How to Create a Virtual Field Trip
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Virtual field trips can expand learning beyond the classroom by providing hands-on experiences through technology. They allow students to explore places and topics in an engaging way without leaving the school. When creating a virtual field trip, it is important to have clear learning objectives and keep the experience focused and brief to hold students' attention. Follow-up offline activities can help students continue their learning from the virtual experience. Teachers can also have students create their own virtual field trips to supplement topics covered in class.
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3) Creating annotated maps challenges students' historical thinking and digital literacy skills, but provides benefits like opportunities for analysis, collaboration, and gaining deeper historical understanding.
online Assignment
This document discusses the purpose and importance of organizing field trips for students. It notes that field trips provide hands-on learning experiences outside the classroom that can enhance what students are learning. Well-planned field trips help students develop social skills, increase their knowledge and appreciation for topics, and stimulate their interests. However, field trips also require significant planning from teachers and carry some risks. Overall, the document argues that field trips, when organized properly, can deeply engage students and complement classroom learning.
Lesson 11
This document discusses planning and conducting effective field trips. It notes that field trips offer an excellent bridge between classroom learning and the real world. Key steps in planning a field trip include preliminary planning by the teacher, pre-planning with students, taking the field trip, and follow-up activities. Effective planning involves setting objectives, safety guidelines, documentation methods, and follow-up questions. Field trips provide memorable, concrete experiences that foster lasting learning and changes in attitudes. They allow students to broaden their learning beyond textbooks. While field trips require logistical effort, their educational benefits outweigh these disadvantages.
Final session on wimba
This document summarizes several educators' use of technology to improve student learning. Key points include:
- Teachers used tools like Edmodo, Google Docs, Blackboard, Learn360 and videos to engage students, provide alternative ways for students to interact with material, and offer differentiation.
- Evidence of impact included increased student engagement, collaboration, access to information, and opportunities for feedback and assessment.
- Moving forward, teachers planned to continue and expand their use of technology tools to further transform learning and meet varied student needs.
TEACHING METHODS.pptx
This document defines self-directed learning and outlines the process. It begins by defining self-directed learning as when individuals take initiative to diagnose their own learning needs, formulate goals, identify resources, choose learning strategies, and evaluate outcomes. The key aspects of self-directed learning are that it moves learners from dependence to autonomy, is need-oriented and motivated by a love of learning. The document then describes the three main steps of self-directed learning as climate setting, planning learning needs and goals, and evaluating progress.
Forum info sessions
The document contains the schedule for an online education forum. It includes plenary speeches, live online lessons, roundtable discussions, workshops, and talks on various education topics. Some of the topics covered include integrating videos and multimedia into lessons, implementing new curriculums, media literacy, developing life competencies, lesson planning, fostering learner autonomy, and conducting classes with social robots. The schedule also includes a closing plenary talk on connecting students during online education.
Teaching with technology presentation
This document provides guidance for teachers on using instructional media and virtual field trips in the classroom. It suggests that virtual experiences can effectively introduce new concepts, clarify misconceptions, and transport students to places they cannot physically visit. The document offers tips for teachers to plan virtual tours that fit curriculum standards, set an appropriate pace, and ensure age-appropriate content. It also provides recommendations for engaging students during and after virtual presentations, such as asking preparatory questions, clearly stating objectives, discussing key points, and incorporating reinforcement activities. A list of suggested virtual field trip resources for animals, museums, historical locations and other sites is also included.
Four case study blogs
Four case studies of educational technology programs are described:
1) A preschool that engages students in project-based learning centered around their interests, such as a simulation of a trip to Brazil after researching the country.
2) A program in Maine that provides middle school students with laptops, which helps level learning opportunities and allows students to independently research and publish their work.
3) A third grade history project where students document their town's history through photos, videos and a website to share with other classes.
4) An elementary school considered one of the most wired, with technology integrated into daily lessons, student work and communication between teachers, families and students.
Share the wealth
Deana Hubbell completed a Capstone program to become certified in the National Educational Technology Standards for Teachers (NETS*T). Through the program, she implemented technology-integrated projects in her 3rd grade classroom, including a habitat research project using online sources and a city mapping project. Her students demonstrated engagement and enjoyment of the lessons. Hubbell realized the potential of technology to support creativity, collaboration, and global connections for students. She grew as an educator by learning to select technologies that meaningfully support learning goals.
Teaching with technology presentation
This document provides guidance for teachers on using instructional media and virtual field trips in the classroom. It discusses how virtual experiences can bring the world into the classroom without long travel. Teachers can plan virtual tours to fit curriculum standards and act as guides to share knowledge. The document offers tips for introducing, discussing, and concluding virtual experiences to keep students engaged. It provides examples of virtual field trips to locations like zoos, museums, and historic sites that allow students to virtually visit places they cannot physically go.
Educational philosophy
Crystal's Educational Philosophy, based on personal experiences in the classroom. Above all, follow your dreams.
Making most of field trips
Field trips offer an excellent way to connect what students learn in school to the real world. The document outlines the full process for planning and implementing a successful field trip, including preliminary planning, pre-trip meetings, the field trip itself, and follow-up activities. It stresses preparing students with background knowledge, having clear objectives, ensuring safety, and evaluating the trip's effectiveness afterwards. Field trips are presented as a memorable learning experience that can foster curiosity and new interests when planned and executed carefully.
NETS-S
The document proposes several ideas for using technology in K-2 classrooms to meet NETS standards. It suggests having students (1) create and share original stories digitally, (2) research environmental issues by taking photos and making data spreadsheets and advertisements, and (3) communicate with pen pals through email to learn about other cultures. It also recommends (4) taking virtual field trips online and evaluating the information gained.
Educational philosophy
This document discusses the benefits of hands-on learning and the author's teaching philosophy which is based on hands-on activities. It provides research showing that hands-on learning helps students better remember and apply knowledge. It also includes a pyramid showing higher retention rates from active learning methods. The author aims to test student skills before and after lessons to evaluate the impact of hands-on activities and influence other teachers to adopt these methods. The goals are for students to effectively learn through hands-on activities and projects, apply knowledge in various contexts, and demonstrate improved retention of information from assessments.
RL_P2_My final reflection Primary level
This document is a student teacher's final reflection on their primary level practicum during the COVID-19 pandemic. The practicum was conducted online through the Lenguas Vivas Bariloche Institute. The student planned two didactic units for different primary grade levels, receiving feedback from their tutor. While they were unable to implement the units with real students, planning the units helped the student develop new skills. Based on tutor feedback, the student identified areas for improvement, such as shortening activities and balancing the amount of content between lessons. Overall, the experience helped the student grow professionally and apply technology in teaching, despite challenges posed by the pandemic.
Content area literacy
This document discusses characteristics of effective literacy teachers and sociocultural influences on literacy. It outlines principles that effective teachers demonstrate such as purpose, exploration, reflection, and flexibility. Sociocultural influences include adolescent literacy being critical for academic success and preparing students for life. Elements to improve literacy are direct comprehension instruction, motivation, and text-based collaborative learning. The document also discusses how interdisciplinary teaching combines subjects in activities, and gives examples of combining science and writing or science and social studies. Finally, it outlines how teachers can incorporate local and global issues into various subjects through activities like learning about ecotourism internationally or using technology like Skype and Google Field Trip to connect classrooms globally.
Projeto Knowing Thanksgiving - Parte escrita
This document outlines a project to teach 4th grade students about the American Thanksgiving holiday. It will use activities and games to help students learn vocabulary related to Thanksgiving and cultural aspects of the holiday. Over 5 classes, students will learn about Thanksgiving traditions, foods, and how to ask and answer questions about the topic. The project aims to teach language in a fun, meaningful way to promote cultural understanding and communication skills.
PGQM Example PP 2b
The document discusses the role of subject leaders in formulating clear targets to guide teaching, monitoring pupil progress, addressing staff training needs, and supporting transition processes. It provides examples from various schools of how subject monitoring in geography has positively impacted pupil outcomes, enjoyment, and achievement through activities like field work, independent research projects, and developing geographical skills. Resources and leadership are discussed in the context of continuous improvement and developing critical thinking in the subject.
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Full-RAG: A modern architecture for hyper-personalization
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I, a former op, would like to extend an invitation to all application developers to join the observability party will share these foundational concepts to build on:
Removing Uninteresting Bytes in Software Fuzzing
Imagine a world where software fuzzing, the process of mutating bytes in test seeds to uncover hidden and erroneous program behaviors, becomes faster and more effective. A lot depends on the initial seeds, which can significantly dictate the trajectory of a fuzzing campaign, particularly in terms of how long it takes to uncover interesting behaviour in your code. We introduce DIAR, a technique designed to speedup fuzzing campaigns by pinpointing and eliminating those uninteresting bytes in the seeds. Picture this: instead of wasting valuable resources on meaningless mutations in large, bloated seeds, DIAR removes the unnecessary bytes, streamlining the entire process.
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- These are slides of the talk given at IEEE International Conference on Software Testing Verification and Validation Workshop, ICSTW 2022.
Alt. GDG Cloud Southlake #33: Boule & Rebala: Effective AppSec in SDLC using ...
Effective Application Security in Software Delivery lifecycle using Deployment Firewall and DBOM
The modern software delivery process (or the CI/CD process) includes many tools, distributed teams, open-source code, and cloud platforms. Constant focus on speed to release software to market, along with the traditional slow and manual security checks has caused gaps in continuous security as an important piece in the software supply chain. Today organizations feel more susceptible to external and internal cyber threats due to the vast attack surface in their applications supply chain and the lack of end-to-end governance and risk management.
The software team must secure its software delivery process to avoid vulnerability and security breaches. This needs to be achieved with existing tool chains and without extensive rework of the delivery processes. This talk will present strategies and techniques for providing visibility into the true risk of the existing vulnerabilities, preventing the introduction of security issues in the software, resolving vulnerabilities in production environments quickly, and capturing the deployment bill of materials (DBOM).
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Bob Boule
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Presented by Vladimir Iglovikov:
- https://www.linkedin.com/in/iglovikov/
- https://x.com/viglovikov
- https://www.instagram.com/ternaus/
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Explore more about Albumentations and join the community at:
GitHub: https://github.com/albumentations-team/albumentations
Website: https://albumentations.ai/
LinkedIn: https://www.linkedin.com/company/100504475
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How to Create a Virtual Field Trip
- 1. NNCSS April 4, 2009 How to Create a Virtual Field Trip
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