This document discusses classifying computer skills for elementary science curriculums into four stages. Stage 1 involves basic inputting using tools like MS Paint and Word. Stage 2 involves working with text and graphics using tools like PowerPoint and Word. Stage 3 involves assembling text and graphics across applications using tools like Google Images and Translate. Stage 4 involves working across applications to research and consolidate information using tools like Word, Google Images, and email. Sample applications for integrating each stage of skills into science are provided.
Article about Evaluation of Instructional Software83486
This document summarizes an instructional software program for teaching English basics to first grade students in Sultan Qaboos University. The software uses drills and practice with icons of letters, grammar, numbers and other topics. It has exercises after each topic description to reinforce learning. Multimedia and stimulation are used to engage students and Arabic translations support understanding. The software aims to improve students' English language skills like speaking, listening, reading and writing through repetition. It also saves teachers time by automating instruction and monitoring student performance.
1) Computer-assisted language learning (CALL) involves using computer technology to help facilitate foreign language education, from early "little" programs that provided basic drills to later more sophisticated "courseware".
2) Early CALL programs focused on activities like vocabulary drills, gap-filling exercises, and multiple choice tests, while later purpose-built programs provided more complete lessons with stimuli, learner responses, feedback, and branching.
3) Natural language processing (NLP) technologies like parsers can be used in CALL to check grammar, analyze learner errors, and provide targeted feedback as part of a personalized learning experience.
This chapter discusses using instructional software and multimedia for content-area learning. There are four stages of instruction: exposure to information, initial guidance, extended practice, and assessment. The main categories of instructional software are tutorials, simulations, drill and practice, educational games, and exploratory environments. Multimedia is defined as using multiple modes of media and symbol systems, while hypermedia allows for experiencing multimedia in a non-linear form.
PDToolkit is an online resource for Words Their Way that contains four major components: sorts & games, assessment tools, videos, and additional resources. Users can search and filter through pre-made spelling sorts or create their own custom sorts. The site also includes over 40 instructional videos and PDFs of spelling assessments and reports. Teachers can use the assessment tools to monitor student progress over time.
Technology can enhance English and language arts instruction in several ways. Digital tools allow students to take pictures, record videos, and scan images to illustrate stories. Websites, discussion boards, and online documents enable collaboration and communication. Productivity software supports writing, providing feedback, and creating digital books and stories. Multimedia tools incorporate digital storytelling, blogs, and interactive books. Adaptive devices and electronic texts aid students with special needs. Teachers should practice responsible use of technology and adhere to copyright laws. Examples of how to integrate technology include using software for spelling, vocabulary, and reading skills practice and developing research projects using online resources. Rubrics can assess student outcomes, and lesson plans provide ideas for curriculum integration.
The document provides instructions for students to observe a classroom lesson, research online resources that could support teaching that topic, evaluate 5 relevant websites and interactive programs, and reflect on how technology could enhance their teaching skills and the lesson they observed. Students are asked to fill out templates to document the class observation, electronic resources found, and their reflections on using technology in education.
Article about Evaluation of Instructional Software83486
This document summarizes an instructional software program for teaching English basics to first grade students in Sultan Qaboos University. The software uses drills and practice with icons of letters, grammar, numbers and other topics. It has exercises after each topic description to reinforce learning. Multimedia and stimulation are used to engage students and Arabic translations support understanding. The software aims to improve students' English language skills like speaking, listening, reading and writing through repetition. It also saves teachers time by automating instruction and monitoring student performance.
1) Computer-assisted language learning (CALL) involves using computer technology to help facilitate foreign language education, from early "little" programs that provided basic drills to later more sophisticated "courseware".
2) Early CALL programs focused on activities like vocabulary drills, gap-filling exercises, and multiple choice tests, while later purpose-built programs provided more complete lessons with stimuli, learner responses, feedback, and branching.
3) Natural language processing (NLP) technologies like parsers can be used in CALL to check grammar, analyze learner errors, and provide targeted feedback as part of a personalized learning experience.
This chapter discusses using instructional software and multimedia for content-area learning. There are four stages of instruction: exposure to information, initial guidance, extended practice, and assessment. The main categories of instructional software are tutorials, simulations, drill and practice, educational games, and exploratory environments. Multimedia is defined as using multiple modes of media and symbol systems, while hypermedia allows for experiencing multimedia in a non-linear form.
PDToolkit is an online resource for Words Their Way that contains four major components: sorts & games, assessment tools, videos, and additional resources. Users can search and filter through pre-made spelling sorts or create their own custom sorts. The site also includes over 40 instructional videos and PDFs of spelling assessments and reports. Teachers can use the assessment tools to monitor student progress over time.
Technology can enhance English and language arts instruction in several ways. Digital tools allow students to take pictures, record videos, and scan images to illustrate stories. Websites, discussion boards, and online documents enable collaboration and communication. Productivity software supports writing, providing feedback, and creating digital books and stories. Multimedia tools incorporate digital storytelling, blogs, and interactive books. Adaptive devices and electronic texts aid students with special needs. Teachers should practice responsible use of technology and adhere to copyright laws. Examples of how to integrate technology include using software for spelling, vocabulary, and reading skills practice and developing research projects using online resources. Rubrics can assess student outcomes, and lesson plans provide ideas for curriculum integration.
The document provides instructions for students to observe a classroom lesson, research online resources that could support teaching that topic, evaluate 5 relevant websites and interactive programs, and reflect on how technology could enhance their teaching skills and the lesson they observed. Students are asked to fill out templates to document the class observation, electronic resources found, and their reflections on using technology in education.
The document discusses assistive technologies and instructional strategies to support students with special needs. It describes how an Individualized Education Program (IEP) provides accommodations. Assistive technologies can help with tasks like organization, note-taking, writing, and accessing materials. Examples of technologies include word prediction software, e-books, screen readers, and hearing assistive devices. The document also provides instructional tips for difficulties like listening, reading, writing, and spelling. Suggestions involve pre-teaching, visual aids, shortened assignments, and alternative reporting formats.
This document provides an overview and review of an encyclopedia of scientific experiments software. The summary includes:
1. The software contains hundreds of innovative scientific experiments and clear explanations to help students easily understand scientific concepts.
2. It allows interactive experiences with visuals, sounds, and videos to make the scientific material more engaging and interesting for secondary school students.
3. However, the review notes some concerns, including a lack of activities for students to participate in or apply what they learn from the experiments, as well as explanations only being provided in Arabic even if some concepts are taught in English.
8-2010 Assistive Technology by TonseticSally Garza
Meghan Tonsetic is a learning specialist at Lawrence Upper School, an independent school for students with learning differences in Broadview Heights and Sagamore Hills, Ohio. The school uses various assistive technologies to enhance reading, writing, and learning for students. These include Read & Write Gold software, Inspiration concept mapping software, text-to-speech, speech-to-text, word prediction, and translation tools. Teachers receive training to incorporate these tools into classroom instruction across subjects. The goal is to destigmatize assistive technology by having all students and staff trained and using various tools.
This document summarizes various content authoring tools that can be used by librarians to create tutorials for learners. It discusses tools that address different learning styles through visuals and audio as well as give learners control over their instruction. It provides examples of content authoring applications like CertpointSystems and Claro that do not require librarians to have programming knowledge. It also discusses using voice over internet protocol tools like Adobe Connect, Elluminate, and Skype to record live instructional sessions for students. The document recommends identifying your audience, goals, and testing different authoring applications to determine the best fit.
Institutional Research at Capilano University created Camtasia videos to explain Program Learning Outcomes in response to accreditation requirements. Feedback indicated faculty confusion around defining outcomes, so three videos were created: 1) defining outcomes, 2) selecting assessment tools, and 3) evaluating student work with rubrics. Screencasts provide an effective way to demonstrate processes and are quick to produce. They support flexible learning and enhance engagement compared to traditional materials like textbooks.
This lesson plan is for a 6th grade English grammar class on prepositions. It is 40 minutes long and uses multimedia materials like videos, texts, and images. The objectives are for students to define prepositions, classify them, find them in sentences, and use them correctly. The teaching techniques include questioning, discussion, and individual activities. Students will learn about prepositions through explanations, examples on slides, recapping, evaluation through worksheets, and homework assignments involving filling in blanks and writing a story using prepositions.
This document provides an overview of computer-assisted language learning (CALL). It defines CALL and outlines its history from behavioral CALL in the 1960s-1970s, which used drills and grammar instruction, to communicative CALL in the 1970s-1980s, which focused on using language forms, to integrative CALL today, which fully integrates technology into teaching. The document also discusses the main roles of computers in language classrooms as tutors, tools, and tutees. It lists advantages, such as increased motivation and individualization, and disadvantages, like insufficient speaking programs and handling unexpected situations.
The document discusses the criteria for evaluating educational software designed for classroom use. It focuses on the content and presentation of information, technical support, and methods for evaluating learning. Key areas that are addressed include pedagogical parameters like instructional theories and structure, design factors like interactivity, navigation, feedback, and screen design. It also covers technical requirements, documentation, updating processes, and methods for evaluating the learning process.
iTeach Session 1: Overview and Introduction to iPad Integration in the ClassroomChristina808
This document provides an overview and agenda for an iTeach session on integrating iPad technology into the classroom. It introduces the SAMR model, a framework for evaluating the use of technology in education. Participants are instructed to download certain apps, including Socrative for student and teacher response. The session goals are to understand the SAMR stages, identify examples within each stage, and explore apps. Participants do partner activities to reflect on their current technology use and how it fits within the SAMR model. An example is given of moving writing instruction up through the SAMR stages from substitution to redefinition.
This document compares fully online courses to technology-assisted classroom courses. Fully online courses rely on web-conferencing tools like Adobe Connect for instruction, while technology-assisted classrooms provide face-to-face classroom instruction with tools like smartboards and projectors. Both methods utilize computers and tablets, and focus on learner-content interaction, though they differ in their approach to instruction delivery and student response gathering.
The document discusses matching curriculum learning goals to hardware and software, integrating technology into the curriculum, and assessing how well technology meets educational goals. It also touches on issues of access, cost, the digital divide, skills, disability, time spent using technology, and how technology can impact teaching, learning, cognition, and student achievement.
The document discusses Universal Design for Learning (UDL) and assistive technology. UDL aims to give all students different options for assessments and instruction to allow for learning. It has three pillars - recognition networks for perceiving information, strategic networks for planning tasks, and affective networks for engagement. UDL implies using varied materials and methods. Assistive technology uses technology to help those with disabilities perform tasks, such as screen readers that read text aloud for the blind. Examples of assistive technology for computers include braille embossers, keyboard filters, light signalers, screen readers, and large-print word processors.
This document provides students with information about the technical skills, hardware, software, and communication methods required for an online course. It outlines minimum technology requirements such as having a computer with a modern internet browser and Microsoft Office, as well as dependable high-speed internet access. It also establishes expectations for communication via Blackboard, including using proper netiquette with academic language and avoiding unprofessional content. The document defines attendance as logging into Blackboard and completing assignments by the due dates for the first two weeks.
This document discusses assistive technology and its uses for students with special needs. It defines special needs as a broad term that can include various disabilities and conditions. Assistive technology promotes independence by enabling tasks that were difficult or impossible. There are three main types of assistive technology: high-tech uses computers and software; low-tech is electronic but without advanced components; and no-tech uses non-electronic devices. Examples of assistive technology include using webcams for remote learning, text-to-speech software, and study carrels. For students with mild disabilities, word processing and writing support tools can help with motivation, mechanics, and recalling words. The document also discusses inclusion in classrooms and communities,
This document discusses how computers can be used as an aid in language teaching and learning. Computers provide opportunities for students to gain experience using technology to improve their vocabulary, grammar, composition, pronunciation, and communication skills through activities like word processors, programs with graphics and video, and recording and playback capabilities. However, computers are not suitable for all language learning activities and reading from a screen can be harder than from printed text.
This document discusses various productivity tools that can benefit students including word processors, databases, spreadsheets, and data probes. It provides details on how each tool works and how students can use them. Word processors allow for writing and editing of documents. Spreadsheets are useful for storing and manipulating numerical data. Databases organize information into fields, records, and files so it can be easily searched. The document emphasizes that students must be taught proper keyboarding skills before using word processors effectively and learn how each tool works to gain their full benefits.
iPads and the primary computing curriculumJEcomputing
This document discusses using iPads to enhance delivery of the Primary Computing Curriculum. It outlines pros of iPads such as allowing pupils to develop key computing and other skills by working with multimedia. Some limitations are areas that are difficult to teach, such as computer science theory, and skills like touch typing. The document explores effective iPad apps for different curriculum areas, like Book Creator for presenting knowledge, iMovie for video editing, and Pic Collage for creating posters. It provides examples and guidance on using the apps to develop pupils' skills while meeting curriculum objectives.
The document provides information about the Abra State Institute of Sciences and Technology. It outlines the institution's vision, mission, core values, and colleges. It also includes details about an outcomes-based teaching and learning plan for an empowerment technology course for Grade 12 students. The course aims to provide students with skills in information and communication technologies. It lists course intended learning outcomes and assessments. It outlines content, standards, competencies and activities for each quarter. The document provides a comprehensive overview of the empowerment technology course curriculum.
The document discusses types of instructional software used in classrooms, including applications, drill-and-practice software, tutorials, simulations, instructional games, problem-solving software, multimedia programs, and teacher utilities. It provides examples and definitions of each type as well as their features and how they can be used to support learning.
This document outlines the baseline ICT standards for students in Singapore and how they aim to develop 21st century competencies. It discusses:
- 7 generic ICT skill areas that students should attain across different key stages from primary to secondary school, including skills like using word processors, spreadsheets, online searches, and more.
- How different departments are responsible for ensuring mastery of different skill areas.
- The expectation that teachers integrate these baseline ICT skills into their subject lessons to prepare students for the future.
- The goal of the Singapore Ministry of Education for 90% of students to attain 95% of the baseline ICT standards.
This document outlines the baseline ICT standards for students in Singapore. It discusses the following:
- 7 generic ICT skill areas that students should develop, including basic operations, learning with searches, text, multimedia, spreadsheets, communication tools, and data collection tools.
- Ownership of developing each skill area by different academic departments.
- Expected progression of skills through 4 key stages from primary to secondary school.
- Outcomes expected at each key stage for each skill area.
- The importance of developing these baseline ICT skills to prepare students to be literate and competitive in the 21st century.
The document discusses types of instructional software applications used in classrooms, including applications, drill-and-practice software, tutorials, simulations, instructional games, problem-solving software, multimedia programs, and teacher utilities. It provides examples and definitions of each type as well as their features and how they can be used to support learning.
The document discusses assistive technologies and instructional strategies to support students with special needs. It describes how an Individualized Education Program (IEP) provides accommodations. Assistive technologies can help with tasks like organization, note-taking, writing, and accessing materials. Examples of technologies include word prediction software, e-books, screen readers, and hearing assistive devices. The document also provides instructional tips for difficulties like listening, reading, writing, and spelling. Suggestions involve pre-teaching, visual aids, shortened assignments, and alternative reporting formats.
This document provides an overview and review of an encyclopedia of scientific experiments software. The summary includes:
1. The software contains hundreds of innovative scientific experiments and clear explanations to help students easily understand scientific concepts.
2. It allows interactive experiences with visuals, sounds, and videos to make the scientific material more engaging and interesting for secondary school students.
3. However, the review notes some concerns, including a lack of activities for students to participate in or apply what they learn from the experiments, as well as explanations only being provided in Arabic even if some concepts are taught in English.
8-2010 Assistive Technology by TonseticSally Garza
Meghan Tonsetic is a learning specialist at Lawrence Upper School, an independent school for students with learning differences in Broadview Heights and Sagamore Hills, Ohio. The school uses various assistive technologies to enhance reading, writing, and learning for students. These include Read & Write Gold software, Inspiration concept mapping software, text-to-speech, speech-to-text, word prediction, and translation tools. Teachers receive training to incorporate these tools into classroom instruction across subjects. The goal is to destigmatize assistive technology by having all students and staff trained and using various tools.
This document summarizes various content authoring tools that can be used by librarians to create tutorials for learners. It discusses tools that address different learning styles through visuals and audio as well as give learners control over their instruction. It provides examples of content authoring applications like CertpointSystems and Claro that do not require librarians to have programming knowledge. It also discusses using voice over internet protocol tools like Adobe Connect, Elluminate, and Skype to record live instructional sessions for students. The document recommends identifying your audience, goals, and testing different authoring applications to determine the best fit.
Institutional Research at Capilano University created Camtasia videos to explain Program Learning Outcomes in response to accreditation requirements. Feedback indicated faculty confusion around defining outcomes, so three videos were created: 1) defining outcomes, 2) selecting assessment tools, and 3) evaluating student work with rubrics. Screencasts provide an effective way to demonstrate processes and are quick to produce. They support flexible learning and enhance engagement compared to traditional materials like textbooks.
This lesson plan is for a 6th grade English grammar class on prepositions. It is 40 minutes long and uses multimedia materials like videos, texts, and images. The objectives are for students to define prepositions, classify them, find them in sentences, and use them correctly. The teaching techniques include questioning, discussion, and individual activities. Students will learn about prepositions through explanations, examples on slides, recapping, evaluation through worksheets, and homework assignments involving filling in blanks and writing a story using prepositions.
This document provides an overview of computer-assisted language learning (CALL). It defines CALL and outlines its history from behavioral CALL in the 1960s-1970s, which used drills and grammar instruction, to communicative CALL in the 1970s-1980s, which focused on using language forms, to integrative CALL today, which fully integrates technology into teaching. The document also discusses the main roles of computers in language classrooms as tutors, tools, and tutees. It lists advantages, such as increased motivation and individualization, and disadvantages, like insufficient speaking programs and handling unexpected situations.
The document discusses the criteria for evaluating educational software designed for classroom use. It focuses on the content and presentation of information, technical support, and methods for evaluating learning. Key areas that are addressed include pedagogical parameters like instructional theories and structure, design factors like interactivity, navigation, feedback, and screen design. It also covers technical requirements, documentation, updating processes, and methods for evaluating the learning process.
iTeach Session 1: Overview and Introduction to iPad Integration in the ClassroomChristina808
This document provides an overview and agenda for an iTeach session on integrating iPad technology into the classroom. It introduces the SAMR model, a framework for evaluating the use of technology in education. Participants are instructed to download certain apps, including Socrative for student and teacher response. The session goals are to understand the SAMR stages, identify examples within each stage, and explore apps. Participants do partner activities to reflect on their current technology use and how it fits within the SAMR model. An example is given of moving writing instruction up through the SAMR stages from substitution to redefinition.
This document compares fully online courses to technology-assisted classroom courses. Fully online courses rely on web-conferencing tools like Adobe Connect for instruction, while technology-assisted classrooms provide face-to-face classroom instruction with tools like smartboards and projectors. Both methods utilize computers and tablets, and focus on learner-content interaction, though they differ in their approach to instruction delivery and student response gathering.
The document discusses matching curriculum learning goals to hardware and software, integrating technology into the curriculum, and assessing how well technology meets educational goals. It also touches on issues of access, cost, the digital divide, skills, disability, time spent using technology, and how technology can impact teaching, learning, cognition, and student achievement.
The document discusses Universal Design for Learning (UDL) and assistive technology. UDL aims to give all students different options for assessments and instruction to allow for learning. It has three pillars - recognition networks for perceiving information, strategic networks for planning tasks, and affective networks for engagement. UDL implies using varied materials and methods. Assistive technology uses technology to help those with disabilities perform tasks, such as screen readers that read text aloud for the blind. Examples of assistive technology for computers include braille embossers, keyboard filters, light signalers, screen readers, and large-print word processors.
This document provides students with information about the technical skills, hardware, software, and communication methods required for an online course. It outlines minimum technology requirements such as having a computer with a modern internet browser and Microsoft Office, as well as dependable high-speed internet access. It also establishes expectations for communication via Blackboard, including using proper netiquette with academic language and avoiding unprofessional content. The document defines attendance as logging into Blackboard and completing assignments by the due dates for the first two weeks.
This document discusses assistive technology and its uses for students with special needs. It defines special needs as a broad term that can include various disabilities and conditions. Assistive technology promotes independence by enabling tasks that were difficult or impossible. There are three main types of assistive technology: high-tech uses computers and software; low-tech is electronic but without advanced components; and no-tech uses non-electronic devices. Examples of assistive technology include using webcams for remote learning, text-to-speech software, and study carrels. For students with mild disabilities, word processing and writing support tools can help with motivation, mechanics, and recalling words. The document also discusses inclusion in classrooms and communities,
This document discusses how computers can be used as an aid in language teaching and learning. Computers provide opportunities for students to gain experience using technology to improve their vocabulary, grammar, composition, pronunciation, and communication skills through activities like word processors, programs with graphics and video, and recording and playback capabilities. However, computers are not suitable for all language learning activities and reading from a screen can be harder than from printed text.
This document discusses various productivity tools that can benefit students including word processors, databases, spreadsheets, and data probes. It provides details on how each tool works and how students can use them. Word processors allow for writing and editing of documents. Spreadsheets are useful for storing and manipulating numerical data. Databases organize information into fields, records, and files so it can be easily searched. The document emphasizes that students must be taught proper keyboarding skills before using word processors effectively and learn how each tool works to gain their full benefits.
iPads and the primary computing curriculumJEcomputing
This document discusses using iPads to enhance delivery of the Primary Computing Curriculum. It outlines pros of iPads such as allowing pupils to develop key computing and other skills by working with multimedia. Some limitations are areas that are difficult to teach, such as computer science theory, and skills like touch typing. The document explores effective iPad apps for different curriculum areas, like Book Creator for presenting knowledge, iMovie for video editing, and Pic Collage for creating posters. It provides examples and guidance on using the apps to develop pupils' skills while meeting curriculum objectives.
The document provides information about the Abra State Institute of Sciences and Technology. It outlines the institution's vision, mission, core values, and colleges. It also includes details about an outcomes-based teaching and learning plan for an empowerment technology course for Grade 12 students. The course aims to provide students with skills in information and communication technologies. It lists course intended learning outcomes and assessments. It outlines content, standards, competencies and activities for each quarter. The document provides a comprehensive overview of the empowerment technology course curriculum.
The document discusses types of instructional software used in classrooms, including applications, drill-and-practice software, tutorials, simulations, instructional games, problem-solving software, multimedia programs, and teacher utilities. It provides examples and definitions of each type as well as their features and how they can be used to support learning.
This document outlines the baseline ICT standards for students in Singapore and how they aim to develop 21st century competencies. It discusses:
- 7 generic ICT skill areas that students should attain across different key stages from primary to secondary school, including skills like using word processors, spreadsheets, online searches, and more.
- How different departments are responsible for ensuring mastery of different skill areas.
- The expectation that teachers integrate these baseline ICT skills into their subject lessons to prepare students for the future.
- The goal of the Singapore Ministry of Education for 90% of students to attain 95% of the baseline ICT standards.
This document outlines the baseline ICT standards for students in Singapore. It discusses the following:
- 7 generic ICT skill areas that students should develop, including basic operations, learning with searches, text, multimedia, spreadsheets, communication tools, and data collection tools.
- Ownership of developing each skill area by different academic departments.
- Expected progression of skills through 4 key stages from primary to secondary school.
- Outcomes expected at each key stage for each skill area.
- The importance of developing these baseline ICT skills to prepare students to be literate and competitive in the 21st century.
The document discusses types of instructional software applications used in classrooms, including applications, drill-and-practice software, tutorials, simulations, instructional games, problem-solving software, multimedia programs, and teacher utilities. It provides examples and definitions of each type as well as their features and how they can be used to support learning.
educational technology 2 lesson 10 computer as a tutor ray mijares
This document discusses the use of computers in education. It notes that educators saw the potential of personal computers for individualized learning given typical large class sizes. The computer can serve as a tutor to relieve some of the teacher's responsibilities, though it cannot replace the teacher. When using computer-assisted instruction and software, the teacher must ensure students have necessary skills, choose learning objectives, plan activities to meet objectives, and evaluate student achievement. The document discusses different types of educational software like reinforcement learning programs, simulation programs, instructional games, problem solving software, multimedia encyclopedias and electronic books.
Technology Class presentation to class at Fordham Uniersity, It is meant for classroom teachers to broaden understanfing of integrating technology into teaching and learning.
This unit introduces middle school students to digital media and advertising through various lessons and activities. Students analyze commercials and advertisements, track commercial data using spreadsheets, and create their own video commercial using a web 2.0 tool. Formative assessments include student presentations, peer critiques, and use of rubrics. The goal is for students to develop skills in technology and digital media important for future careers. Interviews with teachers found the project beneficial and engaging for all students when appropriately modified.
This document outlines a new learning technology plan with goals of improving student achievement through the infusion of technology into the curriculum. The plan's goals are to have 80% of students use technology to support reading, writing, and math outcomes by June 2011. It also aims to have 60% of students create an "Electronic Representation of Curricular Knowledge" in core subjects. Teachers will utilize various online tools and apps to help students meet objectives for each subject area.
The document discusses the history and uses of handheld wireless computers, specifically focusing on personal digital assistants (PDAs). It provides details on the development of PDAs and their uses in education. Some key points summarized:
- PDAs were first invented in 1980 and were adopted in education in the late 1990s, making their use in education neither very early nor very late.
- Research found that the top three uses of handheld devices in education centered around communication, accessing multimedia, and task management.
- For adoption of PDAs at one university, it is proposed that a hybrid centralized/decentralized approach be used. Faculty training and addressing concerns of different types of instructors is also discussed.
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%.
This document discusses how assistive technology can help special needs students in 7 key ways: 1) organization, 2) note-taking, 3) writing assistance, 4) productivity, 5) access to reference materials, 6) cognitive assistance, and 7) material modification. It provides examples of both high-tech and low-tech tools that can aid students with disabilities in areas like structuring ideas, taking notes, writing, calculating, finding information, reading materials, and customizing instruction. The document emphasizes that while some assistive technology can be expensive, low-cost adaptations can also be effective.
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.
Computing education aims to teach students fundamental computer science principles like logic and algorithms. It also teaches students how to use technology to create programs, systems, and media. The goals are for students to understand computer systems, be able to solve problems computationally, and use technology responsibly. The curriculum outlines what students should learn at each key stage, including understanding algorithms, debugging programs, and using technology safely.
This unit introduces 9th grade students to stop motion animation. Students will work in groups of 2-4 to complete a stop motion animation project using various software and tools. They will go through the design process, storyboarding their animation, building characters and sets, shooting the animation, and presenting their final project. The classroom is arranged with computers around the perimeter and worktables in the center to facilitate both digital work and physical model building.
This lesson plan outlines a physical education class that focuses on folk dancing. The teacher will first review warm-up exercises and folk dance steps. Students will then be divided into groups to identify folk dances in pictures, sing examples of folk songs, perform rhythms using materials as instruments, and color a map labeling dance origins. Through questioning, the teacher will analyze students' understanding of dances. Students will then watch video clips and read about folk dances before practicing fundamental positions and steps. Finally, students will answer generalizing questions about folk dance preparation and injury response.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Communicating effectively and consistently with students can help them feel at ease during their learning experience and provide the instructor with a communication trail to track the course's progress. This workshop will take you through constructing an engaging course container to facilitate effective communication.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
2. What will I achieve at the end of this
unit?
At the end of this unit learners should be able to:
Classify computer skills for elementary/primary
classes into four broad categories
Identify relevant computer tools for planning their
blended science curriculum
Map computer abilities, skills and tools
3. Where do I begin?
What spectrum of basic computer skills should I consider for
primary/elementary level kids?
For the sake of simplicity, we classify the various computer skills
relevant for elementary/primary classes into four broad stages.
Each stage includes a set of communication skills and a few
management skills
Management Skills
Save, enter, copy, past
e, insert, delete images
and text
Cut copy and pasting
Management Skills
•Saving, insert, accessi
ng Pull down menus
Management Skills
•Retrieving previously
stored work
•Using the
cutting, copying and
pasting facilities across
different applications
Management Skills
•Recognition of basic
parts
•Start/shut-down and
use of peripherals
Stage 1
Communication
Skills
Basic Inputting
Stage 2
Communication
Skills
Working with text
and inserting
graphics
Stage 3
Communication
Skills
Assembling text
and graphics/
Working across
applications
Stage 4
Communication
Skills
Working across
applications to
research and
consolidate info
4. Mapping skills, abilities to tools for
stage 1
Stage 1 - Basic Inputting
Management Skills
Recognition of basic parts of computer
Start/shut-down and use of peripherals
Kids communicate their abilities through
Drawings and images
Construction of words, phrases and sentences
Tools
MS Paint
MS Word/Notepad
Sample Applications: Using painting to illustrate real-life events involving the
science concept
Science Word search/ Word association game
6. Mapping skills, abilities to tools for
stage 2
Stage 2 - Working with text and inserting
graphics
Management Skills
Saving, insert, accessing Pull down menus
Kids communicate their abilities through
Combination of text and images
Font styles, emphasis, etc.
Tools
MS PowerPoint
MS Word
Sample application: Shuffle slides to answer science riddle, Science
WordArt
8. Mapping skills, abilities to
tools/applications for stage 3
Stage 3 - Assembling text and graphics/
Working across applications
Save, enter, copy, paste, insert, delete images and
text
Cut copy across applications
Kids communicate their abilities through
Insert images
Construction of sentences, paragraphs with images
Tools
Google Images
Google TranslateSample application: Using painting to illustrate real-life events involving the
science concept
10. Mapping skills, abilities to tools for
stage 4
Stage 4 - Working across applications to
interpret, research and consolidate
information
Management Skills
Retrieving previously stored work
Using the cutting, copying and pasting facilities to
manipulate text within the same application and across
different applications
Kids communicate their abilities through
Combining text, images, sound from various s/w packages
Email, compose, send, receive
Tools
MS Word, Google Images
Email , Skype, Photography and using voice recordersSample application: Product advertisements, email and answers to science
questions
12. What you have learned?
Instead of a typical “Textbook” like listing of
computer skills from history of computers to the
world-wide-web, we have broadly classified the
skills based on the abilities/skill that kids gain
Each classification is mapped to the skill
attained, the abilities communicated and the tools
that can be applied
Each skill is illustrated with samples in a science
blended curriculum
Editor's Notes
HiWelcome to Activity 2.1 of the Catalyst Academy Course Blending Computer Skills in Science CurriculumsIn the previous activity, you were introduced to the possibility that basic digital skills can be built within the science classroomIn this second activity, we’re going to spend some time talking about these basic skills and possible science activities associated with these skillsSo let’s get started
As Science and STEMx teachers, most of us are familiar with science topics.But with this course, you’ll be stepping into a new role – that of a Computer Science Teacher.So when it comes to digital skills, where does one begin?In Activity 2.1, we’re going to make it a little easier for you.By the end of this unit, you will be able to: Classify computer skills for elementary/primary classes into four broad categoriesIdentify relevant computer tools for planning their blended science curriculumMap computer abilities, skills and tools
There are many ways to level computer skillsFor the sake of simplicity, we’ve divided computer skills into 4 broad stages – going from easy to complex.Each of these stages includes communication skills and management skillsWe refer to the skills that students need to actually develop documents, apply their thoughts, perform analysis as communication skills.Skill related to using a computer in general are called management skills. In the chart on display, we depict each of the 4 stages.Stage 1 is appropriate for learners who’ve never seen or worked on a computer before.Stage 2 is for learners who know the parts and understand use of a mouse and keyboard but don’t know how to use an application.Stage 3 is where learners begin to get comfortable using 2 applications in parallel and start using different tools and skills depending on the applicationIn our scheme of things, at least of the the applications is web-based.Stage 4 is the final stage of the basic digital skillset. Learners continue to become competent at a larger number of applicationsBy now they also understand differences between each application and start to choose the one they need depending on the task and job at hand.As you can see from the chart, each stage also includes recommended device management skills that are generally application independent.We’re going to take a closer look at each of these stages in the next few minutes.But before that, you should feel free to pause the video for as long as you like and study the chart.
Let’s begin with Stage 1Stage 1 is the first stage – for learners who may very well be touching a computer for the first time.The first thing they would need to know to do anything at all would be to recognize parts of the computerAnd to be able to turn the thing on…. And turn the thing of.We’re referring to these skills as device management skills, or simply, management skills.And then, to actually interact and use the computer they would need to be able to use the mouse and to input text using a keyboard.Through use of mouse and keyboard, kids can communicate their abilities via drawings and images and typing words, phrases and sentences.We’d highly recommend simple tools like MS Paint or MS Word or even simple notepad At this stage, don’t get too worried about using menus etc. Just let keyboarding or use of mouse become second skin to the students.Science Activities can be designed with even these extremely rudimentary skills.
Here’s a sample application from our learners.On the left is a drawing of a simple landscape along with shadows – an activity that followed a science lesson on light and shadows.On the right is a word-search activity.Finding and highlighting hidden words from a grid is a great way to get learners to use fonts, highlights and other emphasis.Its also a fun way to master new science vocabulary!Once your students are comfortable with the mouse and keyboard, they’re now ready for Stage 2.
In Stage 2,Learners will learn a little more about saving their work and using the various features of an application such as pull-down menus.In Stage 1, most learners would have worked with images and words separately. In this stage, they’ll begin seeing and working with them together.They will learn how to use words and sentences in association with images, and manipulate text features such as applying font styles and sizes and use of creating textboxesWe recommend use of powerpoint for tasks that needs combining text and images. Images can be presented to learners for which they’ll need to input captions. MS Word can also be used for text manipulating tasks.A simple powepoint activity would be to give them a few slides each showing a stage in a scientific process or phenomenon. Students can be asked to caption and explain each of these images. To add more difficulty, present the images jumbled. Students can be asked to reorder these images and then caption them.
Here’s a sample project created by students by playing with text boxes.We asked them to simply display all the new terms they had learnt after a chemistry class on mixtures and separation.We also told them to change the colour and size of the words depending on what technique they enjoyed and liked studying
In stage 1 and stage 2 learners worked with only 1 application at a timeIn stage 3, learners will begin to work with 2 applications in parallel.Further they will learn to move text and images between the applicationFinally they will also learn to store their work.These will involve device management and file handling operations such as saving, opening, inserting, copying and pasting.We have found that Stage is the right time to introduce students to the Internet.Accordingly, we always choose a web-based application such as image or text based search as one application.A productivity tool such as word and powerpoint can be the other application. For those of you working with english-language learners, try using google images first before starting with text-based search.For understanding information on websites, you might also want to teach learners how to use google translate so that they can understand english websites in their local language.Activities can include finding answer to questions raised during the science lesson or finding more about things that were of interest to them.Often students want to know how something looks. Google Images is a great place to start.
Here’s a simple exercise where students wondered how electricity got to their homes.The activity required them to use google search to type the question, google translate to understand the search results and answers and MS Word to document their finding.You’ll be amazed at how quickly students proceed from barely knowing what a computer contains to using the web like pros!
We finally come to stage 4.This is a great place for learners to begin collaborating – for e.g. using email and voice conferencing to work on group projects.Use this stage to round off their skills – to ensure that they can work from start to finish on a complete task, selecting applications according to their need and creating a full document.By now students must be able to use their discretion to select the apt software based on what they want to do.With this, their interactivity with computers can also extend to other people using computers.
Here’s a list of email exchanges between students of a certain school.They were asking and testing each other’s knowledge about a variety of science topics including the solar system.In return students found out information using the web and sent back attachments containing what they had learnt – as proof of their new-found knowledge.
The 4 stage approach is really simpleIt starts with learners working with text and drawings independentlyIn stage 2 - they use both text and drawings within a single applicationIn Stage 3 – they use multiple applications in parallelIn stage 4 – they’re working with multiple ppl, and by extension multiple computers in parallelAnd because they can do each of these within the science classroom, the learning experience is novel, engaging and deeply rewarding for the student and you, the science cum computer-science teacher!Before you go to the next activity, where we’ll focus specifically on computer-based science activities, let’s look at what we’ve learned.Instead of a typical “Textbook” like listing of computer skills from history of computers to the world-wide-web, we have broadly classified the skills based on the abilities/skill that kids gainEach classification is mapped to the skill attained, the abilities communicated and the tools that can be appliedEach skill is illustrated with samples in a science blended curriculumAnd that’s it!Thank you for staying with us through the videoWe hope to see you in the next activity