Informe de Avance del proyecto "A web 2.0 Journal to Improve Digital Communicative and Methodological Skills of Disadvantaged Youth in Brasilia". Financiado por el programa FRIDA.
The document summarizes a plan for a professional development session on integrating instructional technology at Valley View High School. It analyzes data from the school and district technology plans to identify needs. It found teachers needed training on online learning tools and using technology to teach the curriculum. The planned activities include: [1] An intro on web conferencing software to familiarize teachers; [2] Hands-on demonstrations of how to use technology like data analysis software and integrating it into lesson plans; [3] Engaging activities to help overcome intimidation and motivate using new teaching styles with technology. The session aims to help teachers implement district technology goals and better utilize available resources.
Co-Construction of Knowledge Through Engagement Between Students and Teachers...Olufemi Jeremiah Olubodun
The document discusses using a digital logbook over a traditional paper logbook for students during industrial training programs. A digital logbook allows students to capture their experiences through photos, videos, and audio in addition to text, providing more opportunities for representation of learning. It also enables teachers and supervisors to provide timely feedback by accessing the logbook remotely during the training program.
This document provides a course syllabus for Software Application (IT122). The 3-credit course introduces students to using the internet and Microsoft Office applications like Word, Excel, and PowerPoint. It covers the vision, mission, and objectives of Our Lady of Peace College of Caloocan (OLPCC) as well as the program outcomes and their relation to the College of Information Technology objectives. The course outline lists the specific topics to be covered for each software application, along with the learning objectives, activities, evaluation methods, and references. Students will be evaluated based on quizzes, class standing, and examinations, with the minimum passing grade being 75%.
Logbook For Industrial Supervision and Training- A Look at Paper and Digital ...Olufemi Jeremiah Olubodun
Logbook has been in use for many years and mostly for keeping records and these records could be personal or official. Anyone keeping record defines the criteria and the format it will take. For training institutions format of a logbook is well laid out for students to just fill in blank spaces. This has a lot of limitations. However, logbook is usually paper based and few digital logbooks available placed a number of restrictions on the user such that they are not very useful for industrial training. This paper looks at logbook in diverse ways and it was a product of a research conducted at the College of Medicine of the University of Lagos, Lagos Nigeria. This will expose the reader to a number of salient details often ignored about logbook
The document outlines a long-range technology plan for Rivera High School. It aims to enhance students' academic performance through technology and prepare them for college and careers. Goals include increasing internet access in classrooms, providing technology-integrated instruction, supporting educators' technology training, improving communication of the technology plan, and increasing the student-to-computer ratio. The plan estimates a $110,000 budget and outlines implementation, which requires collaboration between administrators, teachers, and staff. Progress will be evaluated using the STaR Chart to identify areas for improvement in future technology plans.
برنامج تدريبي إلكتروني مقترح لإكساب معلمات العلوم مهارات تصميم وانتاج ملف الا...Noof Ali
The document describes a proposed electronic training program to teach female science teachers skills in designing and producing an e-portfolio. It aims to measure the impact of the proposed electronic training program on giving teachers these skills. The problem is formulated as a main research question on what the proposed electronic training program entails. The researcher developed hypotheses to test whether there would be a statistically significant difference in pre-and post-test scores on knowledge of e-portfolio design and production skills between the experimental group that received the training.
The document summarizes an electronic graduation project created by Mawahb Ba-Hajjaj to provide IT teachers with lesson plans and activity solutions for the IT curriculum for 8th grade. The project includes developing electronic lesson plans using the Dick and Carey model for each unit covered in 8th grade IT (Publisher, Squeak, Swish, FrontPage). It is delivered via a CD to provide teachers a portable resource without internet access. Needs analysis identified teachers lacked resources for the new electronic plans. The project aims to address this need by offering example plans and activity solutions.
This document provides an organizational chart for integrating technology into a school district. Key positions include the Superintendent, Assistant Superintendents of Technology and Teaching/Learning, Directors of various departments, Campus Instructional Technologists, Principals, and Teachers. The Principal plays a central role in overseeing technology purchases, staff training, and classroom integration on each campus. The chart also outlines a professional development plan to help teachers achieve higher levels of technology proficiency and develop lessons integrating technology.
The document summarizes a plan for a professional development session on integrating instructional technology at Valley View High School. It analyzes data from the school and district technology plans to identify needs. It found teachers needed training on online learning tools and using technology to teach the curriculum. The planned activities include: [1] An intro on web conferencing software to familiarize teachers; [2] Hands-on demonstrations of how to use technology like data analysis software and integrating it into lesson plans; [3] Engaging activities to help overcome intimidation and motivate using new teaching styles with technology. The session aims to help teachers implement district technology goals and better utilize available resources.
Co-Construction of Knowledge Through Engagement Between Students and Teachers...Olufemi Jeremiah Olubodun
The document discusses using a digital logbook over a traditional paper logbook for students during industrial training programs. A digital logbook allows students to capture their experiences through photos, videos, and audio in addition to text, providing more opportunities for representation of learning. It also enables teachers and supervisors to provide timely feedback by accessing the logbook remotely during the training program.
This document provides a course syllabus for Software Application (IT122). The 3-credit course introduces students to using the internet and Microsoft Office applications like Word, Excel, and PowerPoint. It covers the vision, mission, and objectives of Our Lady of Peace College of Caloocan (OLPCC) as well as the program outcomes and their relation to the College of Information Technology objectives. The course outline lists the specific topics to be covered for each software application, along with the learning objectives, activities, evaluation methods, and references. Students will be evaluated based on quizzes, class standing, and examinations, with the minimum passing grade being 75%.
Logbook For Industrial Supervision and Training- A Look at Paper and Digital ...Olufemi Jeremiah Olubodun
Logbook has been in use for many years and mostly for keeping records and these records could be personal or official. Anyone keeping record defines the criteria and the format it will take. For training institutions format of a logbook is well laid out for students to just fill in blank spaces. This has a lot of limitations. However, logbook is usually paper based and few digital logbooks available placed a number of restrictions on the user such that they are not very useful for industrial training. This paper looks at logbook in diverse ways and it was a product of a research conducted at the College of Medicine of the University of Lagos, Lagos Nigeria. This will expose the reader to a number of salient details often ignored about logbook
The document outlines a long-range technology plan for Rivera High School. It aims to enhance students' academic performance through technology and prepare them for college and careers. Goals include increasing internet access in classrooms, providing technology-integrated instruction, supporting educators' technology training, improving communication of the technology plan, and increasing the student-to-computer ratio. The plan estimates a $110,000 budget and outlines implementation, which requires collaboration between administrators, teachers, and staff. Progress will be evaluated using the STaR Chart to identify areas for improvement in future technology plans.
برنامج تدريبي إلكتروني مقترح لإكساب معلمات العلوم مهارات تصميم وانتاج ملف الا...Noof Ali
The document describes a proposed electronic training program to teach female science teachers skills in designing and producing an e-portfolio. It aims to measure the impact of the proposed electronic training program on giving teachers these skills. The problem is formulated as a main research question on what the proposed electronic training program entails. The researcher developed hypotheses to test whether there would be a statistically significant difference in pre-and post-test scores on knowledge of e-portfolio design and production skills between the experimental group that received the training.
The document summarizes an electronic graduation project created by Mawahb Ba-Hajjaj to provide IT teachers with lesson plans and activity solutions for the IT curriculum for 8th grade. The project includes developing electronic lesson plans using the Dick and Carey model for each unit covered in 8th grade IT (Publisher, Squeak, Swish, FrontPage). It is delivered via a CD to provide teachers a portable resource without internet access. Needs analysis identified teachers lacked resources for the new electronic plans. The project aims to address this need by offering example plans and activity solutions.
This document provides an organizational chart for integrating technology into a school district. Key positions include the Superintendent, Assistant Superintendents of Technology and Teaching/Learning, Directors of various departments, Campus Instructional Technologists, Principals, and Teachers. The Principal plays a central role in overseeing technology purchases, staff training, and classroom integration on each campus. The chart also outlines a professional development plan to help teachers achieve higher levels of technology proficiency and develop lessons integrating technology.
Industrial training is an important aspect of training for professions that requires practitioners to develop skills for different purposes among which are skills for the operation of machines and hand tools; skills for manipulation of materials for complex and simple techniques and for production of and repair of damaged equipment. Broadly, professions in this category could be placed under technical and vocational education and example could include optical technology, dental technology, plumbing, carpentry and a host of engineering and health related vocations. Industrial training means the training (mostly skills acquisition) obtained from industries by student as part of the requirements to be met before graduation. Students go to learn under the tutelage of a more experienced person in the industry and this is essentially to connect school knowledge with real life experiences as it is in the industries. Industries could be an engineering workshop, laboratory, surgeries or a manufacturing plant.
This document is a supervisor evaluation form for an educational technology leadership internship. It consists of 8 standards and performance indicators to evaluate the intern's skills and abilities in areas such as technology operations, planning learning environments, teaching and assessment, productivity, and leadership. The supervisor rates the intern's performance as exemplary, proficient, minimally proficient, or unacceptable in each criterion and provides comments to justify their ratings.
The document provides an annual report on technology initiatives for Mecklenburg County Public Schools from 2008-2009. It discusses the division's technology resource teachers, ongoing instructional initiatives like distance learning and SOL test preparation, and administrative initiatives such as online forms and a trouble ticket system. A priority goal was ensuring internet safety in schools through curriculum development and a computer crimes presentation. The division also received a grant to implement Google Applications.
The SVEA project aims to promote the use of Web 2.0 tools in vocational education and training (VET) and adult training. It focuses on strengthening trainers' skills and the use of Web 2.0 in these institutions. The project's goals are achieved through a collaborative online platform and a Web 2.0 training program. Regional needs analyses found barriers and benefits to Web 2.0 adoption. Based on these, the project developed an online platform and training modules covering specific Web 2.0 tools to help trainers integrate these tools into their teaching.
This document outlines the roles and responsibilities for integrating technology across different levels of a school district. It describes how the superintendent creates a technology vision and plan implemented by principals. It also details the roles of technology specialists, teachers, principals, and others in supporting technology integration and professional development. The document evaluates technology use through student assessments, projects, teacher reports, and surveys to monitor progress and needs for improvement.
This document outlines the technology organization chart for a school district. It shows the director of technology oversees various departments including data networks, computer repair, instructional technology, and communications. It then lists the roles and responsibilities of the positions within these departments which include network engineers, help desk technicians, and instructional technology coaches who support teachers and students.
The document outlines an organizational chart and responsibilities for integrating technology across a school district. It includes the roles of the superintendent, area superintendents, director of technology services, IT specialists, department coordinators, campus administrators, campus IT specialists, and teachers. It then provides a professional development plan focused on using data to differentiate instruction and improve technology integration, including generating ideas to incorporate technology into core subjects and training teachers to utilize programs that support differentiated learning. The principal ensures the organizational chart is implemented and the professional development plan is monitored.
The document is an instructional design handbook for faculty that provides guidance on developing online courses. It covers topics such as types of online courses, instructional design models and theories, standards and best practices, software tools, and the online course design process. The handbook aims to help faculty design high quality online courses and includes details on the ASSURE and ADDIE instructional design models, universal design for learning theory, course development templates and forms, and an online teaching certification program for faculty.
With the potential uses of biometric technology expanding rapidly, it is important for students to become experienced in planning, developing, and implementing biometric systems. This project describes continuing research in biometric technologies, which evaluated the need and
feasibility of implementing a biometric solution for entrance to Purdue University’s
Recreational Center.
The recreational sports facility on campus currently uses magnetic stripe cards as the primary method of access control for students, faculty, and staff. One drawback of this token based technology is that the cards may be lost or stolen, thus permitting unauthorized access to those who are in possession of the token. The current system only checks the card being used, not the person using the card. The primary goal of the course work and project were to give the students an opportunity to conduct a testing and evaluation of how a chosen biometric could provide secure access points
for students. Secondary goals were to strengthen the partnership with Purdue and Recognition Systems and, to provide an example of how biometric applications might be applicable throughout Purdue University.
The document summarizes the MarylandOnline COAT Online Adjunct Faculty Training Project, which aimed to design and pilot an online training course for adjunct faculty. The project had three phases: research and needs assessment (2008-2009), course design and pilot testing (2009-2010), and implementation (2010-2011). The course was well-received and saw higher-than-expected enrollment from both adjunct and full-time faculty across Maryland and other states. Unexpected outcomes included other institutions adopting parts of the course for their own faculty training. The next steps involve using research findings to improve the course and conduct further evaluations.
This document summarizes the market forces driving the growth of online distance learning programs, including the need for universities to increase revenue, accommodate new types of students, and meet the needs of businesses. It discusses how universities are partnering with for-profit companies or developing their own online programs to expand access to education. While online learning is growing, the document notes that most current programs focus on knowledge acquisition and lack complex interactions found in face-to-face classrooms. In particular, design courses rely heavily on instructor and student interaction with artifacts. To improve online learning, barriers like faculty perceptions, costs, and technical challenges must be addressed by developing support systems for instructors and students.
This course requires students to have experience using a Windows operating system, an understanding of basic relational database concepts such as logical and physical database design, data integrity concepts, and relationships between tables and columns. The course also requires familiarity with the role of the database administrator.
Tugas 3 Matakuliah Semantic Web
Prodi S1 Ilmu Perpustakaan Universitas Negeri Malang
Dosen : Moh. Safii, S.Kom, M. Hum
Nama : Desy Putri Andika 150214608
Menurut O'Reilly, web 2.0 memiliki karakteristik kolaborasi, dinamis, dan batas yang kabur antara konten pembuatan dan penggunaan, dimana pengguna berperan penting. Penerapan web 2.0 di perpustakaan dapat dilakukan dengan memanfaatkan alat-alat seperti blog, jejaring sosial, dan bookmark sosial untuk mempromosikan layanan perpustakaan. Perpustakaan 2.0 berbeda dari perpustakaan 1
Jurnal Perpustakaan Berbasis Web Applicationdwiptrgagah
Tesis ini membahas perancangan sistem informasi perpustakaan berbasis web yang terintegrasi antara digital library system dan library management system. Sistem yang dikembangkan mampu mengintegrasikan komponen-komponen library management system ke dalam arsitektur digital library system agar dapat memanfaatkan keunggulan masing-masing sistem tersebut dalam penyediaan informasi sumber daya digital maupun non-digital.
This document discusses Web 2.0 business models and strategies. It provides examples of typical Web 2.0 business models like creating a niche user community and selling API access or services. It emphasizes that most Web 2.0 startups get to market with 200k Euros or less by giving value for free initially. The document also outlines strategies for positioning a Web 2.0 business, driving users through bottom-up innovations, and leveraging the power law of participation to engage users at different levels.
3 Things Every Sales Team Needs to Be Thinking About in 2017Drift
Thinking about your sales team's goals for 2017? Drift's VP of Sales shares 3 things you can do to improve conversion rates and drive more revenue.
Read the full story on the Drift blog here: http://blog.drift.com/sales-team-tips
How to Become a Thought Leader in Your NicheLeslie Samuel
Are bloggers thought leaders? Here are some tips on how you can become one. Provide great value, put awesome content out there on a regular basis, and help others.
This professional development plan outlines activities to increase the use of technology in K-12 classrooms. Over the course of two semesters, educators will participate in workshops on using software to create online lessons, engaging students both in and outside of class with tools like blogging, identifying emerging educational technologies, and incorporating Web 2.0 tools. Progress will be monitored through increased technology use, teachers adding tech to lessons, and ensuring leadership communicates development goals to staff.
Industrial training is an important aspect of training for professions that requires practitioners to develop skills for different purposes among which are skills for the operation of machines and hand tools; skills for manipulation of materials for complex and simple techniques and for production of and repair of damaged equipment. Broadly, professions in this category could be placed under technical and vocational education and example could include optical technology, dental technology, plumbing, carpentry and a host of engineering and health related vocations. Industrial training means the training (mostly skills acquisition) obtained from industries by student as part of the requirements to be met before graduation. Students go to learn under the tutelage of a more experienced person in the industry and this is essentially to connect school knowledge with real life experiences as it is in the industries. Industries could be an engineering workshop, laboratory, surgeries or a manufacturing plant.
This document is a supervisor evaluation form for an educational technology leadership internship. It consists of 8 standards and performance indicators to evaluate the intern's skills and abilities in areas such as technology operations, planning learning environments, teaching and assessment, productivity, and leadership. The supervisor rates the intern's performance as exemplary, proficient, minimally proficient, or unacceptable in each criterion and provides comments to justify their ratings.
The document provides an annual report on technology initiatives for Mecklenburg County Public Schools from 2008-2009. It discusses the division's technology resource teachers, ongoing instructional initiatives like distance learning and SOL test preparation, and administrative initiatives such as online forms and a trouble ticket system. A priority goal was ensuring internet safety in schools through curriculum development and a computer crimes presentation. The division also received a grant to implement Google Applications.
The SVEA project aims to promote the use of Web 2.0 tools in vocational education and training (VET) and adult training. It focuses on strengthening trainers' skills and the use of Web 2.0 in these institutions. The project's goals are achieved through a collaborative online platform and a Web 2.0 training program. Regional needs analyses found barriers and benefits to Web 2.0 adoption. Based on these, the project developed an online platform and training modules covering specific Web 2.0 tools to help trainers integrate these tools into their teaching.
This document outlines the roles and responsibilities for integrating technology across different levels of a school district. It describes how the superintendent creates a technology vision and plan implemented by principals. It also details the roles of technology specialists, teachers, principals, and others in supporting technology integration and professional development. The document evaluates technology use through student assessments, projects, teacher reports, and surveys to monitor progress and needs for improvement.
This document outlines the technology organization chart for a school district. It shows the director of technology oversees various departments including data networks, computer repair, instructional technology, and communications. It then lists the roles and responsibilities of the positions within these departments which include network engineers, help desk technicians, and instructional technology coaches who support teachers and students.
The document outlines an organizational chart and responsibilities for integrating technology across a school district. It includes the roles of the superintendent, area superintendents, director of technology services, IT specialists, department coordinators, campus administrators, campus IT specialists, and teachers. It then provides a professional development plan focused on using data to differentiate instruction and improve technology integration, including generating ideas to incorporate technology into core subjects and training teachers to utilize programs that support differentiated learning. The principal ensures the organizational chart is implemented and the professional development plan is monitored.
The document is an instructional design handbook for faculty that provides guidance on developing online courses. It covers topics such as types of online courses, instructional design models and theories, standards and best practices, software tools, and the online course design process. The handbook aims to help faculty design high quality online courses and includes details on the ASSURE and ADDIE instructional design models, universal design for learning theory, course development templates and forms, and an online teaching certification program for faculty.
With the potential uses of biometric technology expanding rapidly, it is important for students to become experienced in planning, developing, and implementing biometric systems. This project describes continuing research in biometric technologies, which evaluated the need and
feasibility of implementing a biometric solution for entrance to Purdue University’s
Recreational Center.
The recreational sports facility on campus currently uses magnetic stripe cards as the primary method of access control for students, faculty, and staff. One drawback of this token based technology is that the cards may be lost or stolen, thus permitting unauthorized access to those who are in possession of the token. The current system only checks the card being used, not the person using the card. The primary goal of the course work and project were to give the students an opportunity to conduct a testing and evaluation of how a chosen biometric could provide secure access points
for students. Secondary goals were to strengthen the partnership with Purdue and Recognition Systems and, to provide an example of how biometric applications might be applicable throughout Purdue University.
The document summarizes the MarylandOnline COAT Online Adjunct Faculty Training Project, which aimed to design and pilot an online training course for adjunct faculty. The project had three phases: research and needs assessment (2008-2009), course design and pilot testing (2009-2010), and implementation (2010-2011). The course was well-received and saw higher-than-expected enrollment from both adjunct and full-time faculty across Maryland and other states. Unexpected outcomes included other institutions adopting parts of the course for their own faculty training. The next steps involve using research findings to improve the course and conduct further evaluations.
This document summarizes the market forces driving the growth of online distance learning programs, including the need for universities to increase revenue, accommodate new types of students, and meet the needs of businesses. It discusses how universities are partnering with for-profit companies or developing their own online programs to expand access to education. While online learning is growing, the document notes that most current programs focus on knowledge acquisition and lack complex interactions found in face-to-face classrooms. In particular, design courses rely heavily on instructor and student interaction with artifacts. To improve online learning, barriers like faculty perceptions, costs, and technical challenges must be addressed by developing support systems for instructors and students.
This course requires students to have experience using a Windows operating system, an understanding of basic relational database concepts such as logical and physical database design, data integrity concepts, and relationships between tables and columns. The course also requires familiarity with the role of the database administrator.
Tugas 3 Matakuliah Semantic Web
Prodi S1 Ilmu Perpustakaan Universitas Negeri Malang
Dosen : Moh. Safii, S.Kom, M. Hum
Nama : Desy Putri Andika 150214608
Menurut O'Reilly, web 2.0 memiliki karakteristik kolaborasi, dinamis, dan batas yang kabur antara konten pembuatan dan penggunaan, dimana pengguna berperan penting. Penerapan web 2.0 di perpustakaan dapat dilakukan dengan memanfaatkan alat-alat seperti blog, jejaring sosial, dan bookmark sosial untuk mempromosikan layanan perpustakaan. Perpustakaan 2.0 berbeda dari perpustakaan 1
Jurnal Perpustakaan Berbasis Web Applicationdwiptrgagah
Tesis ini membahas perancangan sistem informasi perpustakaan berbasis web yang terintegrasi antara digital library system dan library management system. Sistem yang dikembangkan mampu mengintegrasikan komponen-komponen library management system ke dalam arsitektur digital library system agar dapat memanfaatkan keunggulan masing-masing sistem tersebut dalam penyediaan informasi sumber daya digital maupun non-digital.
This document discusses Web 2.0 business models and strategies. It provides examples of typical Web 2.0 business models like creating a niche user community and selling API access or services. It emphasizes that most Web 2.0 startups get to market with 200k Euros or less by giving value for free initially. The document also outlines strategies for positioning a Web 2.0 business, driving users through bottom-up innovations, and leveraging the power law of participation to engage users at different levels.
3 Things Every Sales Team Needs to Be Thinking About in 2017Drift
Thinking about your sales team's goals for 2017? Drift's VP of Sales shares 3 things you can do to improve conversion rates and drive more revenue.
Read the full story on the Drift blog here: http://blog.drift.com/sales-team-tips
How to Become a Thought Leader in Your NicheLeslie Samuel
Are bloggers thought leaders? Here are some tips on how you can become one. Provide great value, put awesome content out there on a regular basis, and help others.
This professional development plan outlines activities to increase the use of technology in K-12 classrooms. Over the course of two semesters, educators will participate in workshops on using software to create online lessons, engaging students both in and outside of class with tools like blogging, identifying emerging educational technologies, and incorporating Web 2.0 tools. Progress will be monitored through increased technology use, teachers adding tech to lessons, and ensuring leadership communicates development goals to staff.
Unit 4:Application of ICT for Enriching Classroom Experiences – Application and use of Multimedia Educational Software for Classroom situations – Use of Internet based media for teaching and learning enrichment – Project based learning using computers, Internet and Activities – Collaborative learning using group discussion, projects, field visits, blogs, etc. E-learning: Meaning, Advantages and Disadvantages – Open Educational Resources: Concept and Significance
The AGILE-2-VET project aims to strengthen the digital skills of vocational education and training (VET) providers through a three-step process. Step 1 involves analyzing the skills needed for online learning. Step 2 develops a holistic training model addressing competencies like resilience, perception, flexibility, and autonomy. Step 3 experiments the model by implementing training courses and collecting feedback in a manual. The goal is to enhance VET staff's ability to provide high-quality, inclusive digital training.
This document discusses technology-enhanced assessment for learning. It begins by explaining how technology has changed the way teachers teach and students learn by providing more ways of communicating, collaborating, and accessing educational materials. Some key benefits of technology in education mentioned include more flexible and personalized learning, improved student-teacher communication, and better preparation for students' futures. The document then lists eight important digital literacy skills students need according to Lynch, as well as examples of integrating media and technology into post-class activities and lists several online resources with curated, digitized, and interactive learning materials.
Technology Flow Chart, Professional Development, And Action PlanBianca Darley
This document outlines an action plan for a continual professional development program at Franklin Elementary School aimed at increasing teacher proficiency with educational technology. The plan involves teachers exploring district-provided websites and databases in computer lab sessions each 9 weeks. Teachers will be expected to integrate the resources into lessons and create products demonstrating their understanding. Progress will be evaluated through surveys, participation tracking, lesson plans, and student work. The goal is for teachers to accumulate technology skills aligned with certification standards and increase campus technology integration levels over the school year.
Technology Flow Chart, Professional Development, And Action PlanBianca Darley
This document outlines an action plan for a continuous professional development program on technology integration at Franklin Elementary School. The plan aims to increase teachers' proficiency with digital tools and resources by having them explore one district-provided website or database each nine weeks. Teachers will meet at the start of each period in the computer lab to be guided through one resource by specialists. They will then have nine weeks to practice with it and produce a student-focused end product. Completing this rotation over the school year will provide teachers four opportunities to strengthen their technology skills while supporting the campus improvement goal of increasing integration levels. Initial surveys and assessment data will help evaluate baseline skills and monitor progress.
This document summarizes a research project that explored using mobile web 2.0 technologies to support learning in tertiary education. The project investigated how wireless mobile devices could be integrated into courses to facilitate collaboration, communication, and social constructivist learning. Data was collected through surveys of students and lecturers before and after trials of the mobile technologies. Key findings included that the technologies increased student engagement and reflection, supported learning anywhere and anytime, and facilitated changes to more collaborative pedagogical approaches, though proper support structures for students and lecturers were important. The project demonstrated the potential of mobile technologies to enhance learning but also surfaced challenges around access and support.
This document outlines steps for developing a technology use plan for a school. It discusses why integrating technology in education is important for providing flexible learning opportunities and developing 21st century skills. The plan recommends establishing a technology planning committee comprising of district coordinators, school administration, teachers, parents and students. The committee would assess current technology use, develop a vision, and create goals like introducing effective classroom technology use, developing smartboard lessons, and pursuing digital literacy and communication initiatives. Budget increases, infrastructure upgrades, and ongoing professional development for staff are also recommended. Progress will be evaluated through surveys, feedback, and examining increased technology integration across the school.
This document outlines the content and assignments for an education course on information and communication technology (ICT). The course covers introductions to various ICT resources and software, including PowerPoint, interactive whiteboards, music/movie making programs, wikis, blogs, internet searching, and educational assessment tools. Assignments include demonstrating ICT competency, developing an ICT-based teaching resource and student resource, and presenting these resources to receive feedback. Practical sessions provide hands-on experience with the covered ICT topics.
This document summarizes a seminar about the role of IT in education. It explores how IT is used extensively for administrative tasks like grading but less for pedagogy. It also discusses common mistakes when introducing IT like poor content and lack of customization. Recommendations include more research on the impact of IT on teaching and conducting seminars on using technology efficiently in lessons.
1) The document outlines a technology integration action plan for a high school with the goals of aligning the school's objectives with the district's strategic plan, addressing technology integration goals from the district, and assessing student and teacher needs.
2) The action plan includes steps to improve internet connectivity, provide extended computer access for students, integrate technology into lesson plans, and develop online course delivery systems.
3) An organizational chart shows how the school's technology integration plan aligns with the district and state technology plans and identifies roles for coordinating technology efforts.
This document outlines the syllabus for a course on designing multimedia courseware. The course is offered on Thursdays at 4pm and is half lecture and half hands-on training using multimedia production tools. Students will complete a term project to create a courseware program and presentations on integrating technology into education. Topics covered include instructional strategies, multimedia tools, web resources, and software evaluation. Students will be evaluated based on weekly participation, two multimedia presentations, and a final collaborative class project.
This document outlines the syllabus for a course on designing multimedia courseware. The course is offered through SUNY Stony Brook's Department of Technology and Society. It will take place on Thursdays at 4pm in Valley Stream. The course aims to teach students how to use multimedia design techniques as teaching tools. It will be half lecture and half hands-on training using various multimedia production programs. Students will complete a term project to create their own courseware program. Topics covered include instructional strategies, multimedia tools, web resources, software evaluation, and more. Students will give two presentations and collaborate on a final class project. Attendance, presentations, and the project will determine students' final grades.
This document summarizes a professional development plan for teachers on integrating technology into the classroom. It includes a schedule of activities over one day that introduces teachers to different technologies like smart boards, blogs, and data analysis software. Sessions are divided by subject area and include demonstrations and hands-on use. Evaluation includes an end-of-day web conference for teachers to share experiences, an ongoing wiki for discussion, and the principal monitoring technology implementation and student achievement over 6 weeks to assess the impact of the professional development.
The document discusses the increasing role of information technology in education, but notes that classroom uses of tools like PowerPoint and videos are more for administrative purposes than improving learning. It explores how to better utilize IT in education, such as involving faculty and students when introducing new technologies, customizing content, and focusing on pedagogical impact through more research and training on effective uses.
This document contains a summary of Demetra King's graduate coursework portfolio. It includes 14 sections summarizing 11 courses taken over 2 years, focusing on instructional technology, online learning, and instructional design. The courses covered topics like using Microsoft Office, integrating technology into teaching, virtual worlds in education, and online course design. Assignments included projects like wikis, blogs, and multimedia productions. The final section describes a culminating project and capstone portfolio where Demetra compiled and reflected on her work, demonstrating the knowledge and skills gained throughout her master's program in learning technologies and instructional design.
Lesson 15 16 project-based learning and multimediaSapphire Tibon
Project-based multimedia learning involves students working collaboratively over an extended period of time to research and develop a multimedia product that demonstrates their learning, while addressing core curriculum goals. It utilizes multimedia such as text, images, video and interactivity, and involves seven key dimensions including establishing real-world connections, allowing student decision making, and assessing student learning through their final products. The document outlines the steps to implementing project-based multimedia learning in the classroom, from preparing resources and technology to introducing the project to students and establishing milestones.
Frontline Faculty Development Technology ToolsDavid Peter
What impact do Web 2.0 technologies have on faculty development? From the perspective of the Center for Teaching and Learning, the uses of blogs, wikis, podcasts and social bookmarking has the potential to radically transform the landscape of professional development. Harnessing these technologies may be one challenge. Those involved in teaching and learning and faculty development will leave with real-world examples of these technologies and see their uses in teaching, learning and faculty development.
This e-guide is addressed to professional trainers and educators willing to extend and develop their knowledge and awareness in the field of digital training, more particularly when delivering through an e-learning platform.
The Guide is a product made thanks to the DIGITAL-S in rural Areas project.
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A web 2.0 Journal to Improve Digital Communicative and Methodological Skills of Disadvantaged Youth in Brasilia
1. Programa FRIDA
INFORME DE AVANCE
Identificación del Proyecto
Título: A Web 2.0 Journal to Improve Digital Communicative and No. A000
Methodological Skills of Disadvantaged Youth in Brasilia
Organización CEFE – Associação Centro Formativo Educativo, Brasilia
Proponente
Jefe de Proyecto Luciana Almeida dos Santos
Período Informado Mes/ año Sitio Web http://projetofrida.com/cefe/
02.2010
Dirección del Isabella Rega
Proyecto
Investigadores Luca Botturi
participantes Milena Nunes
2. Contenido
1. Actividades Realizadas (Resumen de los avances) ................................................. 3
2. Objetivo general ....................................................................................................... 4
3. Objetivos específicos: .............................................................................................. 4
4. Avance de Actividades al mes/año (presente informe)............................................ 5
5. Indicadores de Avance: Verificación de Resultados ............................................... 6
6. Participación efectiva de todos los intervinientes en el proyecto. ........................... 7
7. Reuniones de Coordinación ..................................................................................... 7
8. Actividades de Difusión ........................................................................................... 7
9. Anexos ..................................................................................................................... 8
3. 1. Actividades Realizadas (Resumen de los avances)
This project aimed at investigating how web 2.0 technologies can be used to improve
methodological and communicative skills in young people attending public
disadvantaged schools in Brazil. The project duration is of 12 months, during which a
pilot experience of integrating web 2.0 technologies in the curriculum of a study support
centre in the neighbourhood of Brasilia has been carried on. The project was run at CEFE
– Centro Educativo e Formativo, a centre serving a large disadvantage area in Brasilia,
helping high school students to achieve better academic results.
As a result of the project, CEFE students gained the technological, methodological and
communicative key skills to enter the knowledge society, both in the university and in the
job market.
The CEFE - Associação Centro Formativo Educativo (Brasilia) is an educational centre
for youth living in disadvantaged conditions, aiming at supporting teens in their study
path in order to enabling them to access higher education institutions or qualified job
places. The project will take place in the suburbs area of Brasilia, in Brazil, in an area
called Nucleo Bandeirante, where CEFE is placed.
CEFE teachers highlighted three main gaps within students attending public schools in
the Nucleo Bandeirante and in the surrounding neighborhoods (Candangolandia,
Samambaia, Riacho Fundo, Cruzeiro, and Ceilandia and hindering opportunities of a
better future:
Lack of methodological skills: students did not acquire necessary
methodological skills to face the study effort required in universities, they are not
enough able to self-organize they study agenda and to work in teams to achieve
given objectives;
Lack of communicative skills: students did not gain a good level of knowledge
of Portuguese, to be able to work in offices and to study at university.
Furthermore, they do not have sufficient knowledge of means of expressions such
as photography or multimedia;
Lack of digital skills: students do not have enough digital competences to
fruitfully use them in their study tasks at high school, nor to be able to work in the
knowledge society in the future.
The following problem tree highlights causes and effects linked to the aforementioned
lack of skills, in grey are highlighted the elements affected by this project:
4. School Drop-outs and University Entrance Job Search Failures
Failures Exam Failures
EFFECTS
Lack of Communicative, Methodological
and Technological Skills
MAIN PROBLEM
Lack of Technological Low Quality Education in
Training at School Communicative and
Methodological
Techniques at School
Lack of Teacher Training Lack of technological Low Quality Teacher Too Many Students in a
in the use of digital laboratories at school Training in Communicative Classroom
technologies for and Methodological
educational purposes Techniques
Lack of technology
enchanced educational
activities at school CAUSES
In the framework of these deep educational limits found among public school students
attending CEFE, this pilot project aimed at offering local youth the possibility to learn
new work and study methods and to better their expression skills through the use of ICTs
and, in particular, of web 2.0 tools.
The project wanted to investigate how the new generation of web technologies can be
used, not only as subjects to be taught within a digital literacy training program, but also
as tools to foster the acquisition of communicative and methodological skills.
The idea of the project was to develop a web 2.0 journal, through which students, while
being involved in a playful and challenging activity, are able to (1) approach digital
technologies (digital literacy gap); (2) learn how to edit written and depicted
communication formats (communicative skills gap); (3) acquire self-organization and
group work skills (methodological skills gap).
2. Objetivo general
Investigating how educational activities based on web 2.0 can improve methodological,
communicative and technological skills of teenagers living in disadvantaged conditions.
3. Objetivos específicos:
1. Increasing technological skills of disadvantaged teenagers attending CEFE
activities.
2. Increasing methodological skills of disadvantaged teenagers attending CEFE
activities through web 2.0 tools and group works
5. 3. Increasing communicative skills of disadvantaged teenagers attending CEFE
activities through web 2.0 tools and group works
Fecha de inicio según propuesta inicial: 1/12/2008
Cuadro con plazos de ejecución programados:
1 2 3 4 5 6 7 8 9 10 11 12
M1: Training and tutoring
M2: Web 2.0 Journal Publication
M3: Evaluation
Fecha de inicio real del proyecto: 01/01/2009
Objetivo específico 1 Increasing technological skills of disadvantaged
teenagers attending CEFE activities.
Objetivo específico 2 Increasing methodological skills of disadvantaged
teenagers attending CEFE activities through web 2.0
tools and group works
Objetivo específico 3 Increasing communicative skills of disadvantaged
teenagers attending CEFE activities through web 2.0
tools and group works
4. Avance de Actividades al mes/año (presente informe)
Activity Date Output
M1: workshop (teacher March 2009 - journal/blog planning (see
training) annex)
- list of participants (see annex)
- link to the blog developed
during the training:
http://projetofrida.wordpress.com/
M1: blog/journal design April 2009 http://projetofrida.com/cefe
and development http://projetofrida.com/creche/
M2: posts on the May 2009 – December http://projetofrida.com/cefe
blog/journal 2009 see annex: Blog Report
M3: Evaluation session February 2010 See annex: Evaluation Session
Report
6. Cuadros por actividades
Actividades para el cumplimiento del Plazo de Plazo de
Objetivo Específico Nº 1, 2 and 3 ejecución ejecución
planificado realizado
Mes/Año Mes/Año
12.08 02-03.09
M1: Training on the design of a web 2.0 journal,
(workshop) + (workshop) +
editorial planning and tutoring
ongoing tutoring ongoing tutoring
M2: Web 2.0 Journal Publication 01.09-09.09 05.09-11.09
M3: Evaluation 11-12.09 02.10
5. Indicadores de Avance: Verificación de Resultados
Two website have been created:
http://projetofrida.com/cefe
http://projetofrida.com/creche/
The second website is the blog/journal developed by students and teachers of the
Associação Nossa Senhora Mãe dos Homens, an association working with children from
0 to 13 years, who participated to the workshop as well and decided to do a Project to
integrate technologies in their activities.
All the parteners in the Project agreed in allowing Associação Nossa Senhora Mãe dos
Homens to enter the Project: this does not imply any further cost for FRIDA, only a
increased impact of the Project itself.
Nº Nº Indicador Medio de Verificación
Actividad Resultado
M1: 1. Two blogs created, materials http://projetofrida.com/cefe
workshop developed before and during the http://projetofrida.com/creche/
(teacher workshop
training) journal/blog edirotiral
planning (see annex)
list of participants (see annex)
link to the blog developed
during the training:
http://projetofrida.wordpress.c
om/
technical manual
Evaluation plan
7. M2: posts 1. See the blog See the blog:
on the http://projetofrida.com/cefe
blog/journa See the annex Blog Report
blog access analysis
l
M3: 1 See the annex Evaluation Session - Focus group with CEFE
Evaluation Report teachers and director
session - Focus group with CEFE
pupils
- Questionnaire to CEFE
teachers and pupils
- Focus group with
CRECHE teachers and
director
- Focus group with
CRECHE pupils
(+drawing)
- Questionnaire to
CRECHE teachers
M0: 1 The Project leader and the director Skype meetings
manageme of the Project meet on skype every
nt two weeks.
6. Participación efectiva de todos los intervinientes en el proyecto.
All participants actively participated to the Project. Furthermore educators of another
association, Associação Nossa Senhora Mãe dos Homens, participated to the training and
are setting up a blog/journal for their students.
This is a big not foreseen institutional achievement because it strenghen the collaboration
between the two institutions and allowed an increased impact of the project itself,
doubling the students involved in the experience.
7. Reuniones de Coordinación
The Project leader and the director of the Project met on skype every two weeks to keep
the pace of the Project.
8. Actividades de Difusión
To have an extensive overview of the diffusion that the blog had on the internet and the
target it reached, please see the annex (Blog Report). However, we anticipate here few
data:
8. Unique visitors: 492
Visits: 936
Countries from where the blog has been accessed: Brazil, Switzerland, Italy,
Portugal, Denmark, Belarus, United States, United Kingdom, France, Senegal
Within Brazil the blog has been visited from: Brasilia, Sao Paulo, Salvador, Rio
de Janeiro, Belo Horizonte, Goiania, Fortaleza, Belem
9. Anexos
- Evalution Session Report
- Blog Report
9. ANNEX: EVALUATION SESSION REPORT
Programa FRIDA - A Web 2.0 Journal to Improve Digital Communicative
and Methodological Skills of Disadvantaged Youth in Brasilia
The evaluation session took place in February 2010 and involved the following instruments:
- CEFE:
o Focus group with CEFE teachers and director
o Focus group with CEFE pupils
o Questionnaire to CEFE teachers
- CRECHE:
o Focus group with CRECHE teachers and director
o Focus group with CRECHE pupils (based on a drawing session)
o Questionnaire to CRECHE teachers
CEFE and CRECHE teachers
Looking at the questionnaire results teachers positively consider the experience:
1
10. Teachers think that, in comparison to the previous year, students involved in the FRIDA
project improved in:
And they think that the FRIDA project allowed them to improved in:
2
12. Teachers think that the experience was useful and new, but they mentioned some difficulties,
such as technological ones, organizational ones, and involvement ones. They considered the
experience very important to start considering the computer and ICT in general as an
educational tool. They discover a new tool that can be use to support their didactic activities
day by day. Furthermore, they think that the past year and the FRIDA project helped them to
start reflecting on how to face difficulties and on how to better plan and design their classes.
Teachers found very useful the possibility to have an in depth evaluation of the project not
only focused on the developed activity but also aiming at finding ways of improvement and
continuation.
If looking at aspects to improve they regret the lack of interest of pupils, also caused by a
lack of planning and integration between moments in class and in the informatics lab and by
the lack of a support from the informatics teacher, who is more a technician than a person
interested in the teaching activity of the institution (both at CRECHE and at CEFE). Other
aspects regards the not complete confidence in the informatics tool and the poverty of the
equipment (computers are not up to date and internet is slow).
Teachers think that the difficult part was to create, to plan activities more then put them in
practice.
Teachers appreciated:
- the possibility they had to open a new range of possibility, of acquiring new knowledge
and skills, to be spent with their students
- the final results: posts and comments, they are sort of brave of the developed work
- the creativity of their students, and their interaction to work in groups
- the visibility given to the institution by the blog
Teachers suggested to spend more time in the planning of the activities and on managing the
integration of the blog in the class activities. Furthermore, they would like to have a better
access to internet, and to have refreshing courses on technological matters, also via
videoconference.
When they were asked to mention positive things happened during the activity, they
mentioned the relationship built among students and between students and themselves, the
happiness of the kids in seeing their work on the internet and their excitement in discovering
new things, and the interest showed in the project from less motivated teens.
About things to improved, they stated that students are distracted by the internet, lack of
adequate infrastructure (computers out of date and slow internet connection) and technical
problems
4
13. Teachers agreed to go on with the development of the blog also for 2010, they focus on the
need of more technical and instructional support, in order to fully integrate the blog in the
institution activities, and working on it in groups of teachers.
Teachers started to be aware of the need of planning their classes and of managing the time of
each activity; furthermore, some of them, started using the blog as an instrument also in
other schools where they work. Other two aspects mentioned are the work in equipe, to be
able to plan blog activities and the use of creativity to design classes. They also mentioned
that they were able to get to know better their students as individual.
Everyone agreed that it is an activity to carry on also in 2010. Teachers think that the
experience gained during the last year now can be used and exploited during the next year.
CEFE – teachers:
The project is evaluated as an excellent experience, both from a professional and a personal
point of view; however teachers still perceive some technological difficulties and did not
perceived an effective support from the responsible at CEFE of the informatics lab, who
works as a technician more than a person involved in the didactic offer of the institution.
Teachers perceived that the informatics lab is not adequate to implement activities with
students: computers are out of date and internet is slow, this also hinder the interest of the
students.
Lack of time was another perceived problem, and also the need of learn better how to
organize time and classroom activities.
CRECHE – teachers:
The blog has been a good experience but also for CRECHE teachers there is the need to
better organize time management. Furthermore, the same problem we found at CEFE arose:
the informatics professor did not involve himself and did not support the teachers in the
project, he acts more as a technician than as a person involved in the educational activities of
the institution.
Pupils were very interested in the project and participated enthusiastically in the suggested
activities. The design and the implementation of the activities about the city of Samambaia
was very successful and creative.
The project gave to teachers and to students the possibility to gain a new vision of world,
students were able to gain new knowledge, and overall ICT has been considered as a good
tool to involve students.
Three things have been suggested:
5
14. - To have an informatics professor more involved in the educational offer of the institution
- To introduce the blog in the informatics classes so that the teacher of informatics can
design the experience together with the other teachers
- To better integrate activities developed in class and in the informatics lab
- A nearer support person
And few openings have been stated for the work in 2010:
- To introduce the blog in the educational offer
- To work with the blog on the topic of reading/writing through fairy tales
- To work with more students of different ages
- To improve the participation of the informatics teacher
- To tackle more topics in the blog
According to the teachers involved in the blog project, the project helped them to discover
new possibilities of activities with students. Furthermore, it supported teachers to discover
new ICT tools by their own.
CEFE Students
Students like the blog experience, they considered to have learnt new things, such as the use
of the computer, the awareness of having writing difficulties, and the expression of ideas and
opinions.
They stated that they would like to go on using the blog as educational tool, since it is a
support to improve their knowledge and skills. They were happy to have learnt about specific
topics, such as ornithorhynchus, and that in another activity “Desafio” the ones who thought
to be more in trouble won the competition at the end.
Finally, the blog has been an occasion to pay more attention to CEFE as an institution.
CRECHE Students
Kids were very impressed by the school trip they did to get to know their city (Samambaia)
and to discover the origin of its name. They like the blog and the informatics lab very much.
The attached drawings, explained activities done by kids with the blog and how these
activities allow them to know more about their environment.
Final Remarks
Finally, we would like to sum up stressing some of the elements emerged from the evaluation
that we think are very important:
6
15. - Teachers, especially at CEFE, and the direction understood the importance to plan
instructional activities: this is very important for offering high quality curriculum to
students. The FRIDA project has been the occasion to discover this crucial factor.
- The need of a better informatics lab, especially at CEFE. This problem has already been
solved, the company viaggiare.it donates around 10.000 euro to Brasilia CEFE to
refurnish their informatics lab
- The need for a person in loco, not only able to maintain the informatics lab, but interested
in educational activities and in the institution mission
- All the people involved in the project (teachers, students, direction) think that the
experience was very positive and will continue to work with the blog, even after the end
of FRIDA funding: the blog is actually being integrated in the educational offer of the
institution
7
16. cefe.seedlearn.org 01/apr/2009 - 11/mar/2010
Dashboard Rispetto a: Sito
Visite
30 30
15 15
0 0
6 apr 7 mag 7 giu 8 lug 8 ago 8 set 9 ott 9 nov 10 dic 10 gen 10 feb
Uso del sito
936 Visite 40,60% Frequenza di rimbalzo
4.537 Visualizzazioni di pagina 00:05:41 Tempo medio sul sito
4,85 Pagine/Visita 52,03% % visite nuove
Panoramica visitatori Overlay mappa
Visitatori
20 20
10 10
0 0
6 apr 7 mag 7 giu 8 lug 8 ago 8 set 9 ott 9 nov 10 dic 10 gen 10 feb
Visitatori
492 Visite
1 796
Panoramica sulle sorgenti di traffico Panoramica dei contenuti
Traffico diretto Pagine Visualizzazion %
434,00 (46,37%) i di pagina visualizzazioni
di pagina
Motori di ricerca
412,00 (44,02%) /cefe/ 1.081 23,83%
Siti di riferimento
90,00 (9,62%) /cefe/?cat=24 435 9,59%
/cefe/?cat=0/ 223 4,92%
/cefe/?page_id=2 220 4,85%
/cefe/?tag=leitura-de-mundo 195 4,30%
1 Google Analytics
17. cefe.seedlearn.org 01/apr/2009 - 11/mar/2010
Panoramica visitatori Rispetto a: Sito
Visitatori
20 20
10 10
0 0
6 apr 7 mag 7 giu 8 lug 8 ago 8 set 9 ott 9 nov 10 dic 10 gen 10 feb
492 persone hanno visitato questo sito
936 Visite
492 Visitatori unici assoluti
4.537 Visualizzazioni di pagina
4,85 Media visualizzazioni di pagina
00:05:41 Tempo sul sito
40,60% Frequenza di rimbalzo
52,03% Visite nuove
Profilo tecnico
Browser Visite % visite Velocità di connessione Visite % visite
Internet Explorer 549 58,65% Unknown 557 59,51%
Firefox 315 33,65% DSL 258 27,56%
Chrome 32 3,42% Dialup 51 5,45%
Mozilla 22 2,35% T1 46 4,91%
Safari 13 1,39% Cable 24 2,56%
2 Google Analytics
18. cefe.seedlearn.org 01/apr/2009 - 11/mar/2010
Panoramica sulle sorgenti di traffico Rispetto a: Sito
Visite
30 30
15 15
0 0
6 apr 7 mag 7 giu 8 lug 8 ago 8 set 9 ott 9 nov 10 dic 10 gen 10 feb
Tutte le sorgenti di traffico hanno generato complessivamente 936 visite
46,37% Traffico diretto Traffico diretto
434,00 (46,37%)
Motori di ricerca
9,62% Siti di riferimento 412,00 (44,02%)
Siti di riferimento
90,00 (9,62%)
44,02% Motori di ricerca
Principali sorgenti di traffico
Sorgenti Visite % visite Parole chiave Visite % visite
(direct) ((none)) 434 46,37% nosso mundo cefe 52 12,62%
google (organic) 406 43,38% projeto frida cefe 17 4,13%
webmail.seedlearn.org 25 2,67% projetofrida.com/cefe/ 16 3,88%
blog.seedlearn.org (referral) 11 1,18% projeto frida 13 3,16%
br.mc452.mail.yahoo.com 9 0,96% cefe 11 2,67%
3 Google Analytics
19. cefe.seedlearn.org 01/apr/2009 - 11/mar/2010
Overlay mappa Rispetto a: Sito
Visite
1 796
936 visite provenienti da 15 Paesi/zone
Uso del sito
Visite Pagine/Visita Tempo medio sul % visite nuove Frequenza di
sito rimbalzo
936 4,85 52,14%
% del totale del sito: Media sito: 00:05:41 Media sito: 40,60%
100,00% 4,85 (0,00%) Media sito: 52,03% (0,21%) Media sito:
00:05:41 (0,00%) 40,60% (0,00%)
Paese/zona Visite Pagine/Visita Tempo medio % visite nuove Frequenza di
sul sito rimbalzo
Brazil 796 5,02 00:05:57 54,40% 39,95%
Switzerland 81 4,91 00:05:25 24,69% 33,33%
Italy 33 2,91 00:03:57 36,36% 48,48%
Portugal 13 1,77 00:00:07 100,00% 84,62%
Denmark 3 4,00 00:04:13 0,00% 0,00%
Belarus 1 1,00 00:00:00 100,00% 100,00%
United States 1 2,00 00:00:28 100,00% 0,00%
United Kingdom 1 1,00 00:00:00 100,00% 100,00%
France 1 1,00 00:00:00 100,00% 100,00%
Senegal 1 1,00 00:00:00 100,00% 100,00%
1 - 10 di 15
4 Google Analytics
20. cefe.seedlearn.org 01/apr/2009 - 11/mar/2010
Panoramica dei contenuti Rispetto a: Sito
Visualizzazioni di pagina
300 300
150 150
0 0
6 apr 7 mag 7 giu 8 lug 8 ago 8 set 9 ott 9 nov 10 dic 10 gen 10 feb
Complessivamente, le pagine di questo sito sono state visualizzate 4.537 volte
4.537 Visualizzazioni di pagina
2.779 Visualizzazioni uniche
40,60% Frequenza di rimbalzo
Contenuti più visualizzati
Pagine Visualizzazioni di pagina % visualizzazioni di pagina
/cefe/ 1.081 23,83%
/cefe/?cat=24 435 9,59%
/cefe/?cat=0/ 223 4,92%
/cefe/?page_id=2 220 4,85%
/cefe/?tag=leitura-de-mundo 195 4,30%
5 Google Analytics
21. cefe.seedlearn.org
Dettagli Paese/zona: 01/apr/2009 - 11/mar/2010
Brazil Rispetto a: Sito
Visite
1 408
Questo Paese/zona ha generato 796 visite provenienti da 76 città
Uso del sito
Visite Pagine/Visita Tempo medio sul % visite nuove Frequenza di
sito rimbalzo
796 5,02 54,40%
% del totale del sito: Media sito: 00:05:57 Media sito: 39,95%
85,04% 4,85 (3,51%) Media sito: 52,03% (4,55%) Media sito:
00:05:41 (4,67%) 40,60% (-1,60%)
Città Visite Pagine/Visita Tempo medio % visite nuove Frequenza di
sul sito rimbalzo
Brasilia 408 6,23 00:07:53 35,54% 18,87%
Sao Paulo 145 6,78 00:08:05 46,21% 43,45%
Salvador 49 3,49 00:04:13 75,51% 46,94%
Rio de Janeiro 23 2,13 00:00:40 82,61% 65,22%
Belo Horizonte 13 1,38 00:02:26 100,00% 76,92%
Goiania 9 2,89 00:03:46 100,00% 33,33%
Fortaleza 9 1,56 00:00:11 100,00% 88,89%
Salvador 7 2,57 00:00:41 100,00% 71,43%
Belem 7 1,14 00:00:05 100,00% 85,71%
(not set) 6 1,00 00:00:00 100,00% 100,00%
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