Please cite as: Haines, Karen (2007). "
The heat stays on: Supporting ongoing CALL education for teachers". Paper given at CALL symposium, Unitec, NZ on the 18-19 May 2007.
Please cite as: Haines, Karen (2007). "
The heat stays on: Supporting ongoing CALL education for teachers". Paper given at CALL symposium, Unitec, NZ on the 18-19 May 2007.
It's Not Rocket Science, or is It? Large Scale Quality Engineering in Distanc...Cinda Holsombach-Ebner
Conference presentation given at Sloan-C Conference in Orlando, November 11, 2011
Abstract:
ERAU-Worldwide presents its highly-centralized model of distance learning, delivering 200+ turnkey-style online courses, facilitated by 800+ instructors, to 36,000+ students across the globe. How do we ensure instructional quality is pervasive while innovating through emerging technologies and delivery mode diversification? What initiatives can smaller organizations take away and apply?
Mapping digital competence as a new subject in the Primary School curriculumUniversidad Nebrija
In December 2006 with the European Recommendation on Key Competences, "digital competence" was acknowledged as one of the 8 key competences for Lifelong Learning by the European Union.
Although the guidelines are being worked in an international framework each country should manage to find its own way to achieve the changes needed in the educational system. We present an inquiry with experimental design focused in the development of digital competence at Primary school.
Biometric research centers on five fundamental areas: data collection, signal processing, decision-making, transmission, and storage. Traditionally, research occurred in subsets of the discipline in separate departments within universities such as algorithm development in computer science, and speech and computer vision in electrical engineering. In the fall semester of 2002, a class in Biometric Technology and Applications was developed to encourage cross-disciplinary education, where all areas of the biometric model would come together and address issues such as research methodologies and the implementation of biometrics in society at large. The course has been modified to accommodate a wider audience, incorporate graduate student research, which is the foundation for modular mini-courses tailored to specific majors and issues. Having an interdisciplinary group of student’s better mirrors the makeup of jobs involved in biometrics, such as management, marketing, or research. The challenge lies in providing a course that accounts for these diverse needs.
"MITAOE is one of the Top Engineering Institute in Pune, Maharashtra. Here you will get detail information about B Tech CSE Syllabus/Curriculum."
To know more, visit: http://mitaoe.ac.in/school-of-computer-engineering-and-technology-comp-bachelor-course-structure.php
It's Not Rocket Science, or is It? Large Scale Quality Engineering in Distanc...Cinda Holsombach-Ebner
Conference presentation given at Sloan-C Conference in Orlando, November 11, 2011
Abstract:
ERAU-Worldwide presents its highly-centralized model of distance learning, delivering 200+ turnkey-style online courses, facilitated by 800+ instructors, to 36,000+ students across the globe. How do we ensure instructional quality is pervasive while innovating through emerging technologies and delivery mode diversification? What initiatives can smaller organizations take away and apply?
Mapping digital competence as a new subject in the Primary School curriculumUniversidad Nebrija
In December 2006 with the European Recommendation on Key Competences, "digital competence" was acknowledged as one of the 8 key competences for Lifelong Learning by the European Union.
Although the guidelines are being worked in an international framework each country should manage to find its own way to achieve the changes needed in the educational system. We present an inquiry with experimental design focused in the development of digital competence at Primary school.
Biometric research centers on five fundamental areas: data collection, signal processing, decision-making, transmission, and storage. Traditionally, research occurred in subsets of the discipline in separate departments within universities such as algorithm development in computer science, and speech and computer vision in electrical engineering. In the fall semester of 2002, a class in Biometric Technology and Applications was developed to encourage cross-disciplinary education, where all areas of the biometric model would come together and address issues such as research methodologies and the implementation of biometrics in society at large. The course has been modified to accommodate a wider audience, incorporate graduate student research, which is the foundation for modular mini-courses tailored to specific majors and issues. Having an interdisciplinary group of student’s better mirrors the makeup of jobs involved in biometrics, such as management, marketing, or research. The challenge lies in providing a course that accounts for these diverse needs.
"MITAOE is one of the Top Engineering Institute in Pune, Maharashtra. Here you will get detail information about B Tech CSE Syllabus/Curriculum."
To know more, visit: http://mitaoe.ac.in/school-of-computer-engineering-and-technology-comp-bachelor-course-structure.php
"NH Focus on ePortfolio Day" will take place October 4th at Plymouth State University. We hope you will join us, as educators from across the state gather for a day of in-depth discussions and presentations on ePortfolios. These discussions will include current ePortfolio uses, as well as future trends for NH's schools. Live stream at http://plymouth.edu/online/events/nhfocus_2010.html
Getting to the Core: Integrating Technology into Common Core StandardsShawndra Bowers
The Common Core standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success. We will explore what technology tools and resources can help you begin addressing these new standards in real and relevant ways.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
2024.06.01 Introducing a competency framework for languag learning materials ...
Alabama Technology Education Course of Study 2009
1. 1 Alabama Course of Study: Technology Education Alabama State Department of Education Technology Initiatives Technology in Motion Teacher Training
2. Technology Literacy vs. Technology Fluency CONTENT STANDARD ALIGNMENT Course of Study Word Splash Cyber Safety Technology Integration Equitable Access Global Awareness
12. Content Standards Structure Differences 2002 Course of Study 2008 Course of Study Composition of a Content Standard: Stem —contains minimum required content to be mastered at the end of a grade level, cluster, or course Bullet (as needed)—additional minimum required content that provides further specificity for the content standard that it follows Example (as needed)—clarifies the content standard that it follows Composition of Minimum Required Content: Content Standard— statement that defines what students should know and be able to do at the conclusion of a course, cluster, or grade Bullet (as needed)—denotes content that is related to the standard and required for instruction; identifies additional minimum required content Example (as needed)—clarifies certain components of a content standard or bullet; illustrative but not exhaustive Repetition of Content: Occurs Throughout Standards in Clusters K-12 Repetition of Content: Does Not Occur in Standards From Cluster to Cluster
14. Old to New Comparison 2002 Course of Study 2008 Course of Study Goal for Technology Literacy Fluency Number of Standards K-2 cluster=16 9-12 cluster=38 K-2 cluster=10 9-12 cluster=17 Measurability Content Standards Broad and Difficult to Assess Content Standards Clear and Assessable Rigor Appropriate for the time Increased to be appropriate for 21 st Century Society Demands
15. Strand Differences 2002 Content/Organizational Strands: 2008 Content/Organizational Strands: Basic Operations and Concepts Technology Operations & Concepts Social, Ethical, and Human Issues Digital Citizenship Technology Productivity Tools Creativity and Innovation Technology Communications Tools Communication and Collaboration Technology Research Tools Research and Information Fluency Technology Problem-Solving and Decision-Making Tools Critical Thinking, Problem Solving, and Decision Making
27. K To 2 1. Identify basic parts of various technology systems. 2. Identify applications and operations of various technology systems. 3. Demonstrate correct posture and finger placement while using a technology system. 3 To 5 1. Use input and output devices of technology systems. 2. Use various technology applications, including word processing and multimedia software. 3.Identify common hardware and software problems. 4.Identify various operating systems of technology devices 6 To 8 1. Appraise technology systems to determine software and hardware compatibility. 2. Publish digital products that communicate curriculum concepts. 3. Explain how network systems are connected and used. 4. Determine basic troubleshooting strategies to correct common hardware and software problems. Technology systems are much broader than before..not just computers. Soon 2008 Links!
28. K To 2 4. Identify safe use of technology systems and applications. 5. Practice responsible use of technology systems and applications. 6. Identify uses of technology systems in daily living. 3 To 5 5. Practice safe use of technology systems and applications. 6. Describe social and ethical behaviors related to technology use. 7. Explain the influence of technology on society. 6 To 8 8. Identify safe uses of social networking and electronic communication. 9. Practice responsible and legal use of technology systems and digital content. 10. Describe advances in technology and the effects of each on the workplace and society. Don’t forget your Social Studies Teachers with this one! Tip Soon 2008 Links!
29. K To 2 7. Use digital tools to access and retrieve information. 3 To 5 8. Collect information from a variety of digital sources. 9. Use technology tools to organize, interpret, and display data. 6 To 8 11. Use digital tools and strategies to locate, collect, organize, evaluate, and synthesize information. Don’t forget your Library Media Specialist with this one! Tip Soon 2008 Links!
30. http://www.edutopia.org/key-largo-school K To 2 8. Use digital environments to exchange ideas with individuals or groups. 3 To 5 10. Use digital environments to collaborate and communicate. 6 To 8 12. Use digital tools to communicate and collaborate at all levels from interpersonal to global. Soon 2008 Links!
31. http://www.edutopia.org/school-environmental-studies K To 2 9. Identify digital tools used for problem solving. 3 To 5 11. Use digital tools to analyze authentic problems. 6 To 8 13. Use digital tools to formulate solutions to authentic problems. Soon 2008 Links!
32. http://www.edutopia.org/learning-design K To 2 10. Design original works using digital tools. 3 To 5 12. Create a product using digital tools. 6 To 8 14. Use digital tools to generate new ideas, products, or processes. Music, Art, Literature, Computer programming would fit here! Soon 2008 Links!
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34. Grades 9-12 Standards 9. Practice ethical and legal use of technology systems and digital content. 10. Analyze capabilities and limitations of current and emerging technologies. 11. Critique digital content for validity, accuracy, bias, currency, and relevance. 12. Use digital tools to publish curriculum-related content. 13. Demonstrate collaborative skills using curriculum-related content in digital environments. 14. Use digital tools to defend solutions to authentic problems. 15. Forecast technology innovations based on trends. 16. Create a product that integrates information from multiple software applications. 17. Create an interactive digital product using programming logic. http://www.edutopia.org/animating-dreams Soon 2008 Links!
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38. Implementation Cycle 2007-2008 ALABAMA COURSE OF STUDY: TECHNOLOGY EDUCATION REVISIONS AND ADOPTION Step 1: 2009-2010 STATE TEXTBOOK COMMITTEE MEETS & ADOPTS Step 3: 2008-2009 LOCAL SYSTEMS DESIGN CURRICULA Step 2: Spring 2010 LOCAL TEXTBOOK ADOPTION Step 4: 2008-2009 OPTIONAL IMPLEMENTATION 2009-2010 PROPOSED FULL IMPLEMENTATION Step 5:
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Editor's Notes
Welcome to all participants! This presentation will provide you with information that will help your system implement the new Technology Education Course of Study. It has been designed as a resource that will be helpful in that process. Copies of this PowerPoint will be available. [(Presenters Notes) This presentation was designed with interactive white board use in mind. Presenters could do this with less effectiveness as a standard PowerPoint. Many links within this presentation will require an Internet connection. Additionally, one link (slide 32) requires an email client that is configured for email. Presenters might prefer skipping this link if mail is not configured on your presentation computer. The current version was designed for use with PowerPoint 2007. We will also offer a version that will have some backward compatibility. A test run through with your presentation equipment is suggested to insure the presentation functions properly prior to your actual presentation.] (Distribution Slide 1)