SchoolNet South Africa/Nokia MoMaths Presentation
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The document summarizes a mobile learning project for mathematics education in South Africa and Finland. It describes how the project provides interactive math learning materials through mobile phones to support both formal and informal learning. Over time, the project expanded from a few schools to over 150 schools in South Africa and 4 schools in Finland. The project benefits learners by giving them 24/7 access to learning materials and feedback, and benefits teachers by providing additional exercises and a diagnostic tool. Evaluations found the project improved math results and was sustainable, affordable and scalable.
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Group 3 pro final 09 slideshow
This document discusses integrating technology into the classroom. It identifies four key components of effective technology integration: active engagement, participation in groups, frequent interaction and feedback, and connection to real-world experts. Ways to integrate technology include creating class websites, showcasing student work, making announcements, and assigning online activities. Thematic units allow covering all subjects while integrating various technology tools. Challenges with technology integration include insufficient time, varying teacher skills, student access issues, and funding/updating costs. Professional development, technology planning committees, and funding strategies can help address these challenges. Benefits include enhanced instruction through varied formats, instant feedback, and increased collaboration. Effects on students include more active participation, making their own choices, developing
Charting a course for empowered learning through the use of technology (4)
The document discusses using student-owned mobile devices in schools and presents data from a survey of students, teachers, parents and administrators on their views about technology use in education. It finds that most students have mobile devices and want to use them for schoolwork, but currently face obstacles like not being able to access the school network. Both students and teachers see benefits like increased engagement, but teachers and administrators have concerns about distractions and network security. The document proposes a pilot program to experiment with allowing student devices on the school network.
St James Leadership Academy Presentation Notes SLF
This document outlines the work done by Stephen-Lee Farmer to implement new technologies at St James School to support teaching and learning, engage students, and improve communication. Key projects include establishing a school-wide social network called St James Voice, training staff on new technologies, creating student blogs and social media accounts, developing mobile and social media policies, and obtaining grants to expand these initiatives to other schools. The goal is to establish St James as a leader in educational technology and to increase use of new technologies across the curriculum by students and teachers.
ICTBITES, Presentation på eLA 2010
The document summarizes a mobile learning (m-learning) project in Tanzania that aimed to address problems with e-learning accessibility by using mobile phones to provide educational content and facilitate communication. The project provided secondary teacher trainees with mobile phones containing study guides, presentations, videos and quizzes for three courses. While students found the mobile resources useful, project managers struggled to gain full support from course lecturers. For future scaled-up efforts, more involvement of and alternative roles for lecturers are recommended, along with expanding the mobile content. The project demonstrated the potential of m-learning to empower learners through accessible educational materials.
Review of a de technology
This document provides an overview of mobile learning, including:
1. Definitions of mobile learning as learning that occurs across contexts and with mobile devices, decreasing limitations on learning location.
2. Objectives of mobile learning such as bringing new technologies into the classroom, utilizing lightweight mobile devices, and supporting blended learning approaches.
3. Features and advantages like access to learning anywhere and anytime, support for multimedia, engagement of students, and enhancement of technical skills.
4. Concerns raised by researchers regarding assessment of outside classroom learning, supporting varied contexts, and connectivity issues.
New Research: Digital Tools and Personalized Learning, Today and Tomorrow
This web seminar provided an overview of digital tools and personalized learning. It discussed key findings from the Speak Up research project, including how students, teachers, and administrators are using technology to support learning. It also looked at trends in blended learning, online learning, mobile learning, and the use of digital games and adaptive software in K-12 classrooms. Examples were given of how different districts are implementing these tools to enhance instruction.
Enabling and enhancing student learning and support through technology
A presentation from Connect More 2020 by Peter Francis, deputy vice-chancellor, Northumbria University.
In recent months universities have rapidly implemented significant and often unplanned changes to the ways in which education is delivered. In large part, the nature of such changes will be temporary, although the significance of such changes may be longer lasting.
But this has also allowed universities to explore opportunities that otherwise may not have been considered. One can foresee that many universities will need to focus more time and energy on their approach to technology for student learning, and as a result their digital leadership. Yet technology on its own is not the solution; it is an enabler.
In this session Peter will reflect briefly on his own institution's journey towards technology-enhanced learning and support, one that encompasses a broad array of technological developments, and involved many colleagues and students, the aim of which is the delivery of a high-quality and inclusive student experience for all.
Educational Tech Centre
The slideshow breaks down into four milestones, the steps a faculty needs to take in order to start developing ICT capable teachers.
Explosive up comings of ICT in Teacher Education
The document discusses the importance of integrating information and communication technologies (ICT) into teacher education and training in India. It notes that both pre-service and in-service teacher training are currently inadequate. ICT can help make teaching more engaging and dynamic, as well as support educational innovation. However, effective integration requires sufficient access to technology, high-quality digital content, and training teachers to use new tools. The author shares their experiences developing ICT-integrated curricula and conducting research on mobile learning for teacher skills development.
Use of ICT in Teacher Education
The document discusses the importance of integrating information and communication technologies (ICT) into teacher education and training in India. It notes that both pre-service and in-service teacher training are currently inadequate. ICT can help make teaching more engaging and dynamic, as well as help teachers develop new skills. However, effectively integrating ICT requires sufficient access to technology, high-quality digital content, and training teachers to use digital tools. The document provides examples of how ICT can be integrated into different subjects and outlines essential ICT skills and approaches for teachers.
3 year technology plan
This 3-year technology plan aims to: 1) improve learning through staff training on technologies like SMART Boards and tools for collaboration; 2) better communicate with stakeholders using Skype, newsletters, and social media; and 3) provide digital citizenship education for all. Goals include increasing teacher integration of technology, engaging students, and building leadership skills for 21st century learning. A staff survey found that most teachers want more professional development on educational technologies and integrating them into lessons. The plan aims to support teachers' technology needs through continued training opportunities.
Speak Up ISTE Presentation Mobile Devices Web Usage 06/28/10
The document discusses findings from the Speak Up 2009 survey conducted by Project Tomorrow. The survey gathered input from over 370,000 K-12 students, teachers, parents and administrators regarding their views on emerging technologies. Key findings include students' vision for 21st century learning incorporating digitally-rich, un-tethered and social-based elements. Educators see benefits like increased engagement but also have concerns about distraction. While most groups see technology's potential, obstacles like policies and training need to be addressed to fully realize this in classrooms.
Long range plan for technology
This document outlines Irving Independent School District's long range technology plan from 2010 to 2013. The plan was developed by a committee that reviewed data on technology needs and standards. The plan aims to provide equitable access to technology for all students and teachers. It focuses on expanding one-to-one computing, online learning opportunities, and technology-integrated instruction. The plan also addresses teacher training, administration/data management, technical support, and annual evaluation of progress.
Etc! pulseofelearning_speakup_j_evans_022716
For the past 14 years, the Speak Up Research Project has collected and reported on the views of 4.5 million K-12 students, educators and parents regarding digital learning. Using current and longitudinal Speak Up data, we will provide new insights into the use of games, mobile devices and digital content within learning, and counter mythology with the authentic views of students, teachers and parents regarding technology use within instruction. Going beyond anecdotes and assumptions, this interactive and eye-opening presentation will provide leaders with new metrics for evaluating the pulse of elearning in their school or district.
Enhancers and challenges to impactful mobile learning
This study examined how students' adoption of mobile learning is affected by their university's approach, whether it uses bring-your-own-device (BYOD) or prescribes technology. The study provided students loaned tablets to use for learning activities and found that students used both their personal and loaned devices simultaneously and complementarily. While most students did not think they learned new skills, many commented that the prescribed device improved their typing speed, multi-tasking, productivity and time management. The study concluded that guidance on device use and ensuring technology is fit for learning tasks can help leverage mobile learning, regardless of the institutional approach.
Whitepaper Mobile Solutions for the Education Industry
The education industry finds itself on the tip of a revolution as conventional methods of learning and teaching are rapidly replaced by high-tech learning & training. Today, teachers and students are dynamic and technology savvy and they love to access learning resources from anywhere,anytime.This trend has redefined the entire training and learning process and the way universities, colleges and educational organizations deliver learning solutions.
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Mobilising Technology for Learning – Lessons from MoLeNET (By Jill Attewell)
Mobilising Technology for Learning – Lessons from MoLeNET (By Jill Attewell)
Five Year Study Preparing KentuckyTeachers for Mobile Anytime Anywhere Learning
Five Year Study Preparing KentuckyTeachers for Mobile Anytime Anywhere Learning
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Charting a course for empowered learning through the use of technology (4)
St James Leadership Academy Presentation Notes SLF
St James Leadership Academy Presentation Notes SLF
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New Research: Digital Tools and Personalized Learning, Today and Tomorrow
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Enabling and enhancing student learning and support through technology
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Speak Up ISTE Presentation Mobile Devices Web Usage 06/28/10
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Enhancers and challenges to impactful mobile learning
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Whitepaper Mobile Solutions for the Education Industry
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The document summarizes the experiences and lessons learned from the Rural Market Information (RUMI) project in Uganda. Some key points:
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The document discusses a program that combines mobile and human networks to deliver agricultural information to rural farmers in Uganda. It introduces Caroline Chelangat, a rural chicken farmer who lives 30km from resources. The program trains local community knowledge workers (CKWs) who use mobile phones to search agricultural databases and conduct surveys to help farmers. Over 15 districts, 689 CKWs have registered over 43,000 farmers. The program aims to sustainably improve livelihoods through access to information and services. It highlights features like local caching, simple to complex surveys, and dashboards to track usage and interactions between CKWs and farmers.
Texas A&M System Presentation
The document summarizes Ethiopia's Livestock Market Information System (LMIS) implemented by the Livestock Information Network and Knowledge System (LINKS) project. The LMIS collects weekly livestock price and volume data from 42 markets across Ethiopia. Market monitors are trained to record price data according to animal type, breed, age, sex, and grade. Data is sent via SMS to a central server where it is analyzed and disseminated to stakeholders through various channels including websites, SMS, radio, and email. The LMIS provides near real-time livestock market data to help producers, traders, and the government make informed marketing and policy decisions.
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The document discusses the growing opportunities for using information and communication technologies (ICT) to support education and rural development. It notes the increasing availability of low-cost devices, online educational content, and tools like virtual learning environments that can enable high-quality teaching and learning even in remote areas. For these opportunities to be fully realized, it argues that institutions need policies that embrace open licensing and recognize reliable bandwidth and internet access as essential infrastructure.
Microsoft Presentation
This document discusses the importance of education for rural development in sub-Saharan Africa. It notes that while countries have embraced developing knowledge societies, education systems have been slow to implement relevant policies and technology. The presentation focuses on why education is critical, highlighting that education is accepted as key to social and economic development. It also discusses challenges facing education in SSA like teacher development and infrastructure, and examples of countries addressing these challenges through policies, strategies, and partnerships with organizations like Microsoft. Critical questions are raised about whether ICT can make a difference given rural contexts, the roles of different partners, and how ICT can improve access and quality of rural education.
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BROSDI Presentation
BROSDI has faced several challenges in using ICT tools to implement rural development projects. Key challenges include choosing tools that are appropriate for rural contexts and ensuring tools are properly maintained and used. Lessons learned are to involve farmers in tool selection, incorporate local methods, provide thorough training, and adopt a patient approach to introduce tools in informal settings. While ICT has benefits like easier information sharing, challenges remain around tool selection, maintenance, and training to ensure successful adoption in rural communities.
IICD Presentation
The document discusses how the International Institute for Communication and Development (IICD) uses information and communication technologies (ICT) to support rural development, particularly in education. IICD operates programs in 12 countries in Africa and Latin America, supporting on-the-ground ICT projects and upscaling successful projects to the national level. In education, IICD works with over 300 schools and teacher training colleges across 8 countries to improve teaching and learning through ICT. The document highlights important differences for implementing ICT4Edu projects in rural communities, such as ensuring locally relevant content that addresses issues like agriculture, health, and culture.
SAP Presentation
This document discusses using mobile phones to facilitate business incubation for rural micro and small enterprises in South Africa. It notes that business incubation traditionally designed for developed countries does not translate well to South Africa due to large geographical areas and rural populations with limited access. The concept of "Mobi-Incubation" is introduced, using mobile phones to provide business support services remotely. However, challenges in user experience must be addressed when designing a mobile incubation application for rural users. The document proposes investigating user experience elements and developing an actual Mobi-Incubation application to test its impact on rural areas.
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Community informatics (CI) involves providing information and communication technologies (ICTs) and tools to communities to help them achieve their local development goals. CI is bottom-up and community-driven, empowering communities to own and control ICTs. It focuses on the needs of communities and implements technologies accordingly. CI draws on multiple disciplines and links researchers, practitioners, and policymakers. Examples of CI include telecenters providing rural information services, a rural health center using teleconferencing, and a rural tourism program managed through a local ICT center.
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The document discusses using audio/visual technology in the form of "Speaking Books" to address issues of low literacy rates and lack of access to health information in rural areas of South Africa. Speaking Books are picture books with a 30-second audio track on each page covering various health topics in local languages. They provide an innovative way to convey important messages to communities without relying on literacy. Some key advantages highlighted are their ability to appeal to multiple senses, empower self-education, and spark discussion on stigmatized issues. Speaking Books have been deployed on topics like HIV/AIDS, TB, immunization and more across South Africa and other countries.
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Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
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SchoolNet South Africa/Nokia MoMaths Presentation
- 13. Achievements to date Grade 10 in 2010 and 2011 Academic Years 2010 Jan to Dec 2010 % of registered learners 2011 Jan to October 2011 % of registered learners Number of registered learners : 3,916 15754 Views and posts activity by learners Total views and posts: 184,916 926461 Learners with >0 views or posts: 2,528 64% 63% Average views and posts: 75 58
- 15. What next New content Fine-tuned modern back end system for mobile learning Additional functionalities for Nokia phones New countries New partners: Col, WorldBank, Pearson Foundation, Eskom
- 17. Main menu in Mxit
- 18. Curriculum
- 19. Theory
- 20. Theory
- 21. Examples
- 22. Questions
- 23. Step by Step approach
- 25. Score card
- 26. Many thanks to the Department of Education for their ongoing support of the MoMaths project www.momaths.org