This document provides an overview and transcript of a presentation on developing a Technology Integration Plan (TIP). It discusses the importance of a TIP for realizing technology benefits and meeting state mandates. The presentation covers assembling a planning team, conducting needs assessments, drafting the TIP components including goals, strategies and budgets, and obtaining stakeholder feedback throughout the process. The overall summary is that an effective TIP requires collaboration and follows a multi-phase process of assessment, formulation and implementation to successfully integrate technology into the curriculum.
This document discusses the importance of technology integration in 21st century classrooms. It argues that technology provides effective tools for learning, supports both direct instruction and inquiry-based learning, and helps develop 21st century skills. When used appropriately with the right framework, technology can stimulate learning, increase interaction, and support differentiated instruction to meet the needs of all students.
This document discusses integrating technology in education. It begins by defining key terms in educational technology and examining perspectives on the field from its origins to current definitions. It then reviews the history of digital technologies in four eras from pre-microcomputers to mobile technologies. Issues shaping technology use in education and frameworks for technology skills are also presented. The document concludes by discussing trends in hardware/software and educational applications as well as rationale for using technology based on problem solving.
This document discusses barriers to integrating information and communication technologies (ICT) into teaching and learning environments. It identifies several common barriers at the teacher and infrastructure levels. At the teacher level, barriers include lack of teacher confidence, competency, and motivation to change their practices. At the infrastructure level, common barriers are lack of adequate ICT resources, effective training, and infrastructure support. To improve ICT integration, the document argues that education systems must address these barriers by enhancing teacher skills and confidence, providing sufficient resources and training, and strengthening infrastructure support.
Examination of relevant syllabi and curriculum guidesleesha roberts
The document outlines Trinidad and Tobago's curriculum development process, which involves designing curricula through consultation with stakeholders, developing written curriculum documents, implementing curricula through teacher training, monitoring classroom practice, evaluating curricula effectiveness through data analysis, and reviewing curricula based on evaluation findings. Key aspects of the process include establishing philosophical underpinnings and goals, producing resource materials, providing technical support to schools, and identifying deficiencies to inform corrective actions.
Ict competence among academic staff in universitiesTariq Ghayyur
1) The study examined ICT competence and challenges to ICT usage among academic staff in universities in Cross Rivers State, Nigeria. It found that the majority of academic staff funded their own ICT training and rated their competence as low.
2) Most academic staff possessed laptops but accessed the internet mainly at public cyber cafes. Major challenges to ICT usage included inadequate funding for training, lack of ICT facilities, and excessive workload.
3) The study recommends that university management should fund ICT training for academic staff and make such training mandatory to improve ICT competence.
To err is human, but to persist is diabolical loss of organizational memory ...pablo0010
The document discusses organizational memory and its loss in the context of Turkey's e-learning projects. It defines organizational memory as the accumulated knowledge and experiences of an organization. Loss of organizational memory, known as "corporate amnesia", occurs when an organization fails to capture, organize, disseminate and reuse knowledge gained from past projects. This can result in the organization repeating the same mistakes. The study aims to determine if loss of organizational memory contributed to repetitive problems in Turkey's large e-learning integration projects between 1998-2007.
An e learning approach to secondary school educationAlexander Decker
This document discusses e-readiness implications for adopting e-learning in secondary schools in Kenya. It finds that less than 10% of Kenyan secondary schools offer computer studies as a subject. E-readiness indicators like infrastructure, internet access, equipment, and trained personnel must be ensured for effective e-learning. Africa in general scores low on connectivity, with only 50% of rural areas having mobile network access. Kenya has also dropped in international rankings of digital readiness compared to other African nations. For e-learning to succeed, Kenya must effectively address issues like inadequate ICT infrastructure and skills.
Impact of computer education on students interest and performance in automobi...Alexander Decker
This document discusses a study on the impact of computer education on students' interest and performance in automobile trade programs in Nigerian secondary schools and colleges. The study used a questionnaire to collect pre-test and post-test data from students in two schools, one that received computer-assisted instruction for two weeks between tests and one that did not. The findings showed that students in both schools had low scores on the pre-test, and that using computers to teach automobile trade subjects helped increase students' interest and improved their performance on the post-test. The study recommends fully implementing computer education in schools and equipping automobile workshops with computers to further enhance students' interest and skills in the field.
This document discusses the importance of technology integration in 21st century classrooms. It argues that technology provides effective tools for learning, supports both direct instruction and inquiry-based learning, and helps develop 21st century skills. When used appropriately with the right framework, technology can stimulate learning, increase interaction, and support differentiated instruction to meet the needs of all students.
This document discusses integrating technology in education. It begins by defining key terms in educational technology and examining perspectives on the field from its origins to current definitions. It then reviews the history of digital technologies in four eras from pre-microcomputers to mobile technologies. Issues shaping technology use in education and frameworks for technology skills are also presented. The document concludes by discussing trends in hardware/software and educational applications as well as rationale for using technology based on problem solving.
This document discusses barriers to integrating information and communication technologies (ICT) into teaching and learning environments. It identifies several common barriers at the teacher and infrastructure levels. At the teacher level, barriers include lack of teacher confidence, competency, and motivation to change their practices. At the infrastructure level, common barriers are lack of adequate ICT resources, effective training, and infrastructure support. To improve ICT integration, the document argues that education systems must address these barriers by enhancing teacher skills and confidence, providing sufficient resources and training, and strengthening infrastructure support.
Examination of relevant syllabi and curriculum guidesleesha roberts
The document outlines Trinidad and Tobago's curriculum development process, which involves designing curricula through consultation with stakeholders, developing written curriculum documents, implementing curricula through teacher training, monitoring classroom practice, evaluating curricula effectiveness through data analysis, and reviewing curricula based on evaluation findings. Key aspects of the process include establishing philosophical underpinnings and goals, producing resource materials, providing technical support to schools, and identifying deficiencies to inform corrective actions.
Ict competence among academic staff in universitiesTariq Ghayyur
1) The study examined ICT competence and challenges to ICT usage among academic staff in universities in Cross Rivers State, Nigeria. It found that the majority of academic staff funded their own ICT training and rated their competence as low.
2) Most academic staff possessed laptops but accessed the internet mainly at public cyber cafes. Major challenges to ICT usage included inadequate funding for training, lack of ICT facilities, and excessive workload.
3) The study recommends that university management should fund ICT training for academic staff and make such training mandatory to improve ICT competence.
To err is human, but to persist is diabolical loss of organizational memory ...pablo0010
The document discusses organizational memory and its loss in the context of Turkey's e-learning projects. It defines organizational memory as the accumulated knowledge and experiences of an organization. Loss of organizational memory, known as "corporate amnesia", occurs when an organization fails to capture, organize, disseminate and reuse knowledge gained from past projects. This can result in the organization repeating the same mistakes. The study aims to determine if loss of organizational memory contributed to repetitive problems in Turkey's large e-learning integration projects between 1998-2007.
An e learning approach to secondary school educationAlexander Decker
This document discusses e-readiness implications for adopting e-learning in secondary schools in Kenya. It finds that less than 10% of Kenyan secondary schools offer computer studies as a subject. E-readiness indicators like infrastructure, internet access, equipment, and trained personnel must be ensured for effective e-learning. Africa in general scores low on connectivity, with only 50% of rural areas having mobile network access. Kenya has also dropped in international rankings of digital readiness compared to other African nations. For e-learning to succeed, Kenya must effectively address issues like inadequate ICT infrastructure and skills.
Impact of computer education on students interest and performance in automobi...Alexander Decker
This document discusses a study on the impact of computer education on students' interest and performance in automobile trade programs in Nigerian secondary schools and colleges. The study used a questionnaire to collect pre-test and post-test data from students in two schools, one that received computer-assisted instruction for two weeks between tests and one that did not. The findings showed that students in both schools had low scores on the pre-test, and that using computers to teach automobile trade subjects helped increase students' interest and improved their performance on the post-test. The study recommends fully implementing computer education in schools and equipping automobile workshops with computers to further enhance students' interest and skills in the field.
Assessment of usage of information and communication technology among graduat...Tariq Ghayyur
This study assessed the usage of information and communication technology (ICT) among graduates of Allama Iqbal Open University. 132 graduates participated in the study through a questionnaire. The study found that most graduates had low proficiency in using computer hardware, spreadsheets, presentations software, the internet, e-learning, and blogs. It was also revealed that most graduates faced obstacles in using ICT. The study recommended that educational managers encourage ICT use and facilitate teachers in using computers, the internet, and online resources.
IMPACT OF CAI AND SCHOOL TYPE ON ACADEMIC PERFORMANCE OF STUDENTS IN BASIC TE...abdullahi yunusa
This document summarizes a study on the impact of computer-assisted instruction (CAI) and school type on student academic performance in basic technology in Sokoto State, Nigeria. The study used a quasi-experimental design with an experimental group receiving CAI and a control group receiving traditional instruction. Results found no significant differences between CAI and traditional instruction, or between students at day schools versus boarding schools. The outcome may be due to factors like student familiarity with computers and cognitive strategies. It is recommended that teachers be trained to ensure students acquire reading, writing, and technical skills for effective learning both with and without technology.
This document discusses how information and communication technologies (ICT) are transforming higher education. It argues that ICT is becoming an important agent of change in higher education by impacting what is learned, how students learn, and when and where learning takes place. Specifically, ICT is enabling competency-based curricula, supporting student-centered and collaborative learning, increasing access to "anytime" and "anyplace" learning, and expanding pools of both teachers and students. While ICT may increase costs initially, it has the potential to improve learning quality and increase opportunities for education.
Closen, john technologies used by superintendents nfeasj v31 n4 2013 (1)William Kritsonis
Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. Kritsonis has served as an elementary school teacher, elementary and middle school principal, superintendent of schools, director of student teaching and field experiences, professor, author, consultant, and journal editor. Dr. Kritsonis has considerable experience in chairing PhD dissertations and master thesis and has supervised practicums for teacher candidates, curriculum supervisors, central office personnel, principals, and superintendents. He also has experience in teaching in doctoral and masters programs in elementary and secondary education as well as educational leadership and supervision. He has earned the rank as professor at three universities in two states, including successful post-tenure reviews.
The document discusses the background and theoretical framework of a study on the effect of availability, accessibility, and user-ability of information technology (IT) resources on students' learning at Saint Jude College in Manila, Philippines. Specifically, it aims to examine how the availability, accessibility, and user-ability of IT resources impact students' learning. The study employs cognitive flexibility theory and Kirkpatrick's four levels of evaluation as its theoretical framework. It hypothesizes that the availability, accessibility, and user-ability of IT resources affect students' learning. The significance and scope of the study are also outlined.
Status of Information and Communication Technology Training and Support for S...ijtsrd
Education is perceived in this piece as a process of learning in which the knowledge, skills, and habits of a group of people are transferred from one generation to the next through teaching, training, support and research. ICT has a very significant place in the education process that involves teachers and instruction. Information and communication technology have become within a very short time, one of the basic building blocks of modern society including Science and technology teachers. The purpose of the study is to determine the status of ICT training and support for science and technology teacher educators in colleges of education within Southeast Nigeria. The study adopted a survey research design. The population of the study consisted of 454 science and technology teacher educators in colleges of education within Southeast state Nigeria. The instrument was subjected to face validation by three experts. The reliability coefficients of the instrument for the study is 0.98 using Cronbach's Alpha formula. Five research questions that guided the study were answered using mean and standard deviation. Five research hypotheses were tested at 0.5 level of significance using one way ANOVA. Among the findings of the study were that, there is low ICT training, support and competence for science and technology teacher educators. It was concluded, among others, that government should help. Ezenma Chimezie Bernard ""Status of Information and Communication Technology Training and Support for Science and Technology Teacher Educators in Colleges of Education in Southeast, Nigeria"" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-3 , April 2019, URL: https://www.ijtsrd.com/papers/ijtsrd21511.pdf
Paper URL: https://www.ijtsrd.com/computer-science/multimedia/21511/status-of-information-and-communication-technology-training-and-support-for-science-and-technology-teacher-educators-in-colleges-of-education-in-southeast-nigeria/ezenma-chimezie-bernard
This powerpoint presentation includes all the various aspects, advantages and disadvantages, merits and demerits of information and communication technology in the field of education.
This research proposal examines the impact of teachers' use of information and communication technologies (ICT) on student performance in higher education. The study aims to observe the relationship between ICT use and student achievement, as previous analyses have provided inconclusive results on whether ICT investments affect student outcomes. Since student performance is influenced by instructional factors and teacher characteristics, teachers' use of ICT could play an important role as a determinant of educational results. The proposal reviews literature from 2000-2018 and will use teacher ICT use data and student performance scales to determine the relationship. The results may provide insights into how promoting greater ICT integration in education can enhance student performance.
Implementing e-learning in far western region of Nepal by Gajendra Sharma* and Mahesh Prashad Bhatta in Crimson Publishers: Electronics and Telecommunications
The rapid developments of internet and communication technologies have materially altered many characteristics and concepts of the learning environment. E-learning has started to make way into developing countries and is believed to have huge potential for governments struggling to meet a growing demand for education while facing shortage of expert teachers, shortage of update textbooks and limited teaching materials. The objective of this study is to determine the major challenges of implementing e-learning systems in far western region of Nepal. The results of this study will serve as a basic for improving higher education in developing countries. There are many commercial or free e-learning systems available on the market. Most of these e-learning systems provide lot of functionality and modules. Some courses are completely based on e-learning resources instead of traditional learning model. E-learning system also offers graphs and charts of student’s results. This system is based on linear workflow. That means students can see new learning resources and tests only after previous was done. Students can also create their own learning plan by defining dates. System is able to export this plan into general calendar format or remind students via e-mail.
https://crimsonpublishers.com/cojec/fulltext/COJEC.000514.php
For More open access journals in Crimson Publishers
please click on link: https://crimsonpublishers.com
For More Articles on Electronics and Telecommunications
Please click on: https://crimsonpublishers.com/cojec
Perceived competence of nigerian secondary schools teachers inAlexander Decker
This document summarizes a study that examined the perceived competence of Nigerian secondary school teachers in using information and communication technology (ICT). The study found that most teachers in Ogun State secondary schools do not have the required competence in ICT. It also found that teachers' competence in ICT usage is not influenced by their academic qualifications, teaching experience, or subject specialization (whether in sciences or humanities). The document recommends that the Nigerian government provide more training opportunities for teachers in ICT usage through regular seminars and workshops, increase computer access in schools, and provide internet access and financial support to encourage teachers to learn ICT skills.
1. The document discusses the integration of information and communication technology (ICT) into commerce education at the higher secondary level in India.
2. ICT can enhance teaching and learning in commerce by improving cognitive skills like problem solving and creative thinking, and by providing access to a growing knowledge base.
3. The use of ICT assists in shifting from a teacher-centered approach to a student-centered one where students learn by exploring and working with peers, with teachers acting as guides.
This document discusses the importance of information and communication technologies (ICT) in education in Pakistan. It provides background on how educational methodology has evolved over time and how ICT is now an important modern tool used in educational institutions. The document reviews several articles and studies that outline the key benefits of ICT in education, including improved learning outcomes for students, more effective teaching methods, and better preparation of students for the modern workforce. It argues that adopting ICT is crucial for Pakistan's development and that teachers need proper training to fully realize the benefits of ICT in education.
ENTREPRENEURIAL OPPORTUNITIES THROUGH INFORMATION TECHNOLOGY IN VOCATIONAL ED...IAEME Publication
Development on the Internet has led to the formation of Information Technology (IT) and IT has created various solutions for different sectors one among those is education. The educational sector has opened opportunities for entrepreneurship. Online learning has become a new trend in the constantly changing world and IT solutions have provided ways for it. Many such promising companies and startups have started coming up and a sector known as EdTech (a combination of education and technology which was made possible with the help of IT solutions) started growing up with billions invested in it around the globe. It is thus one of the fastest-growing sectors as it aims to make education feasible and accessible from any corner of the world. Vocational education as such is gaining more attendance in today’s world as there is a high demand for skilled and specialized people. Governments around the world are hugely investing in the skill development of their citizens. The purpose of this paper is to review the newly formed sector known as EdTech and analyze the role of Information Technology (IT) in creating opportunities for entrepreneurship. Further going on how in return entrepreneurship is transforming education (Sambamurthy, Bharadwaj, & Grover, 2003). A sample of 335 respondents has been surveyed to know the role and significance of information technology in creating Entrepreneurial opportunities in vocational education. Survey method and factor analysis are used to get the results. The study concludes that there are so many significant roles of information technology in creating Entrepreneurial opportunities in vocational education.
Virtual lecturer web based application system to discharge teachers roles in ...Yekini Nureni
The document describes a proposed web-based virtual lecturer system that aims to help lecturers discharge their duties remotely. Key points:
1. The system would allow lecturers to upload course materials, tutorials, student results, project topics and more to support remote teaching.
2. It is intended to help address issues like large student enrollments straining teacher-student ratios by giving lecturers an online presence.
3. The proposed system would have sections for lecturers, students, and an administrator, and store information like user data, curricula, and course materials in a central database.
Ict in higher education review of literature from 2004 2011Tariq Ghayyur
This document discusses the use of information and communication technologies (ICT) in higher education. It begins by defining ICT and outlining how ICT can be used as a tool to enhance education quality, share best practices, and reach more learners. The success of ICT-based education depends on teachers' ability to keep up with technological developments. The document then reviews literature from 2004-2011 on ICT implementation efforts in various countries. It finds that factors like ICT skills, infrastructure, policies, and funding models influence integration outcomes. Benefits of ICT include improved access, flexibility and learning resources for students. Challenges include high costs of infrastructure, course development and delivery. Overall ICT is seen as important for
International Journal of Business and Management Invention (IJBMI) is an international journal intended for professionals and researchers in all fields of Business and Management. IJBMI publishes research articles and reviews within the whole field Business and Management, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
This document summarizes a study that uses actor-network theory to analyze how failure is constructed in discourse about Israel's national ICT integration program in K-12 education. The researchers compared the actor-network of the national program to a smaller municipal program. They found five key differences that may help explain the greater discussion of failure in the national program: 1) the inclusion of non-profit organizations in the national network, 2) the role of parents as mediators versus regular actors, 3) different information flows regarding teachers, 4) how teachers viewed computers, and 5) the lack of assessment measures in the national program versus the municipal one. The study provides insights into ICT integration challenges but has limitations as a small pilot study
Usage and impact of ict in education sector a study of pakistanTariq Ghayyur
- The document analyzes the usage and impact of information and communication technology (ICT) in the education sector of Pakistan. It examines how availability, usage, knowledge, and effectiveness of ICT affect its usage and impact.
- The study collected data from 429 respondents at colleges and universities in Pakistan. The results show that availability and usage of ICT improves students' knowledge and learning skills. ICT is improving educational efficiency and informing policies.
- Availability and usage of ICT resources and students' knowledge of ICT positively correlate with its usage and impact on the education sector in Pakistan, according to the data analysis. The effectiveness of ICT also has a strong positive relationship with its usage and impact.
The Beaumont Independent School District Technology Plan outlines goals for integrating technology into the district. The district has 29 campuses, over 20,000 students, and nearly 3,000 employees. The plan addresses key areas like assessment, infrastructure, learning, productivity, and teaching. It also recognizes state technology planning requirements. The goals of the BISD Technology Plan are to incorporate technology into education, provide staff training, support appropriate software and resources, and secure adequate funding to maintain up-to-date technology.
The Beaumont Independent School District Technology Plan outlines goals for integrating technology into the district. The district has 29 campuses, over 20,000 students, and nearly 3,000 employees. The plan addresses key areas like assessment, infrastructure, learning, productivity, and teaching. It also recognizes state technology planning requirements. The goals of the BISD Technology Plan are to incorporate technology into education, provide staff training, support appropriate software and resources, and secure adequate funding to maintain up-to-date technology.
Assessment of usage of information and communication technology among graduat...Tariq Ghayyur
This study assessed the usage of information and communication technology (ICT) among graduates of Allama Iqbal Open University. 132 graduates participated in the study through a questionnaire. The study found that most graduates had low proficiency in using computer hardware, spreadsheets, presentations software, the internet, e-learning, and blogs. It was also revealed that most graduates faced obstacles in using ICT. The study recommended that educational managers encourage ICT use and facilitate teachers in using computers, the internet, and online resources.
IMPACT OF CAI AND SCHOOL TYPE ON ACADEMIC PERFORMANCE OF STUDENTS IN BASIC TE...abdullahi yunusa
This document summarizes a study on the impact of computer-assisted instruction (CAI) and school type on student academic performance in basic technology in Sokoto State, Nigeria. The study used a quasi-experimental design with an experimental group receiving CAI and a control group receiving traditional instruction. Results found no significant differences between CAI and traditional instruction, or between students at day schools versus boarding schools. The outcome may be due to factors like student familiarity with computers and cognitive strategies. It is recommended that teachers be trained to ensure students acquire reading, writing, and technical skills for effective learning both with and without technology.
This document discusses how information and communication technologies (ICT) are transforming higher education. It argues that ICT is becoming an important agent of change in higher education by impacting what is learned, how students learn, and when and where learning takes place. Specifically, ICT is enabling competency-based curricula, supporting student-centered and collaborative learning, increasing access to "anytime" and "anyplace" learning, and expanding pools of both teachers and students. While ICT may increase costs initially, it has the potential to improve learning quality and increase opportunities for education.
Closen, john technologies used by superintendents nfeasj v31 n4 2013 (1)William Kritsonis
Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. Kritsonis has served as an elementary school teacher, elementary and middle school principal, superintendent of schools, director of student teaching and field experiences, professor, author, consultant, and journal editor. Dr. Kritsonis has considerable experience in chairing PhD dissertations and master thesis and has supervised practicums for teacher candidates, curriculum supervisors, central office personnel, principals, and superintendents. He also has experience in teaching in doctoral and masters programs in elementary and secondary education as well as educational leadership and supervision. He has earned the rank as professor at three universities in two states, including successful post-tenure reviews.
The document discusses the background and theoretical framework of a study on the effect of availability, accessibility, and user-ability of information technology (IT) resources on students' learning at Saint Jude College in Manila, Philippines. Specifically, it aims to examine how the availability, accessibility, and user-ability of IT resources impact students' learning. The study employs cognitive flexibility theory and Kirkpatrick's four levels of evaluation as its theoretical framework. It hypothesizes that the availability, accessibility, and user-ability of IT resources affect students' learning. The significance and scope of the study are also outlined.
Status of Information and Communication Technology Training and Support for S...ijtsrd
Education is perceived in this piece as a process of learning in which the knowledge, skills, and habits of a group of people are transferred from one generation to the next through teaching, training, support and research. ICT has a very significant place in the education process that involves teachers and instruction. Information and communication technology have become within a very short time, one of the basic building blocks of modern society including Science and technology teachers. The purpose of the study is to determine the status of ICT training and support for science and technology teacher educators in colleges of education within Southeast Nigeria. The study adopted a survey research design. The population of the study consisted of 454 science and technology teacher educators in colleges of education within Southeast state Nigeria. The instrument was subjected to face validation by three experts. The reliability coefficients of the instrument for the study is 0.98 using Cronbach's Alpha formula. Five research questions that guided the study were answered using mean and standard deviation. Five research hypotheses were tested at 0.5 level of significance using one way ANOVA. Among the findings of the study were that, there is low ICT training, support and competence for science and technology teacher educators. It was concluded, among others, that government should help. Ezenma Chimezie Bernard ""Status of Information and Communication Technology Training and Support for Science and Technology Teacher Educators in Colleges of Education in Southeast, Nigeria"" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-3 , April 2019, URL: https://www.ijtsrd.com/papers/ijtsrd21511.pdf
Paper URL: https://www.ijtsrd.com/computer-science/multimedia/21511/status-of-information-and-communication-technology-training-and-support-for-science-and-technology-teacher-educators-in-colleges-of-education-in-southeast-nigeria/ezenma-chimezie-bernard
This powerpoint presentation includes all the various aspects, advantages and disadvantages, merits and demerits of information and communication technology in the field of education.
This research proposal examines the impact of teachers' use of information and communication technologies (ICT) on student performance in higher education. The study aims to observe the relationship between ICT use and student achievement, as previous analyses have provided inconclusive results on whether ICT investments affect student outcomes. Since student performance is influenced by instructional factors and teacher characteristics, teachers' use of ICT could play an important role as a determinant of educational results. The proposal reviews literature from 2000-2018 and will use teacher ICT use data and student performance scales to determine the relationship. The results may provide insights into how promoting greater ICT integration in education can enhance student performance.
Implementing e-learning in far western region of Nepal by Gajendra Sharma* and Mahesh Prashad Bhatta in Crimson Publishers: Electronics and Telecommunications
The rapid developments of internet and communication technologies have materially altered many characteristics and concepts of the learning environment. E-learning has started to make way into developing countries and is believed to have huge potential for governments struggling to meet a growing demand for education while facing shortage of expert teachers, shortage of update textbooks and limited teaching materials. The objective of this study is to determine the major challenges of implementing e-learning systems in far western region of Nepal. The results of this study will serve as a basic for improving higher education in developing countries. There are many commercial or free e-learning systems available on the market. Most of these e-learning systems provide lot of functionality and modules. Some courses are completely based on e-learning resources instead of traditional learning model. E-learning system also offers graphs and charts of student’s results. This system is based on linear workflow. That means students can see new learning resources and tests only after previous was done. Students can also create their own learning plan by defining dates. System is able to export this plan into general calendar format or remind students via e-mail.
https://crimsonpublishers.com/cojec/fulltext/COJEC.000514.php
For More open access journals in Crimson Publishers
please click on link: https://crimsonpublishers.com
For More Articles on Electronics and Telecommunications
Please click on: https://crimsonpublishers.com/cojec
Perceived competence of nigerian secondary schools teachers inAlexander Decker
This document summarizes a study that examined the perceived competence of Nigerian secondary school teachers in using information and communication technology (ICT). The study found that most teachers in Ogun State secondary schools do not have the required competence in ICT. It also found that teachers' competence in ICT usage is not influenced by their academic qualifications, teaching experience, or subject specialization (whether in sciences or humanities). The document recommends that the Nigerian government provide more training opportunities for teachers in ICT usage through regular seminars and workshops, increase computer access in schools, and provide internet access and financial support to encourage teachers to learn ICT skills.
1. The document discusses the integration of information and communication technology (ICT) into commerce education at the higher secondary level in India.
2. ICT can enhance teaching and learning in commerce by improving cognitive skills like problem solving and creative thinking, and by providing access to a growing knowledge base.
3. The use of ICT assists in shifting from a teacher-centered approach to a student-centered one where students learn by exploring and working with peers, with teachers acting as guides.
This document discusses the importance of information and communication technologies (ICT) in education in Pakistan. It provides background on how educational methodology has evolved over time and how ICT is now an important modern tool used in educational institutions. The document reviews several articles and studies that outline the key benefits of ICT in education, including improved learning outcomes for students, more effective teaching methods, and better preparation of students for the modern workforce. It argues that adopting ICT is crucial for Pakistan's development and that teachers need proper training to fully realize the benefits of ICT in education.
ENTREPRENEURIAL OPPORTUNITIES THROUGH INFORMATION TECHNOLOGY IN VOCATIONAL ED...IAEME Publication
Development on the Internet has led to the formation of Information Technology (IT) and IT has created various solutions for different sectors one among those is education. The educational sector has opened opportunities for entrepreneurship. Online learning has become a new trend in the constantly changing world and IT solutions have provided ways for it. Many such promising companies and startups have started coming up and a sector known as EdTech (a combination of education and technology which was made possible with the help of IT solutions) started growing up with billions invested in it around the globe. It is thus one of the fastest-growing sectors as it aims to make education feasible and accessible from any corner of the world. Vocational education as such is gaining more attendance in today’s world as there is a high demand for skilled and specialized people. Governments around the world are hugely investing in the skill development of their citizens. The purpose of this paper is to review the newly formed sector known as EdTech and analyze the role of Information Technology (IT) in creating opportunities for entrepreneurship. Further going on how in return entrepreneurship is transforming education (Sambamurthy, Bharadwaj, & Grover, 2003). A sample of 335 respondents has been surveyed to know the role and significance of information technology in creating Entrepreneurial opportunities in vocational education. Survey method and factor analysis are used to get the results. The study concludes that there are so many significant roles of information technology in creating Entrepreneurial opportunities in vocational education.
Virtual lecturer web based application system to discharge teachers roles in ...Yekini Nureni
The document describes a proposed web-based virtual lecturer system that aims to help lecturers discharge their duties remotely. Key points:
1. The system would allow lecturers to upload course materials, tutorials, student results, project topics and more to support remote teaching.
2. It is intended to help address issues like large student enrollments straining teacher-student ratios by giving lecturers an online presence.
3. The proposed system would have sections for lecturers, students, and an administrator, and store information like user data, curricula, and course materials in a central database.
Ict in higher education review of literature from 2004 2011Tariq Ghayyur
This document discusses the use of information and communication technologies (ICT) in higher education. It begins by defining ICT and outlining how ICT can be used as a tool to enhance education quality, share best practices, and reach more learners. The success of ICT-based education depends on teachers' ability to keep up with technological developments. The document then reviews literature from 2004-2011 on ICT implementation efforts in various countries. It finds that factors like ICT skills, infrastructure, policies, and funding models influence integration outcomes. Benefits of ICT include improved access, flexibility and learning resources for students. Challenges include high costs of infrastructure, course development and delivery. Overall ICT is seen as important for
International Journal of Business and Management Invention (IJBMI) is an international journal intended for professionals and researchers in all fields of Business and Management. IJBMI publishes research articles and reviews within the whole field Business and Management, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
This document summarizes a study that uses actor-network theory to analyze how failure is constructed in discourse about Israel's national ICT integration program in K-12 education. The researchers compared the actor-network of the national program to a smaller municipal program. They found five key differences that may help explain the greater discussion of failure in the national program: 1) the inclusion of non-profit organizations in the national network, 2) the role of parents as mediators versus regular actors, 3) different information flows regarding teachers, 4) how teachers viewed computers, and 5) the lack of assessment measures in the national program versus the municipal one. The study provides insights into ICT integration challenges but has limitations as a small pilot study
Usage and impact of ict in education sector a study of pakistanTariq Ghayyur
- The document analyzes the usage and impact of information and communication technology (ICT) in the education sector of Pakistan. It examines how availability, usage, knowledge, and effectiveness of ICT affect its usage and impact.
- The study collected data from 429 respondents at colleges and universities in Pakistan. The results show that availability and usage of ICT improves students' knowledge and learning skills. ICT is improving educational efficiency and informing policies.
- Availability and usage of ICT resources and students' knowledge of ICT positively correlate with its usage and impact on the education sector in Pakistan, according to the data analysis. The effectiveness of ICT also has a strong positive relationship with its usage and impact.
The Beaumont Independent School District Technology Plan outlines goals for integrating technology into the district. The district has 29 campuses, over 20,000 students, and nearly 3,000 employees. The plan addresses key areas like assessment, infrastructure, learning, productivity, and teaching. It also recognizes state technology planning requirements. The goals of the BISD Technology Plan are to incorporate technology into education, provide staff training, support appropriate software and resources, and secure adequate funding to maintain up-to-date technology.
The Beaumont Independent School District Technology Plan outlines goals for integrating technology into the district. The district has 29 campuses, over 20,000 students, and nearly 3,000 employees. The plan addresses key areas like assessment, infrastructure, learning, productivity, and teaching. It also recognizes state technology planning requirements. The goals of the BISD Technology Plan are to incorporate technology into education, provide staff training, support appropriate software and resources, and secure adequate funding to maintain up-to-date technology.
The document summarizes two papers that examined technology integration in schools. Both papers looked at factors that influence teachers' use of technology in the classroom, including the role of the technology coordinator. The studies found that while technology coordinators focused more on technical support, their role should be to lead technology integration training. However, teachers saw coordinators primarily as problem-solvers and lacked training themselves to integrate technology. Overall, the key factors found to influence technology use were attitudes, training, resources and perceptions of the coordinator's responsibilities.
1) School administrators need expertise in technology to monitor student success, align curriculum and assessments, and encourage effective performance.
2) There is a lack of common technology standards for administrators, but preparation programs are working to better prepare future administrators.
3) Administrators must be competent users of technology like databases, presentations, and videos to effectively implement tools in schools.
The technology plan from the Liberty County School System in Georgia was evaluated based on a rubric with various criteria. Key points:
- The plan covered 2011-2014 and included sections on vision, current reality, communication, training, literacy, and appendices.
- It scored highly based on clearly outlining contributors, having a comprehensive vision and mission focused on learning outcomes, establishing measurable goals and objectives, and including a thorough needs assessment.
- The plan also provided details on technology standards, professional development, technical support needs, and prioritized projects with timelines.
- Areas for potential improvement included strengthening the connection between goals and improvement plans and providing more specifics on integrating technology into the curriculum.
Comparative review on information and communication technology issues in educ...riyaniaes
The use of information and communication technology is very beneficial in the education sector because it can enhance the quality of education. However, the implementation of ICT in the education sector of developed and developing countries is a challenging task. This paper explains the comparative study of ICT issues in the education sector of developed and developing countries. In particular, we compare issues between Pakistan and high-tech countries. Our study reveals the fact that the education sector is facing numerous ICT problems that are based on culture, finance, management, infrastructure, lack of training, lack of equipment, teacher’s refusal, and ethical issues. At the end of this paper, various issues faced by the implementation of ICT in the education sector of Pakistan have been categorized into various types, namely, infrastructure, lack of IT professionals, lack of high-speed internet and equipment. Our research is based on five key research questions related to ICT issues. We used a mixed approach where the results of this study can be used as a set of guidelines to help make the learning environment technology-oriented, fast, planned, and productive. Future directions are also given at the end of this paper.
This document presents the Calcasieu Parish technology plan for 2007-2014. The plan aims to strengthen leadership, improve teacher training, support e-learning and virtual schools, and provide improved access to technology. It correlates the goals of national, state, and district technology plans from 2007-2010. Key action steps include developing district-wide systems, supporting leaders, conducting needs assessments, improving teacher technology integration and knowledge, increasing access through wireless connectivity and funding strategies, and moving toward digital content and integrated data systems.
This document outlines a national technology plan with 5 goals and a district technology plan with goals and benefits. The national goals aim to fundamentally change learning, use technology for assessments, connect teachers, build infrastructure for access, and help schools become more productive. The district plan's purpose is to give students, educators, and stakeholders access to information to effectively integrate technology into learning. Its goals are to improve teaching and learning, educator preparation, administration/support services, infrastructure, and community outreach through technology use. The plan discusses benefits like higher student performance and engagement as well as support for teachers, administrators, parents, and stakeholders.
This document discusses the use of technology in K-8 science curriculums. It defines technology and curriculum, and explains that technology should be integrated in a way that supports curricular goals through active engagement, participation, interaction, and real-world connections. It provides guidelines for introducing technology in science teacher preparation and discusses how technology can enhance science learning. Specific examples are given of how technology can significantly change student and teacher roles and increase motivation, collaboration, and use of resources. The document concludes by discussing how to integrate technology into a science classroom.
The Alvin ISD Technology Plan correlates well with the goals of the 2010 National Education Technology Plan. The AISD Plan aims to increase technology integration, utilize technology to assist in curriculum development and assessment, and provide high-quality staff training to effectively integrate technology. It also focuses on maintaining a strong technology infrastructure to support instructional and administrative functions. Overall, the AISD Plan meets the objectives of engaging and empowering students, using technology to measure learning, preparing educators, providing access to technology resources, and transforming education through productivity gains.
The Alvin Independent School District (AISD) Technology Plan for 2011-2012 aims to increase student achievement through technology integration. The plan was developed based on input from educators, parents, and business leaders. It specifies goals in improving technology infrastructure, providing professional development for teachers, and using technology to strengthen existing curricula. The budget allocates funding to support initiatives like equipping more classrooms with interactive whiteboards and developing online data dashboards. Ongoing evaluation ensures the effective implementation of the technology plan.
The Benicia Unified School District developed a 5-year educational technology plan from 2002-2006 to improve student achievement through technology integration. The plan was created by a technology committee comprising teachers, administrators, parents and board members. It focuses on 3 areas: 1) developing technology curriculum and skills for students, 2) providing professional development for teachers, and 3) upgrading infrastructure and technical support. The goals are to improve student technology proficiency, increase teacher technology training, lower student-computer ratios, and enhance network connectivity. Stakeholders across the district provided input during plan development.
Educational technology is part of a scientific that is mostly engaged in
education. Actually, this scientific has significant benefits, especially in the
field of education. However, many people do not understand the role of
educational technology in education. This can be seen from the diverse
perspectives of society on educational technology. When it is associated with
educational technology science, there are many views of the community that
are very opposite to the scientific clusters of educational technology taught
from lectures. So, the purpose of this study was to find out the various
perspectives of society regarding educational technology itself. This paper is
presented with the addition of theoretical educational technology clumps.
This research employed a descriptive qualitative approach. This study used
indirect interviews, which means giving unstructured questions but still
focusing on what will be researched. The subjects in this study were six
participants who were people outside the educational technology scientific
clump. In addition, the author also conducted a literature review which was
taken from six articles from three different journals. The results of this study
reveal a diverse picture of views on educational technology. All participants
argue that educational technology has a significant role, but in terms of the
dominant conception they still do not understand it like other scientific. From
the results it can be a separate challenge for educational technology. It can be
used as an alternative reference in improving the quality of educational
technology, either through formal education or other forms.
1) The document analyzes research showing that carefully integrated technology can improve learning gains when used as an instructional tool.
2) At-risk students in particular benefit from technology integration as it allows more autonomous and interactive learning.
3) Multiple studies found improvements in student performance, attitudes, and motivation when technology was incorporated into writing and other skill-building exercises.
The Irving ISD Technology Plan aims to integrate technology into teaching and learning across the district. It was created by a technology committee comprised of administrators, teachers, students, parents, and community members. The plan seeks to provide all students and teachers with personal computing devices, support higher-order thinking, and prepare students for the 21st century through ongoing professional development and ensuring a robust technical infrastructure. Progress will be evaluated annually based on staff training records, student assessment scores, and other metrics.
The document summarizes the Arcadia Unified School District's 2009-2012 Technology Plan. The plan's vision is for technology to be an accessible resource that enhances student learning. It outlines goals for using technology to empower students, engage them in collaborative learning, and provide access to resources 24/7. The plan details stakeholders' involvement, curriculum integration of technology, professional development, infrastructure needs, funding, and evaluation components to realize the district's technology vision.
The document outlines the technology plan created by Sallisaw I.S.D. in Oklahoma. The plan aims to empower students to meet future challenges through technology use. A committee will assess current needs, research best practices, and model the national technology plan. The committee will plan for infrastructure updates, professional development, and budget before implementing and evaluating the new technology plan. The goal is to provide students and teachers with resources to improve learning.
This document outlines Vancouver School District's technology plan for 2007-2010. The plan includes a vision statement, goals, strategies, and timelines. The main goal is for 80% of 8th graders to achieve technology literacy by spring 2010. Strategies include providing computer classes and professional development for teachers to help students access and evaluate electronic information across subjects. The plan also discusses needs assessment, professional development models and topics, and a two-year timeline for integrating technology into the curriculum.
An E-book entitled “Various Aspects of ICT Integration in Education” focuses on the ICT integration in education has been created.The book has composed of 12 modules created by academicians from 10 different universities.
In the design process of the book,both theoretical and application framework has been taken into account and it has been aimed to correlate the relationship between theoretical structure and application.Originally developed in English,the book has been translated into Turkish to reach at wider audiences.
This chapter discusses the foundations for effective technology integration in education. It identifies four key ingredients: learning theories, technological pedagogical content knowledge (TPACK), the Technology Integration Planning (TIP) model, and essential conditions. Two main learning theories that influence technology integration strategies are constructivism and behaviorism. The TPACK model shows how technology, pedagogy, and content knowledge intersect. The six-phase TIP model provides a planning process for technology integration. Finally, nine essential conditions are outlined to support effective technology integration, such as a shared vision, access to resources, and technical assistance.
This document provides a reference guide for GarageBand lessons 1-6, summarizing keyboard shortcuts, mouse functions, and menu options for various editing, arranging, exporting, and importing audio functions in GarageBand. It includes shortcuts and instructions for deleting, copying, pasting, looping, splitting tracks, adjusting volume, burning songs to CD, sending to iTunes, converting file formats, and importing audio files like MIDI, loops, and other formats while being mindful of copyright restrictions.
The principal asked the author to develop a rubric to evaluate software for a grant to fund new applications for the school. The rubric must include clear criteria for scoring software, and be used to evaluate two sample applications to demonstrate its usefulness. The author created an educational software evaluation instrument in Word that can be used to enter product information and respond to statements about software characteristics. It includes checkboxes and text fields to flexibly evaluate educational focus, classroom application, educational purpose, subject matter content, progress monitoring, ease of use, presentation, support, and associated costs and services. At the end, the evaluator recommends whether to use the software and includes references.
The principal at a school asked two educators to develop a rubric to evaluate software for a grant to fund new applications. The rubric must include clear criteria for scoring software, an evaluation of two sample applications using the rubric, and references. The educators created a rubric in a Word document with checkboxes and fields. It includes sections to evaluate educational purpose, subject matter content, progress monitoring, ease of use, presentation, support, and costs. They then used the rubric to evaluate two sample software programs and included references at the end.
This document outlines a professional development plan for teacher training on Promethean technologies. The training will take place over two half-day sessions in September and November. It includes SMART goals for novice, intermediate, and advanced users. Planned activities include an online needs assessment, breakout sessions led by technology coaches, and follow up surveys. The expected outcomes are that participants will gain skills and confidence in using Promethean hardware and software for classroom instruction. Student learning will also be assessed through observations, surveys, and anecdotal evidence.
This VoiceThread commentary summarizes the key ideas from the article "Disrupting Class" and book. It argues that online learning is a disruptive innovation that can individualize education to student needs and learning styles through modularization. It predicts online courses will reach a 25% market share in high schools by 2014 and quickly become the norm. This disrupts the monolithic education approach. It also disrupts the tutoring model of teaching, shifting the teacher role to be more like one-room schoolhouse teachers providing individual attention. The challenge is integrating these changes within the standardization of No Child Left Behind. Modularization and moving away from standardization will be key to realizing the opportunities of disruptive innovation in education
This document analyzes survey data from a technology integration survey completed by teachers and administrators in the Pleasant View school district. The key findings were that 78% of teachers reported functioning at the lowest level of technology integration. Return rates on the survey varied significantly between schools. The document makes recommendations for additional data collection to better understand technology training needs and for improving survey participation rates. It also discusses the need for a comprehensive professional development plan to effectively integrate technology and meet district goals.
1) The document describes Susan Ferdon's process of setting up a home server and creating a basic website to host on that server. She encountered difficulties getting the server set up on her Mac and instead used her husband's Windows laptop.
2) She installed Apache server software, set up dynamic DNS with No-IP, and configured port forwarding on her home router to access the server remotely.
3) As an extra credit task, she also installed WordPress on the server but encountered issues with formatting when accessing the WordPress site remotely versus locally.
This document provides instructions for building a simple network with four PCs connected to a switch and configuring their TCP/IP settings. It assigns each PC an IP address on the 192.168.1.0/24 subnet and provides steps to test connectivity using ping commands. It also describes how the switch learns MAC addresses when a ping is sent from one PC to another, only forwarding the frame to the destination port once the address is known. The document compares this process to what is described in the textbook about switches learning unknown source MAC addresses and initially flooding frames.
This grant proposal seeks $30,073.76 to purchase Lexia Reading and Ascend Math software licenses and provide training to staff at Kipling Elementary School. 17% of students are below grade level in reading and math. The software aims to increase scores by one grade level by providing individualized skill development. Training will be provided to teacher leaders who will train other staff. Effectiveness will be evaluated based on assessment scores, staff and student surveys on engagement and software use. Funds would support software, training, and evaluation activities over one school year.
The grant proposal requests $10,053.88 in funding to purchase music software for grades K-5 to support differentiated instruction and meet the varying skill levels of students. The majority (55%) of funds would go towards application software to allow students to create and collaborate using technology. The software directly supports state standards and 89% correlates to the district's curriculum materials.
Potential technologies and online resources that can help address common learning challenges in a K-5 general music classroom. These include document cameras, interactive whiteboards, headphones, online music games and activities, electronic textbooks, notation software, recording equipment, communication tools, and inquiry-based activities. The use of these technologies can provide differentiated instruction, visual supports, opportunities for practice and assessment, and engage students as active learners. When implemented effectively, they are expected to result in greater understanding, less frustration, and more progress for students.
The document provides an overview of computer networks and details regarding the school's network. It discusses why networks are important, defines what a network is, and describes the components and types of networks including local area networks (LANs), wide area networks (WANs), and the school's wireless local area network (WLAN). It also provides information about the school's network design, connectivity, software, and troubleshooting procedures.
This document provides guidance on connecting to and using the school's computer network. It outlines how to connect desktops, laptops, and other peripherals to the network. It also describes the school's intranet and thin client options for accessing files remotely. Troubleshooting tips are provided, advising users to check basic connections, ask colleagues for help, and then contact the appropriate support if issues persist. Specific instructions are included for connecting netbooks to the wireless network and what to do if connections issues arise.
This document provides a justification and overview for visuals created for a general music classroom. It discusses how visuals can enhance learning and engagement when designed based on instructional goals, context, and principles of visual design. The document then summarizes five lessons on music topics, each including the visualization of graphics used, how they were designed based on research, and how they were revised based on feedback. It aims to show how the visuals adhere to research-based guidelines and support the learning objectives of the lessons.
This proposal from Building Evaluation Solutions Together, Inc. (BEST) outlines an evaluation plan for Far West Laboratory's Determining Instructional Purposes (DIP) training program. The evaluation will gather feedback from program developers, a subject matter expert, and potential users (school administrators and graduate students) through interviews, surveys, observations of training sessions, and a focus group. BEST will analyze the data and provide a final report with recommendations about marketing the DIP training materials. The budget for the evaluation is $49,970.
This report summarizes the evaluation of Goal 3 of First Street Elementary School's 2009-2010 School Improvement Plan, which aimed to improve students' ability to reflect on feedback, set learning goals, and improve with subsequent assignments. The evaluation analyzed student work samples from reading assignments and found that most students understood feedback but struggled with setting measurable goals. Recommendations provided to teachers standardized the feedback process and improved students' goal-setting skills. Analysis of later work samples found students were better able to link improvements to goals set based on prior feedback.
This report evaluates First Street Elementary School's 2009-2010 School Improvement Plan Goal 3. The goal aimed to improve teacher feedback and help students generate learning goals and reflect on progress. Reader Response writing assignments were administered three times to collect data on student goal attainment. The report describes the program, evaluation methods used, results found, and provides recommendations to clarify processes for teachers and students. Key findings include that most students understood teacher feedback and could set goals, though some grades needed more support. The evaluation helped standardize procedures and identify additional data needed to fully assess goal achievement.
This document provides an overview of constructivism and its relationship to technology, cognitive function, and learning styles in education. It discusses key constructivist theorists like Piaget and Vygotsky and their varying perspectives. It also explores research on cognitive load theory and working memory, the benefits of guided discovery learning over minimally guided instruction, and models of learning styles like the Felder-Silverman learning styles model. The role of technology in constructivist classrooms is examined, noting how tools can provide sensory-rich environments for students to actively construct knowledge, with teachers as facilitators.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
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How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
2. Mandates aside, the development of a comprehensive and well thoughtout technology plan
provides direct benefits to school districts. While educators may look at the Technology
Integration Plan from an educational perspective, administrators, taxpayers and school
boards look closely at the financial implications.
Fiscal Responsibility:
• Technology Integration Plans require the inclusion of specific budget information.
Districts are expected to disclose how much will be spent on what and where that
money will come from.
• Careful planning will avoid waste. Purchasing hardware or software that does not fit
district needs can be a very expensive mistake.
• The flipside of that is that Monies budgeted for technology will be put to the best
possible use.
• A well thoughtout technology plan will make the Best use of equipment and
personnel that is currently available.
SLIDE 4: Technology Integration Plan
Without funding there will be no technology to integrate which makes the fiscal side of a TIP
critically important. How that technology is used in classrooms, however, will determine how
positively technology use will impact instruction and learning.
Educational Responsibility:
• The TIP provides the structure for developing clear goals and long‐term direction
for school districts. Multiyear planning will allow time for longterm goals to be met
but will not be so restrictive that emerging technologies can’t be incorporated.
• As mentioned earlier, technology strengthens existing curricula. Understanding how
and when technology use can improve student learning will make all instruction more
effective.
• The TIP will connect accepted standards with the work that goes on in classrooms
each day allowing all involved to better see how their piece of the puzzle fits into the
bigger picture.
• As the TIP is developed a unified vision will (hopefully) form which will result in
strong support from stakeholders.
“A technology plan must do more than define the hardware you need. It must
communicate a vision that is aimed toward improving learning.” (Technology Planning:
the Good, the Bad and the Ugly, By Peter H.R. Sibley and Dr. Chip Kimball, Ed.D.)
SLIDE 5: TIP – Process and Planning
Experts agree that development of a TIP should take place over the course of
approximately one year and involve all stakeholders. The document, Basic Technology Plan
Guide, published by the Illinois State Board of Education Division of Curriculum and
Instruction states:
8. • Activity 2: Provide teachers with a toolbox of mini‐lessons, in print and multimedia
formats.
• Activity 3: Provide teachers with graphic organizers for students and benchmark
assessments on technology skills.
SLIDE 17: Goal 1: Curriculum Integration
Strategy 2: Incorporate digital resources into classroom instruction including video
streaming and web 2.0 technologies.
• Activity 1: Students will use blogs and wikis for communication, publication, and
collaboration.
• Activity 2: Students will use social bookmarking sites (www.delicious.com) to share
research on cooperative group projects.
• Activity 3: Students will use United Streaming to access subject matter content.
• Activity 4: Students in grades four and above will use online collaborative tools,
including Wikispaces and SchoolTown.
SLIDE 18: Goal 2: Professional Learning
Description (from template): Ensure that all educators are proficient in the use and
integration of technology and that ongoing professional development activities are
provided
Strategy 1: Provide technology training to district teachers in the use of word processing,
database management, spreadsheet applications, and basic multi‐media presentations.
• Activity 1: Offer yearly technology training, at the building level, on the use of
Microsoft Word and PowerPoint for beginning users (CPDU credit).
• Activity 2: Offer yearly technology training, at the building level, on the use of
Microsoft Word and PowerPoint for intermediate users (CPDU credit).
SLIDE 19: Goal 2: Professional Learning
• Activity 3: Expand current new teacher Mentor Program from one year to two. The
Year One Mentor will continue to be a teacher at the same grade level or content
area. The Year Two Mentor will be an experienced technology user assigned to the
9. same building as the mentee. Mentor stipend, per union contract, will apply to both
years.
• Activity 4: Develop district‐level technology training for Classified Staff, on all new
software that is used in their positions.
• Activity 5: Structure half‐day Inservice meetings to provide increased computer
access for faculty and staff technology training.
SLIDE 20: Goal 2: Professional Learning
Strategy 2: Use computer‐based technologies including telecommunications to access
information and enhance personal and professional productivity.
• Activity 1: Teachers will use email for building‐ and district‐level communication,
including opening and attaching files, creation of distribution lists, and management
of messages and folders.
• Activity 2: Building technology staff will provide professional development, for all
building personnel, on the use of VOIP (2009‐2010).
• Activity 3: Building staff will contact Net56 Help Desk for all network and hardware
issues.
SLIDE 21: Goal 2: Professional Learning
Strategy 3: Provide technology training to district teachers in the use of Prometheus
Boards and voters.
• Activity 1: Expert trainer will provide professional development for district
technology staff and teachers in pilot program (2009‐2010).
• Activity 2: District technology staff will provide professional development for all
classroom teachers (2010‐2011).
• Activity 3: Building technology staff will provide professional development for all
faculty/staff who will be using Prometheus Boards for the first time (2010‐2011).
• Activity 4: Building technology staff will attend a minimum of one common planning
time meeting, per grade level, per month, to provide feedback and additional
support to classroom teachers in the integration of interactive whiteboard
technology in their classrooms.
• Activity 5: Content‐specific resources, for use with Prometheus Boards, will be
posted online (all plan years).