The document outlines an action plan for Northside ISD to improve technology integration through various professional development activities for teachers. It includes blogs, wikis, webinars, and online courses to train teachers on tools like digital citizenship. It also establishes an evaluation plan to assess progress using measures such as STaR charts, rubrics, and surveys. The goal is to enhance teaching and learning through increased technology use, online learning opportunities, and leadership support from administrators.
Taylor Middle School Professional Development Action Planandybasche
ย
The Taylor Middle School Professional Development Action Plan contains 3 main activities to increase staff ability to use data and integrate technology in the classroom:
1) Teachers will review a technology survey and develop a plan to address needs.
2) Teachers will receive training to use an educational software program and share experiences.
3) Teachers will participate in technology training for using hardware, websites and applications in lessons. Progress will be evaluated through lesson plans and classroom observations.
The professional development plan involves several steps:
1) Administering an online survey to teachers to determine skill levels with technology and how it could be used in classrooms.
2) Developing a calendar of online courses over the summer for teachers to develop skills based on survey results.
3) Participating in online courses and trainings offered through the district and developing software trainings specific to content areas.
This document outlines an action plan for integrating technology at Beaumont ISD. It includes an organizational chart, descriptions of key stakeholders' technology responsibilities, a technology evaluation role for campus principals, a professional development plan on using technology, and an evaluation plan. The professional development plan involves breakout sessions on analyzing student data, creating PowerPoints and blogs, and using Starboards, followed by collaboration and evaluations. The evaluation plan involves student, administrator, district, and state evaluations to assess technology use in classrooms and compare to other districts.
Technology Flow Chart, Professional Development, And Action PlanBianca Darley
ย
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 professional development action planlanadon
ย
The document outlines the roles and responsibilities of various individuals involved in implementing and monitoring technology at the elementary school level, including principals, teachers, and support staff. It discusses how principals oversee technology integration based on policies set by the Board of Trustees, and how they develop technology goals and professional development plans with input from teams like the Site Based Decision Making committee. The professional development plan focuses on training teachers to integrate technology into instruction through tools like the STaR chart, web 2.0, and emerging technologies.
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.
MISD Technology Professional Development Action Planashleycoffman
ย
The MISD Technology Professional Development Action Plan outlines goals and activities to support teachers in effectively implementing iPads and flipped classrooms at the district's four high schools. Surveys and assessments will evaluate teachers' technology skills and instructional needs. Experts in flipped instruction will provide professional development in August. Teachers will receive basic iPad training over four days in June. The plan aims to equip teachers to integrate technology into project-based learning and help students improve subject area performance.
The CNHS 2010 Year End Report summarizes the school's progress and plans for continued development. It outlines targets and strategies across several areas including special projects, student development, staff development, curriculum development, and facilities development. The report indicates that through collaboration and commitment from stakeholders, the school has integrated ICT into teaching and learning, trained teachers, and increased student achievement. It provides a guide for continuing efforts to achieve excellence through an annual implementation plan focused on innovation.
Taylor Middle School Professional Development Action Planandybasche
ย
The Taylor Middle School Professional Development Action Plan contains 3 main activities to increase staff ability to use data and integrate technology in the classroom:
1) Teachers will review a technology survey and develop a plan to address needs.
2) Teachers will receive training to use an educational software program and share experiences.
3) Teachers will participate in technology training for using hardware, websites and applications in lessons. Progress will be evaluated through lesson plans and classroom observations.
The professional development plan involves several steps:
1) Administering an online survey to teachers to determine skill levels with technology and how it could be used in classrooms.
2) Developing a calendar of online courses over the summer for teachers to develop skills based on survey results.
3) Participating in online courses and trainings offered through the district and developing software trainings specific to content areas.
This document outlines an action plan for integrating technology at Beaumont ISD. It includes an organizational chart, descriptions of key stakeholders' technology responsibilities, a technology evaluation role for campus principals, a professional development plan on using technology, and an evaluation plan. The professional development plan involves breakout sessions on analyzing student data, creating PowerPoints and blogs, and using Starboards, followed by collaboration and evaluations. The evaluation plan involves student, administrator, district, and state evaluations to assess technology use in classrooms and compare to other districts.
Technology Flow Chart, Professional Development, And Action PlanBianca Darley
ย
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 professional development action planlanadon
ย
The document outlines the roles and responsibilities of various individuals involved in implementing and monitoring technology at the elementary school level, including principals, teachers, and support staff. It discusses how principals oversee technology integration based on policies set by the Board of Trustees, and how they develop technology goals and professional development plans with input from teams like the Site Based Decision Making committee. The professional development plan focuses on training teachers to integrate technology into instruction through tools like the STaR chart, web 2.0, and emerging technologies.
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.
MISD Technology Professional Development Action Planashleycoffman
ย
The MISD Technology Professional Development Action Plan outlines goals and activities to support teachers in effectively implementing iPads and flipped classrooms at the district's four high schools. Surveys and assessments will evaluate teachers' technology skills and instructional needs. Experts in flipped instruction will provide professional development in August. Teachers will receive basic iPad training over four days in June. The plan aims to equip teachers to integrate technology into project-based learning and help students improve subject area performance.
The CNHS 2010 Year End Report summarizes the school's progress and plans for continued development. It outlines targets and strategies across several areas including special projects, student development, staff development, curriculum development, and facilities development. The report indicates that through collaboration and commitment from stakeholders, the school has integrated ICT into teaching and learning, trained teachers, and increased student achievement. It provides a guide for continuing efforts to achieve excellence through an annual implementation plan focused on innovation.
This document contains summaries of several ICT class sessions for a Form 5 class. It describes the learning objectives, activities, and reflections for classes on topics like multimedia concepts, hardware and software, multimedia development, and producing an educational multimedia project. The activities involved defining terms, identifying examples, group discussions, exercises using multimedia content, and storyboarding a multimedia project. The reflections note achievement of objectives and ways to improve student understanding.
The Digital Destinations in History program provides professional development for teachers in New York City school districts 24 and 28 to improve student achievement in English Language Arts by integrating project-based learning and educational technology into the social studies curriculum, with the goal of having 80% of target students achieve one year of growth on their NYS ELA exam scores over three years. Teachers will receive face-to-face and online training to develop lessons incorporating technology tools for student research and multimedia presentations to build social studies and ELA skills.
The document outlines the six phases of multimedia production: 1) analysis, 2) design, 3) implementation, 4) testing, 5) evaluation, and 6) publishing. It provides criteria for scoring multimedia projects based on the number of phases completed, with higher scores requiring completion of more phases and elements.
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.
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 project aims to create an electronic blog to help students in the Department of Instructional and Learning Technology at Sultan Qaboos University publish their work and innovations. The blog will allow students to share their graduation projects, exchange experiences, and discuss topics that could help improve their projects. A questionnaire and interviews with students found that they want ways to publish their creations and connect with other students. After implementing the blog, a second questionnaire showed students were satisfied with using it to communicate and provide feedback on projects. The blog achieved the goals of teaching students how to publish their work and creating a database of projects to benefit both current and future students.
This was presented at the Day of Scholarship at Richard Stockton College of NJ. ITLA is the instructional technology leadership academy of the Stockton Teacher Education Program. This innovative program is designed to provide preservice teachers with advanced technology skills to help them be prepared and competitive in the teaching workforce. The presentation highlights the progress the ITLA program has made over the past 3 years and the work of the students in the current cohort.
The plan outlines 4 goals for professional development to help teachers integrate technology into the classroom to meet student needs: 1) Teachers will learn to use technology for learning; 2) Address needs of all learners with technology; 3) Create a community of learners using technology; 4) Engage students in using technology to explore important issues. Each goal includes objectives, activities, responsibilities, and evaluations to ensure technology training is effective and improves student achievement.
The document outlines the development of an organizational chart integrating technology, including identifying personnel responsible for technology integration from the district to campus level and their roles. It also details the development of professional development activities to improve the use of data and technology integration, including having teachers develop technology-integrated lessons and utilizing training to understand technology needs assessment. The technology action plan evaluation components are provided to measure outcomes related to professional development and technology goals.
This document is Yousuf Al-Khanbashi's graduation project report from 2009 at Sultan Qaboos University. The project aimed to integrate Web 2.0 technologies into instructional processes to help teachers and students find open resources and facilitate learning. Key aspects included using video and blog platforms, creating interactive learning environments, and providing freedom and effective self-directed study. Evaluation found positive attitudes towards Web 2.0 tools but that most students and teachers needed training to effectively use them. The project helped address a lack of educational resources and allowed knowledge sharing.
The document discusses the materials and resources needed to create a record for a creative media course. It lists the camera, tripod, mini DV tape, external hard drive, Mac computer, and iMovie software that are available for students to use. Completing this document carefully will help students effectively plan the creation of their record by identifying all required materials and their locations.
The document provides an organizational chart and descriptions for the Boerne Independent School District's technology plan. It outlines the key roles and responsibilities of the superintendent, director of technology services, instructional technology coordinator, campus instructional technologists, principals, teachers, and students. It also describes the district's approach to technology professional development for educators, including hands-on training, webinars, and requirements for reflections and evaluations.
The document provides an organizational chart for the Dallas Independent School District with a focus on technology. It outlines the roles and responsibilities of various positions from the Superintendent and Board of Trustees down to campus teachers. It also includes an action plan and mission statement for Dealey Montessori and International Academy to incorporate 21st century skills and technology into instruction through objectives like assessing needs, training on online safety and copyright, and helping teachers utilize online curriculum guides.
This document outlines Portugal's strategy for training teachers in the use of interactive whiteboards (IWBs). It discusses the goals of increasing teachers' digital skills and ability to integrate technology into lessons. It describes a three-level certification program and plans to provide subject-specific IWB training to all teachers through regional centers by the end of the third year of implementation. The training focuses on effective pedagogical use of IWBs and digital resources to improve student learning.
This document contains an organizational chart and action plan for Dallas ISD with a focus on technology. The organizational chart outlines the leadership structure with the Board of Trustees and Superintendent at the top, who are responsible for implementing technology initiatives. Below them are departments like Teaching and Learning that oversee curriculum and instruction incorporating technology. The action plan is for Dealey Montessori Academy and focuses on assessing technology needs, teaching online safety and copyright, helping teachers use online curriculum guides, and evaluating progress.
This document contains an organizational chart and action plan for Dallas ISD with a focus on technology.
The organizational chart shows that the Superintendent and Board of Trustees are responsible for implementing technology standards. Under them are the Chief Operating Officer who oversees curriculum and instruction, including a District Wide Technology Director. This director is responsible for technology coordinators and specialists who provide support to campus administrators and teachers.
The action plan is for Dealey Montessori and International Academy. It includes assessing technology needs, training teachers on appropriate online use, and helping teachers utilize the district's online curriculum guides for lesson planning. The plan aims to increase teachers' technology integration to support 21st century learning skills.
Teaching & Learning with Technology: In Practice
A course learning activity of Cebu Technological University - Argao Campus
Prepared by:
Joan Aliรฑabon
Rheanne Mae Princesa
Jane Marie Boladola
Mary Kristhel Merenello
This document outlines a SMARTBoard course that will teach teachers how to integrate STEM skills into any content area using SMARTBoard technology. The course will cover beginner and advanced SMARTBoard features and have teachers create a curriculum unit incorporating multimedia, data collection, information literacy, and collaboration. Teachers will learn to use SMARTBoard tools like the Notebook software, custom searches, forms, wikis, videos, and more to design a classroom-ready unit that demonstrates their understanding of the tools and NETS standards. The final project involves presenting the technology-influenced curriculum unit online and will be graded based on criteria like knowledge of tools, examples provided, visuals used, organization, and conventions.
The document outlines a professional development plan to effectively integrate technology through Smart Boards. The plan includes 5 strategies: 1) Strategic placement of Smart Boards, 2) Installation of Smart Board software, 3) An orientation for teachers receiving Smart Boards, 4) Informal classroom observations to determine Smart Board use, and 5) Training sessions for teachers to explore Smart Board gallery tools. The goal is to create self-motivated teachers who seamlessly integrate technology to improve instruction.
This document provides an internship log summarizing the activities of an intern assisting with assistive technology (AT) at a university. Over the course of several weeks, the intern helped demonstrate various AT equipment at a workshop, took notes on training videos to learn how to use Kurzweil3000 and other programs, scheduled training sessions with students, and provided training to students on Kurzweil3000, Read and Write Gold, and other AT. The supervisors provided positive feedback and suggestions to expand the intern's knowledge of AT to better assist students.
This presentation contains inspirational quotes and messages about friendship, life, and finding meaning. It encourages the listener to appreciate what they have, make the most of today, and find purpose by looking together with others in the same direction rather than at each other. The presentation wishes the listener good health, comfort, sustenance, and a place to live on Earth.
This document contains summaries of several ICT class sessions for a Form 5 class. It describes the learning objectives, activities, and reflections for classes on topics like multimedia concepts, hardware and software, multimedia development, and producing an educational multimedia project. The activities involved defining terms, identifying examples, group discussions, exercises using multimedia content, and storyboarding a multimedia project. The reflections note achievement of objectives and ways to improve student understanding.
The Digital Destinations in History program provides professional development for teachers in New York City school districts 24 and 28 to improve student achievement in English Language Arts by integrating project-based learning and educational technology into the social studies curriculum, with the goal of having 80% of target students achieve one year of growth on their NYS ELA exam scores over three years. Teachers will receive face-to-face and online training to develop lessons incorporating technology tools for student research and multimedia presentations to build social studies and ELA skills.
The document outlines the six phases of multimedia production: 1) analysis, 2) design, 3) implementation, 4) testing, 5) evaluation, and 6) publishing. It provides criteria for scoring multimedia projects based on the number of phases completed, with higher scores requiring completion of more phases and elements.
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.
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 project aims to create an electronic blog to help students in the Department of Instructional and Learning Technology at Sultan Qaboos University publish their work and innovations. The blog will allow students to share their graduation projects, exchange experiences, and discuss topics that could help improve their projects. A questionnaire and interviews with students found that they want ways to publish their creations and connect with other students. After implementing the blog, a second questionnaire showed students were satisfied with using it to communicate and provide feedback on projects. The blog achieved the goals of teaching students how to publish their work and creating a database of projects to benefit both current and future students.
This was presented at the Day of Scholarship at Richard Stockton College of NJ. ITLA is the instructional technology leadership academy of the Stockton Teacher Education Program. This innovative program is designed to provide preservice teachers with advanced technology skills to help them be prepared and competitive in the teaching workforce. The presentation highlights the progress the ITLA program has made over the past 3 years and the work of the students in the current cohort.
The plan outlines 4 goals for professional development to help teachers integrate technology into the classroom to meet student needs: 1) Teachers will learn to use technology for learning; 2) Address needs of all learners with technology; 3) Create a community of learners using technology; 4) Engage students in using technology to explore important issues. Each goal includes objectives, activities, responsibilities, and evaluations to ensure technology training is effective and improves student achievement.
The document outlines the development of an organizational chart integrating technology, including identifying personnel responsible for technology integration from the district to campus level and their roles. It also details the development of professional development activities to improve the use of data and technology integration, including having teachers develop technology-integrated lessons and utilizing training to understand technology needs assessment. The technology action plan evaluation components are provided to measure outcomes related to professional development and technology goals.
This document is Yousuf Al-Khanbashi's graduation project report from 2009 at Sultan Qaboos University. The project aimed to integrate Web 2.0 technologies into instructional processes to help teachers and students find open resources and facilitate learning. Key aspects included using video and blog platforms, creating interactive learning environments, and providing freedom and effective self-directed study. Evaluation found positive attitudes towards Web 2.0 tools but that most students and teachers needed training to effectively use them. The project helped address a lack of educational resources and allowed knowledge sharing.
The document discusses the materials and resources needed to create a record for a creative media course. It lists the camera, tripod, mini DV tape, external hard drive, Mac computer, and iMovie software that are available for students to use. Completing this document carefully will help students effectively plan the creation of their record by identifying all required materials and their locations.
The document provides an organizational chart and descriptions for the Boerne Independent School District's technology plan. It outlines the key roles and responsibilities of the superintendent, director of technology services, instructional technology coordinator, campus instructional technologists, principals, teachers, and students. It also describes the district's approach to technology professional development for educators, including hands-on training, webinars, and requirements for reflections and evaluations.
The document provides an organizational chart for the Dallas Independent School District with a focus on technology. It outlines the roles and responsibilities of various positions from the Superintendent and Board of Trustees down to campus teachers. It also includes an action plan and mission statement for Dealey Montessori and International Academy to incorporate 21st century skills and technology into instruction through objectives like assessing needs, training on online safety and copyright, and helping teachers utilize online curriculum guides.
This document outlines Portugal's strategy for training teachers in the use of interactive whiteboards (IWBs). It discusses the goals of increasing teachers' digital skills and ability to integrate technology into lessons. It describes a three-level certification program and plans to provide subject-specific IWB training to all teachers through regional centers by the end of the third year of implementation. The training focuses on effective pedagogical use of IWBs and digital resources to improve student learning.
This document contains an organizational chart and action plan for Dallas ISD with a focus on technology. The organizational chart outlines the leadership structure with the Board of Trustees and Superintendent at the top, who are responsible for implementing technology initiatives. Below them are departments like Teaching and Learning that oversee curriculum and instruction incorporating technology. The action plan is for Dealey Montessori Academy and focuses on assessing technology needs, teaching online safety and copyright, helping teachers use online curriculum guides, and evaluating progress.
This document contains an organizational chart and action plan for Dallas ISD with a focus on technology.
The organizational chart shows that the Superintendent and Board of Trustees are responsible for implementing technology standards. Under them are the Chief Operating Officer who oversees curriculum and instruction, including a District Wide Technology Director. This director is responsible for technology coordinators and specialists who provide support to campus administrators and teachers.
The action plan is for Dealey Montessori and International Academy. It includes assessing technology needs, training teachers on appropriate online use, and helping teachers utilize the district's online curriculum guides for lesson planning. The plan aims to increase teachers' technology integration to support 21st century learning skills.
Teaching & Learning with Technology: In Practice
A course learning activity of Cebu Technological University - Argao Campus
Prepared by:
Joan Aliรฑabon
Rheanne Mae Princesa
Jane Marie Boladola
Mary Kristhel Merenello
This document outlines a SMARTBoard course that will teach teachers how to integrate STEM skills into any content area using SMARTBoard technology. The course will cover beginner and advanced SMARTBoard features and have teachers create a curriculum unit incorporating multimedia, data collection, information literacy, and collaboration. Teachers will learn to use SMARTBoard tools like the Notebook software, custom searches, forms, wikis, videos, and more to design a classroom-ready unit that demonstrates their understanding of the tools and NETS standards. The final project involves presenting the technology-influenced curriculum unit online and will be graded based on criteria like knowledge of tools, examples provided, visuals used, organization, and conventions.
The document outlines a professional development plan to effectively integrate technology through Smart Boards. The plan includes 5 strategies: 1) Strategic placement of Smart Boards, 2) Installation of Smart Board software, 3) An orientation for teachers receiving Smart Boards, 4) Informal classroom observations to determine Smart Board use, and 5) Training sessions for teachers to explore Smart Board gallery tools. The goal is to create self-motivated teachers who seamlessly integrate technology to improve instruction.
This document provides an internship log summarizing the activities of an intern assisting with assistive technology (AT) at a university. Over the course of several weeks, the intern helped demonstrate various AT equipment at a workshop, took notes on training videos to learn how to use Kurzweil3000 and other programs, scheduled training sessions with students, and provided training to students on Kurzweil3000, Read and Write Gold, and other AT. The supervisors provided positive feedback and suggestions to expand the intern's knowledge of AT to better assist students.
This presentation contains inspirational quotes and messages about friendship, life, and finding meaning. It encourages the listener to appreciate what they have, make the most of today, and find purpose by looking together with others in the same direction rather than at each other. The presentation wishes the listener good health, comfort, sustenance, and a place to live on Earth.
1. The document provides details for a flashback scene in a media production, including ideas and a shot-by-shot breakdown.
2. One idea is of a guy and girl embracing in a hug on stage after the girl runs off but drops her scarf, which the guy uses to pull her back towards him.
3. The 12 shot sequence focuses on their romantic interaction and embrace on stage, with music playing throughout, before cutting back to the original scene.
Bullfighting originated in Spain in the 18th century and remains controversial. PETA organizes annual protests against the San Fermรญn festival runs involving bulls. Bulls undergo processes before the runs. Supporters claim bullfighting is a tradition while opponents argue it is cruel and should be banned.
This presentation summarizes the results of a STaR Chart survey completed by teachers to report on the district's technology progress. The STaR Chart examines four key areas: Teaching and Learning, Educator Preparation and Development, Leadership and Instructional Support, and Infrastructure for Technology. For 2008-2009, the district scored at the Developing Tech level for all areas except Infrastructure for Technology, which scored at the Advanced Tech level. At the state level, all areas also scored at the Developing Tech level except Infrastructure for Technology, which was Advanced Tech.
The document discusses an exhibition called "The Art of War" that showcases elements of Japanese samurai culture. It will feature authentic samurai costumes and weapons, artworks, demonstrations of traditions like tea ceremonies and martial arts, and interactive digital content. The exhibition aims to portray the world through the eyes of a samurai and showcase their philosophy of bushido. Marketing plans include promotions through radio, television, and online channels, with the goal of attracting over 75,000 visitors in 3 months. Interactive workshops on traditions like ikebana flower arranging and calligraphy will also be offered.
Subway is a fast food franchise that sells made-to-order sandwiches, salads, and wraps. It was founded in 1965 in Connecticut by Fred DeLuca and Peter Buck. Subway stands out from other fast food chains by offering healthier options and allowing customers to customize their orders. The total start-up cost for a Subway franchise is estimated to be around $129,000. Subway has over 32,000 locations worldwide, making it the largest sandwich shop in the world.
De Moderne Sherlock Holmes - Online burgerosporingTNO
ย
Democratisering van kennis, opsporingsinformatie en tools zorgen er naast digitalserende criminaliteit, in rap tempo voor dat burgers en bedrijven steeds meer zelf aan opsporing doen. Social Media is een belangrijk onderdeel van dit nieuwe DNA, vooral ook als krachtig middel voor nieuwe vormen van samenwerking. Kunnen politie en justitie deze ontwikkelingen bijhouden en hoe verandert hun rol?
Deze presentatie bevat voorbeelden van burgeropsporing en bedrijfsopsporing op criminaliteitssoorten variรซrend van veel voorkomende criminaliteit (VVC), High Impact Crime (HiC), ondermijning en zelfs de grootste opsporingszaak die Nederland tot nu toe gekend heeft: de MH17.
Deze prs
The document announces several upcoming youth events organized by REALIFEYOUTH.org, including a senior high retreat from February 26-27 with meals and lodging for $15, a laser tag party on February 7th, a 3-on-3 basketball tournament on May 29th, and weekly Wednesday office hours at McDonald's from 3-4:30pm. It also provides updates on youth group point standings and encourages youth to share their faith on social media to earn additional points.
This document provides contact information for ad design services, including a phone number and email address. The same information is repeated multiple times, with Frances Drew listed as the contact at 860-645-9795 and francesdrew@cox.net for ad design services by phone or email.
This document discusses using blogs for companies and individuals. It provides examples of successful corporate blogs like Walmart, GM, and McDonald's. Blogs don't need to just broadcast information but should engage readers by not sounding faceless and showing vulnerabilities. The document also discusses using WordPress for blogging and editing blog content like changing themes, adding categories, images, videos, and about pages. Next steps discussed are starting to develop ideas for a website on the topic of elements (air, earth, wind, fire, space) and identifying the intended audience.
The University of Bristol has several initiatives to promote enterprise education including opportunities within the curriculum, extracurricular activities, and resources to support student startups. Successful ventures include XMOS, a software-defined silicon chip company founded by computer science students and faculty, and SnapFashion, a visual search engine developed by a computer science student that won a university startup competition. The university also partners with SETsquared, a business incubator that supports new companies and was named the top UK incubator in 2008.
This document summarizes the results of a survey conducted as part of a project aimed at educating youth about simplifying their lifestyles and promoting solidarity. The survey asked youth questions about their daily habits, consumption, and willingness to adopt more sustainable practices. Most respondents said they would be open to growing their own food and repairing items rather than replacing them to support a simpler lifestyle.
This document describes how Christmas is celebrated in Spain over several days: Christmas Eve involves a large family meal and attending midnight mass; Christmas Day is spent with more food and family time; New Year's Eve includes eating 12 grapes as church bells ring at midnight; and Three King's Day on January 6th marks when children receive gifts left by the three wise men in their shoes overnight.
This document provides a self-evaluation guide for teachers to assess their skills in integrating technology into the classroom. It outlines indicators across basic, proficient, and exemplary levels in areas such as internet use, electronic resources, presentations, student information, and 21st century skills. The goal is for teachers to become proficient users of technology that can create a student-centered, project-based learning environment using digital tools and resources.
The document discusses the importance of integrating information and communication technology (ICT) into elementary school classrooms. It defines several 21st century learning competencies like technological literacy, visual literacy, and information literacy that are important for students to develop. It also summarizes research showing that effective ICT integration requires systemic inclusion in lesson plans, basic student proficiency, using technology to support core curricula, and school plans detailing how technology supports learning. The document provides models for ICT-enhanced lesson plans, including specifying learning objectives, materials, instructional procedures, and assessment. It emphasizes using ICT tools to foster higher-order thinking skills like analysis, evaluation, and designing projects.
This document outlines a faculty development plan for collaborative learning at IHC for the 2013/14 academic year. It discusses establishing a baseline for best teaching practices using active learning strategies and ongoing instructor evaluations. Resources for faculty development include an online workbook, technology support, and training in instructional design. Faculty are expected to submit professional development plans outlining their courses, teaching methods, use of technology, and goals for the year.
1) The organizational chart outlines the roles and responsibilities for implementing technology at Mission CISD, with the Board of Trustees and Superintendent at the top and teachers responsible for integrating technology in their classrooms.
2) The professional development plan has three phases: analyzing STaR Chart data to identify weaknesses, training teachers on available technology resources, and having experienced teachers model effective technology integration strategies.
3) Progress will be evaluated using STaR Chart data, walkthroughs, lesson plans, staff development attendance, and ensuring access to technology resources.
Technology Flow Chart, Professional Development, And Action PlanBianca Darley
ย
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.
The document outlines a technology action plan for Wharton Elementary School with two main goals:
1) Improve student achievement and teacher effectiveness through technology integration or curriculum. Strategies include mastering technology TEKS, using technology for projects and collaboration, and demonstrating digital citizenship.
2) Improve campus staff performance with technology. This involves instruction from a technology facilitator on various programs, as well as after-school in-services and summer opportunities covering tools like interactive whiteboards, podcasts, blogs, and digital storytelling.
The plan also includes an organizational chart showing how technology decisions will be made and supported throughout the district, and how progress will be evaluated.
This document outlines a technology action plan for Wharton Elementary School with the goals of improving student achievement and teacher effectiveness through technology integration, improving educator technology skills through professional development opportunities, providing instructional leadership and support from administration, and effectively evaluating technology use among all stakeholders. The plan details strategies and evidence for each goal area, such as ensuring students master technology skills, teachers integrate technology into lessons, all participate in training programs, and evaluation occurs at all levels through student and teacher feedback and records of technology use.
The document provides an organizational chart and professional development plan for a school district.
The organizational chart outlines the roles and responsibilities of those involved in technology from the school board down to students. It shows how decisions and policies are made and implemented regarding technology.
The professional development plan was created using data to determine needs at Wakeland High School to improve technology integration. It includes an online course for teachers on developing online learning tools, as well as cross-curricular and subject-specific planning sessions to develop projects utilizing existing resources. An evaluation plan is also outlined to assess the effectiveness of the action plan.
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Finally, it outlines an evaluation component for a technology action plan including follow-up surveys every six weeks and teachers submitting weekly lesson plans demonstrating technology integration.
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Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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(๐๐๐ ๐๐๐) (๐๐๐ฌ๐ฌ๐จ๐ง ๐)-๐๐ซ๐๐ฅ๐ข๐ฆ๐ฌ
๐๐ข๐ฌ๐๐ฎ๐ฌ๐ฌ ๐ญ๐ก๐ ๐๐๐ ๐๐ฎ๐ซ๐ซ๐ข๐๐ฎ๐ฅ๐ฎ๐ฆ ๐ข๐ง ๐ญ๐ก๐ ๐๐ก๐ข๐ฅ๐ข๐ฉ๐ฉ๐ข๐ง๐๐ฌ:
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๐๐ฑ๐ฉ๐ฅ๐๐ข๐ง ๐ญ๐ก๐ ๐๐๐ญ๐ฎ๐ซ๐ ๐๐ง๐ ๐๐๐จ๐ฉ๐ ๐จ๐ ๐๐ง ๐๐ง๐ญ๐ซ๐๐ฉ๐ซ๐๐ง๐๐ฎ๐ซ:
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Action Plan For Technolgy Integration
1. EDLD 5352 Instructional Leadership: The Technology Link
Week 4 Assignment
Action Plan for gathering , analyzing, and utilizing data from a variety of sources in order to
focus our intentions on integrating technology to enrich and deliver instruction to our students.
Northside ISD Organizational Chart
Depicting Technology Integration from District Level to Campus Level
Superintendent
The Superintendent is responsible for providing guidance and direction for the entire district. The
Superintendent is responsible for all activities related to students and the instructional program,
personnel, non-instructional operations, and the community.
Deputy Superintendent for Administration
The Deputy Superintendent for Administration is responsible for providing direction to all school
personnel and provides support and guidance to district administrators.
Deputy Superintendent for Curriculum & Instruction
The Deputy Superintendent for Curriculum & Instruction is responsible for ensuring that the
district offers a wide selection of academic courses and electives. All special programs, such as
ESL, Special Education, and Gifted/Enrichment are also under the guidance of the Deputy
Superintendent for Administration.
Assistant Superintendent for Technology Services
The Assistant Superintendent for Technology Services is responsible for providing superior
technology tools and resources, as well as exemplary customer service and support.
2. Director of Academic Technology
The Director of Academic Technology is responsible for working with district and campus staff
to provide leadership opportunities, service, and support initiatives which advance the effective
use of technology district-wide. The Director of Academic Technology also provides
professional development for the Campus Instructional Technologists.
Campus Administrator
The Campus Administrator is responsible for ensuring that the campus is well managed and safe
for students. Campus administrators must provide leadership for all staff, including specialists
and teachers, to enable them to provide students with curriculum and instruction for academic
success. He or she must follow the District Improvement Plan which includes Technology
Priorities to ensure that technology is integrated with curriculum and instruction campus-wide.
The administrator must keep current in new and developing technology trends and model and
promote effective use of technology tools.
Campus Instructional Technologist
The Campus Instructional Technologist is responsible for ensuring that technology runs
smoothly at the campus level and that it is integrated with curriculum and instruction. He/she is
also responsible to provide instruction in Internet safety and copyright.
Classroom Teachers
Classroom teachers have the direct responsibility to use technology in lesson creation and
delivery. He/she must have background knowledge about current technologies and safety issues
in order to integrate them in classroom instruction.
Information used in this organizational chart came from Northside ISD website:
http://www.nisd.net/
3. Week 4 Assignment: Part 2, Professional Development Planning
The following professional development activities are based on data collected from the Northside
ISD District Improvement Plan, Wanke Elementary School Improvement Plan, the Texas
Campus STaR Chart for Wanke ES, the Texas Long-Range Technology Plan 2006-2020, and the
ISTE NETS-A. The campus administrator has the responsibility of ensuring that technology is
integrated with curriculum and instruction and must use all tools available to analyze campus
needs to effectively implement the resources and tools needed for student academic achievement.
Learner Centered Data Gathering Sources Steps Time
Activity
Blogs - Participants will NISD DIP: Technology: 1) View Blogs in Plain Steps 1-3 in
be introduced to blogs student engagement, English video 3 hour
through interactive technology infusion 2) Engage in blog activity session
sessions using district Wanke SIP: Instructional 3) Discuss ways to use with Step 4
WordPress platform. Technology: TIPPA projects students follow-up 1
(technology integration 4) Create personal blog. Use hour session
projects) district WordPress software. Step 5
Texas Long-Range Plan: 5) Use blogs with students ongoing
Teaching & Learning: โฆ
teachers need greater flexibility
to try new technologies in their
teaching
ISTE NETS-A: 2. Digital Age
Learning: provide learner-
centered environmentsโฆto
meet individual, diverse needs
of all learners
Wikis โ Participants will NISD DIP: Technology: 1) View Wikis in Plain Steps 1-4 in
be introduced to wikis student engagement, English video 3 hour
through interactive technology infusion 2) Engage in wiki activity session
sessions using district Wanke SIP: Instructional 3) Discuss ways to use with Step 5
approved, PBWorks. Technology: TIPPA projects students ongoing
(technology integration 4) Create personal wiki
projects) using PBWorks
Texas Long-Range Plan: 5) Use wikis with students
Teaching & Learning: โฆ
teachers need greater flexibility
to try new technologies in their
teaching
ISTE NETS-A: 2. Digital Age
Learning: provide learner-
centered environmentsโฆto
meet individual, diverse needs
of all learners
Webinars โ Participants NISD DIP: Technology: 1) Teachers will participate Step 1- 1
will gain professional Professional development in 1 staff webinar in order to hour session
development on chosen opportunities to promote gain experience with online Step 2 โ 1 6-
subjects through webinars. continuous growth of environment week period
technology competencies. 2) Teachers will have a Step 3
Texas Long-Range Plan: period of time to complete 3 ongoing
Educator Preparation & webinars of their choice
Developmentโฆprofessional (from a list of archived
webinars)
4. development opportunities 3) Teachers will choose
especially through online online webinars to gain new
environments knowledge
STaR Chart Wanke ES:
Professional Development for
Online Learning โ Level 2 &
Distance Learning Capacity โ
Level 1
PD 360 โ Participants will NISD DIP: Technology: 1) Teaches will gain access Step 1 โ 1
have 24/7/365 access to Professional development to PD 360 and view 1 video hour session
professional development opportunities to promote professional development Step 2 โ
videos, including continuous growth of session to gain knowledge within 3
questions for technology competencies. of how product works weeks of 1st
understanding, outlines, Texas Long-Range Plan: 2) Teachers will view session
and blogs to discuss Educator Preparation & videos and answer questions Step 3
learning. Developmentโฆprofessional on Concept-Based ongoing
development opportunities Instruction segments
especially through online 3) Teachers will view
environments professional development
STaR Chart Wanke ES: videos to gain new
Professional Development for knowledge
Online Learning โ Level 2 &
Distance Learning Capacity โ
Level 1
Principal blog with ISTE-A: Excellence in 1) Principal will create a Book study
teachers for book study. Professional Practice: promote blog to use with teachers blog will be
& model effective when conducting a book ongoing for
Principal blog for parent communication among study on subject area the length of
input stakeholders using digital-age material the study.
tools 2) Principal will create a Parent blog
blog to use to communicate will be
with parents about issues ongoing.
concerning students
Digital Citizenship online ISTE-A: Digital Citizenship: 1) Principal, CIT, & Step 1 โ 1
course promote policies for safe, legal, Librarian will introduce new hour session
& ethical use of technology & Digital Citizenship online Step 2 โ 1
informationโฆpromote course to staff semester
responsible social interactions 2) CIT & Librarian will
related to use of technology & instruct students in Digital
information Citizenship using new
online course
5. Evaluation Plan for assessing the progress and success of our action plan for Wanke Elementary,
Northside ISD.
Indicators of Progress or Success Assessments Used
Teaching & Learning: โข STaR chart indicators increase from Advanced
Teachers integrate technology into classroom instruction Tech to Target Tech in areas of Teaching &
and delivery. They feel comfortable using technology Learning
tools to enrich curriculum and encourage student use of โข School Improvement Plan: Technology
tools. Integration Project (TIPPA) Rubrics are
completed at the Target Level
STaR Chart โข Blogs and wikis are used for classroom
DIP: Technology: Implement and support research- collaboration
based, integrated technology systems and solutions that
aid in decision-making and fulfilling instructional and
operational requirements.
SIP: Instructional Technology: increase number of
TIPPA projects at Target Level
ISTE NETS-A: Digital Age Learning Culture: promote
effective use of technology
Long-Range Plan: Teaching & Learning
Professional Development: โข STaR chart indicators increase from
Teachers have abundant opportunities to participate in Developing Tech to Advanced Tech in Online
professional development, online and face-to-face. Learning
โข PD 360 blogs are used to assess how teachers
DIP: Technology: Provide appropriate staff development are feeling about online instruction
opportunities
STaR Chart: Online Learning under Teaching &
Learning
SIP: Instructional Technology
ISTE NETS-A: Excellence in Professional Practice:
allocate time, resources and access to ongoing
professional growth in technology integration
Long-Range Plan: Educator Preparation & Development
Leadership Support: โข Administrator blogs for book study
Administrator models and promotes ethical use of โข Administrator blogs for parent concern
technology tools for communication purposes. โข STaR chart Administrative Support
STaR Chart: Administrative Support
ISTE NETS-A: Visionary Leadership & Digital
Citizenship
Student Success: โข Classroom blogs and wikis
Students use technology effectively for communication โข Observation of engagement with content
and collaboration with others. through use of technology
โข Student surveys and interviews on technology
DIP: Technology: Ensure that all students demonstrate integration
relevant information, communications, and technology
competencies necessary for digital-age literacy.
SIP: Increase student achievement and academic success
Long Range Plan: Teaching & Learning: students must
become active in the learning process
ISTE NETS-A: Digital Age Learning Culture: provide
learner-centered environments and resources to meet
individual, diverse needs of all learners