netorks, and cloud computing to support pervasive knowledge" de Muhammad Anshari & Yabit Alas1 & Lim Sei Guan
Published online: 21 May 2015 # Springer Science+Business Media New York 2015
Abstract
Utilizing online learning resources (OLR) from multi channels in learning activities promise extended benefits from traditional based learning-centred to a collaborative based learning-centred that emphasises pervasive learning anywhere and anytime. While compiling big data, cloud computing, and semantic web into OLR offer a broader spectrum of pervasive knowledge acquisition to enrich users’ experience in learning. In conventional learning practices, a student is perceived as a recipient of information and knowledge. However, nowadays students are empowered to involve in learning processes that play an active role in creating, extracting, and improving OLR collaborative learning platform and knowledge sharing as well as distributing. Researchers have employed contents analysis for reviewing literatures in peer-reviewed journals and interviews with the teachers who utilize OLR. In fact, researchers propose pervasive knowledge can address the need of integrating technologies like cloud computing, big data, Web 2.0, and Semantic Web. Pervasive knowledge redefines value added, variety, volume, and velocity of OLR, which is flexible in terms of resources adoption, knowledge acquisition, and technological implementation.
This is about the challenges faced by teacher in the scenario of onslaught by digital environment. One needs to tackle it by being sensitive to the needs of the hour and also by properly embracing the technology.
Student autonomy for flat learning and global collaborationJulie Lindsay
The focus of this presentation is on developing student autonomy to build learning networks and communities of practice for collaboration, both local and global. We talk about the teacher as a connected and collaborative global learner, but we need to redesign the learning paradigm further to connect students in K-12 more independently with others. The role of the teacher as activator or ‘learning concierge’ for student network building is crucial. Knowledge construction via a non-hierarchical approach means the student must also learn to take responsibility for professional learning modes and not be reliant on the teacher as the conduit.
Join Julie to explore new ideas for collaborative learning to support deeper understanding about the world while working with the world.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
2. About me
• 25+ years in education
• Coordinator of the Virtual Teacher Centre of the
NLTA
• Professional Learning and online professional
learning with CDLI
• Instructional Design
3. Overview
• Trends in technology and learning
• Tools for communicating
• Share some thoughts and ideas
• Walk away with one goal, one idea, one
new direction…
22. Your turn…
How has teaching and
learning changed since you
went to school?
23. Technological Trends
What is changing?
What is impacting schools?
What is on the horizon?
24.
25.
26.
27. How many world-wide Internet users were
there in the year 2011?
2,000,000,000 (2 billion)
(source: UN Telecommunication agency, Jan.
2011)
28.
29.
30.
31.
32.
33. How many Facebook users are there?
Over 800 million!
Other: Over 250 million photos are uploaded every day! Over 70
languages are used on Facebook and over 75% of the users are
outside of the U.S.
(Source: Facebook Statistics)
34.
35. Since its release in 2007 how many “apps”
have been created for the iPhone?
Over 650,000
As of Jan. 22 2011 – over 10 Billion Apps
have been downloaded from iTunes
How many mobile phone connections are there worldwide?
More than 1 billion added in the last 1 ½ years!
(Source – Wireless Intelligence)
This will increase to 6 Billion in 2012 and China will hit 1 billion
connections in 2012
40. For Discussion…
Talk about trends in technology?
• Talk about the trends…
• Are they (the authors) on the right track?
• Are you (we) on the right track?
46. Blended Learning is an approach to course design that brings together the
best of both face-to-face and online strategies. This combination aims to build
best of both face-to-face and online strategies
from each approach to create an innovative and effective learning experience
for students.
The notion behind a blended approach is the planned integration of online
planned integration of online and face-to-face
and face-to-face instructional approaches in a way that maximizes the
instructional approaches
positive features of each respective delivery mode. For example, online
materials can provide students with flexibility and a way to access engaging
multimedia content. However, one of the often-heard criticisms of online
courses is that some may find them isolating or lacking in interpersonal
contact. In the case of a blended learning course that contact could be
provided in the form of face-to-face class sessions.
http://cnx.org/content/m15048/latest/
47. …increase is learning outcome measures and
lowering of attrition rates vs. fully online courses
(Dziuban, Hartman & Moskal, 2004)
…opportunity for students to practice technology skills in
navigating online course materials and creating digital content for
assignments…
…increase in student-instructor and student-student interaction
through discussion forums, blogs, wikis, social networking, etc
…ability to reserve face-to-face time for interactive activities, such as
higher-level discussions, small group work, debates, demonstrations, or
lab activities.
48. What students think…
Convenience
Blended Learning is an approach to course design that brings together the best of
Self-paced
both Flexibility of schedule
face-to-face and online strategies. This combination aims to build from each
approach to create an innovative and effective learning experience for students.
greater reach and accessibility of educational material
The notion behind a blended approach is the planned integration of online and
face-to-face instructional approaches in a way that maximizes the positive
features of each respective delivery mode. For example, online materials can
utilizing e-learning material where required
provide students with flexibility and a way to access engaging multimedia
content. However, one of the often-heard criticisms of online courses is that some
may find them isolating or lacking in the right combination themedia a
integrating digital content across interpersonal contact. In of case of
blended learning course that contact could be provided in the form of face-to-face
delivery types
class sessions.
scaling, speed of delivery and impact,
52. “We used to know how to know. We got our
answers from books or experts. We’d nail down the
facts and move on.
But in the Internet age….
Think There’s more knowledge than ever, of course, but it’s
different.
about it…
Topics have no boundaries, and nobody agrees on
anything. Yet this is the greatest time in history to be
a knowledge seeker . . . if you know how.”
David Weinberger
64. The 3 E’s of Education
Enabled, enga
ged, empower
ed.
http://www.slideshare.net/ProjectTomorrow/speak-up-2010-national-findings-students-and-parents
65. 3 Trends
Mobile Learning
Online and Blended Learning
E-texts & Digital Content
http://www.slideshare.net/ProjectTomorrow/speak-up-2010-national-findings-students-and-parents
70. Mlearning
[M]obile learning in a wider TEL [Technology-Enhanced
Learning] context is the whole problem. It no longer has
anything to do with that or institutional contexts. TEL is top-
down/centre-out/we-take-the-lead; we are in a situation that's
outside-in/bottom-up/they-take-the-lead.
PROF. JOHN TRAXLER, UNIVERSITY OF WOLVERHAMPTON
https://mobilelearninginfokit.pbworks.com/w/page/41753238/Learning%20and%20
teaching%20considerations
http://www.slideshare.net/ProjectTomorrow/speak-up-2010-national-findings-students-and-parents
71. Mlearning
[M]obile learning in a wider TEL [Technology-Enhanced Learning]
context is the whole problem. It no longer has anything to do with
that or institutional contexts. TEL is top-down/centre-out/we-take-
the-lead; we are in a situation that's
outside-in/bottom-up/they-take-the-lead.
PROF. JOHN TRAXLER, UNIVERSITY OF WOLVERHAMPTON
https://mobilelearninginfokit.pbworks.com/w/page/41753238/Learning%20and%20
teaching%20considerations
http://www.slideshare.net/ProjectTomorrow/speak-up-2010-national-findings-students-and-parents
74. SAMR
Substitution to Augmentation:
• Have I added a feature to the task process
that could not be done with the
older technology at a fundamental level?
• How does this feature contribute to my
design?
75. SAMR
Augmentation to Modification:
• How is the original task being modified?
• Does this modification depend upon the
new technology?
• How does this modification contribute to
my design?
76. SAMR
Modification to Redefinition:
• What is the new task?
• Will it replace or supplement older tasks?
• How is it uniquely made possible by the
new technology?
• How does it contribute to my design?
78. For Discussion…
Talk about curriculum and
pedagogy…
What are you seeing in your school? Are you seeing any shifts? Is it spreading or
relatively “instructor dependant”?
Are you an instructional leader?
• Are you providing the time and the models for teachers to learn and pursue
engaging pedagogies?
• Are you promoting and are involved in PLCs and Communities of Practice for
sharing and mentoring?
79. 21 st
Century
Communications
http://heyjude.wordpress.com/category/communication-tools/
86. Social Media and
Communications
• How do you currently use social
media in your school?
• What tips would you give to
other school leaders looking to
apply social media tools to their
school communities?
http://www.aasa.org/content.aspx?id=12184
87. Digital Communications
Media Purposes
Twitter What can you say in 140 characters or
less?
Mobile Mobile phone tech –Poll your
parents/students. How many have
mobile devices? How many prefer text or
Tweets?
Facebook Facebook.com – Need I say more?
Blogging blogger.com, myvtc.ca, educblogs.org
Wiki Wikispaces, pbworks, wikipedia
Screencasting/podcasting/videocasting Screencastomatic, jing, camtasia,
Google Docs Docs.google.com
Storify Storify.com – a masher for social media
Tablet Technologies Ipad, Android, BYOD – How can you
leverage them for communications?
88. Going Mobile
• Use them to communicate to
parents, students, media and the
community for anything!!
• Lockdowns, snow days, special
events, report card
days, holidays…
• Is your website mobile friendly?
89. Going Mobile
• Choose your tool carefully!
• Remember, once it is out there
digitally, there is no taking it back!!
• If the messages are “school
community only”, then don’t use
publically accessible apps!
(Twitter, Facebook, YouTube)
90. Going Mobile
• What kinds of apps?
• Do you mean social
media apps?
• Are they easy to use?
91. Going Mobile
Yes, social media.
There are lots of ways
to connect with
stakeholders!!
http://www.irca.org/inform/issue25/DStraker.html
105. Social Media + Mobile Apps
Impossible to touch on every
social media site or app. But, if
there is a need, chances are there
is an app or site for that!
106. Twitter
Communicate to parents, students, media and the
community.
Go to twitter.com, create an account, start following
other principals to see what they are saying on
twitter.
But remember! Anyone can follow you!!
107. FaceBook
• Many Strengths and challenges
• Powerful communications tool
• Try using it for SAC communications…
• Public facing communications portal for community
relations, news, events, etc…
• Student reminders – events, registration, closures, good
news stories…
• Parent communications – but careful! It’s public!
113. POSITIVES
• Share school news
• Share what’s happening
• Share upcoming events
• Make school
announcements CAUTIONS
• Use media to showcase • Protect students at all
school culture times
• Share photos • Protect teachers at all
• Share success stories times
• Use polls • Check with your district
• Use Facebook questions • Check with parents
• Protect yourself
• Turn on all available
protection
• MONITOR at ALL TIMES
115. WIKIs
• Interactive
• Co-creation
• Easily maintained
• Free
• Always building on
• Multi-media ready
existing ideas
• Easily organized and
• Great for PLCs
deployed
• Great for PL, for
sharing ideas privately
and publically
116. Screencasting/Podcasting/
Videocasting Channels
• Video and audio and screen capture technology
• Screencast-o-matic - free
• Jing – free
• Audioboo.fm – audio podcasting – Social media
ready, iTunes ready, mobile ready, and free!
119. Jing For Principals
• Video and audio announcements
• School News
• Media
• Recognition
• Reminders
• Tutorials
• Capture voice, video and screen
• Media Campaigns
with a simple piece of software, a
mic and a web cam!!
120. Google Docs
• Easy online forms
• Inventories
• Data Collection
• Document sharing
• Co-development
• PLCs
• Peer Interactions
• Forums
• Soon to be GOOGLE
DRIVE
GOOGLE DRIVE
123. Tablet Technologies
• Explosion of tablets and apps…
• Move everything you are doing on PC or Mac
to a tablet environment…well… almost
everything.
• Target your communications to mobile web
and tablet
• Cloud computing environments
• Built in multimedia capabilities
• Similar to mobile, with a friendlier screen.
124. Quick Ideas
Technology Utilization
Twitter Communicate to parents, students and the
community
Digital Tech for Administrator PL Decide on a topic, read by listening or
watching, read blogs, respond to blogs, join
networks or start your own…
Podcasting/Screencasting/ For parents, teachers, students, media
communications
Blogging For parents, teachers, students, media
communications
Wiki / Google For Professional Learning and PLCs
Tablet and Mobile Mobile access to all of the above!! (There IS an
APP for that!)
FaceBook and other public facing sites Public side – plenty of opportunities, plenty of
cautions, plenty of benefits
LMS (Learning Management Systems) Promote blended learning environments
125. For Discussion…
Talk about tools for
communicating
What ones do you like?
Share an idea with a neighbour.
What do you want to try and have not been able to for any of a number of
reasons…
How do you currently use social media in your school?
What tips would you give to other school leaders looking to apply social
media tools to their school communities?
127. Select 1 tool, 1 idea, 1 concept…
Research it and put it into practice.
There are many tools out there.
Select the one that best matches
your purpose and go for it!!!
Editor's Notes
Mention that they are to talk to the person or people near them- We have 3 hours together today so we need to have lots of interaction
Mention that they are to talk to the person or people near them- We have 3 hours together today so we need to have lots of interaction