The document discusses how three independent schools - Holy Trinity Episcopal Academy, The Lexington School, and Shipley School - are using an online campus community (OCC) platform to share work. It provides examples of how the schools are utilizing features like class pages, homework assignments, social media, photo galleries, videos, document sharing, publications, targeted content, directories, and email. The presenters demonstrate ways different divisions within the schools (lower school, middle school, upper school) employ the various OCC tools. They also discuss advantages and disadvantages of the approaches as well as implementation challenges.
The document discusses various web publishing tools that can be used in education, including wikis, blogs, and RSS feeds. It provides reasons why educators should consider blogging, such as helping students relate to lessons, fostering collaboration, and acting as an online journal. Specific educational blogs are recommended in areas like social media, flipped learning, technology resources, and more. Both successes, like being able to teach and learn flexibly, and challenges, like fear of new projects, of using these tools are explored. Links to the author's created wiki, Glogster, blog, and discussion of RSS feeds are provided as examples.
This document discusses using social media in the classroom. It notes the widespread use of platforms like Facebook, Twitter, and Instagram. It argues social media can teach students proper online interaction, make the world the classroom, and give a voice to students. Specific ways to use Facebook, Twitter, Pinterest and other platforms for communication, supplemental learning materials, collaborative hashtags, and organizing images/media are presented. The conclusion is that available technologies should help students learn.
Project Upward Bound is an academic support program that prepares high school students for college. The internship involved assessing Upward Bound's technology needs, creating a wiki to facilitate communication between students and teachers, and hosting a weekly technology club to introduce students and staff to various online tools. The wiki was successfully adopted by teachers who uploaded course materials and students who shared their work. Future plans include expanding the wiki's resources and implementing online math tutoring.
Fiona Beal introduces herself as a passionate educator who uses technology and her personal learning network (PLN) for professional development. She recommends teachers start a PLN by joining sites like Google Reader, Twitter, educational networks, and creating a classroom or personal blog. Maintaining a PLN takes ongoing effort but provides access to global resources and communities to support growth as a 21st century educator.
Presentation/Webinar about the use of blogs, twitter and vine to engage student collaboration. Webinar shown at Spring Blog Festival 2014. http://bit.ly/springblogfest14
Schoology is a learning management system (LMS) designed to have a student-friendly interface similar to Facebook to facilitate collaboration. It offers traditional LMS features like grading and attendance tracking, but also interactive tools like profiles, messaging, and groups. The home page displays recent activity and updates like a Facebook wall to encourage engagement. By mirroring familiar social platforms, Schoology aims to make the LMS easy to use and appealing to students.
The document discusses using social networking tools like Facebook and Google+ in education. It notes that 90% of college students regularly use social media and today's students want to share their thoughts in a timely manner. While social media can create new learning channels, teachers face challenges in ensuring its use promotes learning rather than distraction. The document provides examples of how Facebook and Google+ can be used for communication, project management, and collaboration between students and teachers.
The document discusses various web publishing tools that can be used in education, including wikis, blogs, and RSS feeds. It provides reasons why educators should consider blogging, such as helping students relate to lessons, fostering collaboration, and acting as an online journal. Specific educational blogs are recommended in areas like social media, flipped learning, technology resources, and more. Both successes, like being able to teach and learn flexibly, and challenges, like fear of new projects, of using these tools are explored. Links to the author's created wiki, Glogster, blog, and discussion of RSS feeds are provided as examples.
This document discusses using social media in the classroom. It notes the widespread use of platforms like Facebook, Twitter, and Instagram. It argues social media can teach students proper online interaction, make the world the classroom, and give a voice to students. Specific ways to use Facebook, Twitter, Pinterest and other platforms for communication, supplemental learning materials, collaborative hashtags, and organizing images/media are presented. The conclusion is that available technologies should help students learn.
Project Upward Bound is an academic support program that prepares high school students for college. The internship involved assessing Upward Bound's technology needs, creating a wiki to facilitate communication between students and teachers, and hosting a weekly technology club to introduce students and staff to various online tools. The wiki was successfully adopted by teachers who uploaded course materials and students who shared their work. Future plans include expanding the wiki's resources and implementing online math tutoring.
Fiona Beal introduces herself as a passionate educator who uses technology and her personal learning network (PLN) for professional development. She recommends teachers start a PLN by joining sites like Google Reader, Twitter, educational networks, and creating a classroom or personal blog. Maintaining a PLN takes ongoing effort but provides access to global resources and communities to support growth as a 21st century educator.
Presentation/Webinar about the use of blogs, twitter and vine to engage student collaboration. Webinar shown at Spring Blog Festival 2014. http://bit.ly/springblogfest14
Schoology is a learning management system (LMS) designed to have a student-friendly interface similar to Facebook to facilitate collaboration. It offers traditional LMS features like grading and attendance tracking, but also interactive tools like profiles, messaging, and groups. The home page displays recent activity and updates like a Facebook wall to encourage engagement. By mirroring familiar social platforms, Schoology aims to make the LMS easy to use and appealing to students.
The document discusses using social networking tools like Facebook and Google+ in education. It notes that 90% of college students regularly use social media and today's students want to share their thoughts in a timely manner. While social media can create new learning channels, teachers face challenges in ensuring its use promotes learning rather than distraction. The document provides examples of how Facebook and Google+ can be used for communication, project management, and collaboration between students and teachers.
This document provides 34 ideas for using a classroom blog, including:
1) Choosing a blogging platform like Edublogs or Blogger.
2) Customizing the blog with a header, about section, and class photo.
3) Adding widgets, curriculum, photos of projects, videos, and resources.
4) Engaging students by having them write blog posts, record podcasts, and document class activities and projects.
5) Connecting with other teachers by making blog friends and following education technology blogs.
Blogging Scholl for English teachers syllabus, 2015-2016Olga Morozan
This document describes an EFL blogging course for Moldovan regional teachers. The 4-month course aims to equip teachers with skills for using blogs and online tools to enhance English language teaching. During the course, participants will learn how to create and manage a class or school blog, incorporate multimedia like videos and graphics, engage students in blog activities and online projects, and integrate blogging into their English lessons. By the end of the course, participants will be able to present their blog and share their experiences at a final event, and train other teachers in their regions.
The K-5 Training on June 22nd aimed to teach participants basic Schoology features like navigation, adding materials, and saving items. By the end of the training, participants would learn to create and modify a Parent Homework Folder and save work to Personal Resources for the upcoming school year in order to develop their course. Learning targets included completing self-paced lessons on Schoology features and creating/modifying a Parent Homework Folder while saving work to Personal Resources.
This document summarizes a presentation about teaching in the age of collaboration. The presenter, Fiona Beal, is a passionate educator who has incorporated technology into her teaching. She provides examples of collaborative projects she has done with her students using tools like blogs, wikis, Skype and Google docs. These projects connected her students with classrooms around the world. She also describes projects done by other educators to provide ideas for ways to collaborate using tools she has not yet tried like Google sites and SchoolTube.
A classroom blog AND a classroom wiki? Show me!_bealFiona Beal
Fiona Beal presented on using blogs and wikis in the classroom. She discussed how blogs allow a classroom to connect with the outside world and share experiences. Blogs can feature class news, resources, photos and videos. Wikis are collaborative websites that allow easy editing. She provided many examples of inspiring classroom blogs and wiki projects. The presentation covered how to set up blogs and wikis, add widgets, and use them for class projects and keeping resources organized. The goal was to inspire educators to integrate these tools into teaching and learning.
The document provides an overview of online teaching methods and resources, including their benefits and disadvantages. It discusses using online tools like wikis and blogs to enhance student learning. Wikis allow collaborative creation and editing of web pages, while blogs promote critical thinking and reflection. Overall, the document examines how technology has changed education by enabling convenient online distribution of course materials and more flexible scheduling for students.
Valerie Burton presented on tools for integrating technology into lessons at the LCTE Fall Conference. She introduced Google Docs for collaboration and gathering information through forms. Weebly was presented for ePortfolios and websites. Wordle was shown for avatars, presentations, and assessments. Kidblog and Wordpress were recommended for blogs. Photopeach allows creating photomovies. Twitter is useful for updates. PBWorks creates online classrooms. Wallwisher gathers ideas. Demonstrations and explanations were provided for each tool. The goal was to help educators effectively incorporate new technologies into teaching and managing learning.
This document provides tips for maintaining an active teacher blog. It discusses the different purposes of blogs, including entertainment, communication, self-presentation, and social networking. It emphasizes motivating students and colleagues to engage with the blog by making it visually appealing and ensuring content is clear, structured, and relevant. The document also recommends incorporating multimedia like audio/video, collaborating with other teachers, and providing differentiated content and resources to meet varied student needs. Blogs can enhance and diversify learning when used as a platform for assignments, activities, and facilitating inclusive education.
The document discusses the use of social networking and Web 2.0 tools in schools. It provides statistics on student use of blogs, social media, and online profiles from various surveys. It also discusses concerns about these tools from administrators and legal issues. Finally, it promotes using social media collaboratively for projects, sharing resources, and engaging students. Specific tools mentioned include wikis, RSS feeds, blogs, YouTube, SlideShare, and Google docs.
This document provides an overview of using the Schoology learning management system for elementary classrooms. It discusses navigating and customizing courses and groups, integrating OneDrive and Office 365 tools, and creating folders, pages, assignments, and assessments. Examples of organized elementary courses are shared and the Schoology support page is recommended for additional help.
This document discusses using wikis for collaborative and project-based learning in education. It provides examples of how wikis can be used across subjects for organizing information, facilitating discussions, and engaging students in collaborative work. Specific tools like PBWorks and Wikispaces are recommended as educator-friendly wikis. A sample lesson plan is included for creating a math vocabulary wiki where students can collectively contribute and edit terms. Resources and rubrics for establishing and assessing student work on wikis are also outlined.
- The document discusses various Web 2.0 tools that can be used for learning like wikis, blogs, media sharing, Google Docs, and social bookmarking.
- It provides examples of how each tool can be used in the classroom for collaboration, organizing resources, and engaging students in project-based learning.
- The presentation also covers potential drawbacks of using these tools and how Web 2.0 supports 21st century learning frameworks.
This document lists 17 ways to use a wiki in the classroom, as presented by various educators. Some examples include creating subject-specific repositories for student-written revision materials, asking students to collaboratively respond to books or class discussions, showing off student work, allowing students to create personal pages, publishing training videos, posting podcasts, sharing teaching techniques among staff, creating a forum for students to discuss issues, and using a wiki as an interactive substitute teacher plan or classroom website. Wikis allow for collaboration between students and teachers.
The document provides an overview of the functionality of the Ultranet Release 1 for students and teachers in Victorian government schools. The Ultranet is an electronic learning environment that allows students, teachers and parents to connect and collaborate online. It will provide access to digital resources, online learning activities, and tools for students to track their learning progress and set learning goals. Key functionality for teachers includes designing learning activities and collaborating with other teachers, while students can participate in online activities and track their learning through a portfolio.
This document discusses using Web 2.0 tools to address modeling digital age technology and learning standards. It introduces wikis as a tool that can demonstrate, collaborate, communicate and model. Examples of educational wikis are provided. The facilitator demonstrates using Corkboard.me for anonymous participant responses and Google Apps for collaboration. Participants provide ideas for using tools like wikis and Google Apps in their classrooms. Resources on digital literacy and educational technology standards are referenced.
This document provides information and examples for using Ultranet spaces, wikis, and blogs in educational settings. It discusses:
1) The different types of Ultranet spaces like home spaces, express spaces, collaborative learning spaces, and design spaces and examples of how they can be used.
2) What wikis and blogs are and examples of how they can be used in classrooms for projects, organizing events, and publishing information.
3) Tips for getting started with wikis and blogs in the classroom, including starting small, seeking help from experienced teachers, and targeting tech-savvy student moderators.
Social Media for Education: in PracticeTarahHarvey1
This document provides a collection of lesson plans for using various social media platforms as learning tools in K-12 classrooms. It includes lessons using wikis, social networks, vlogs, blogs, microblogs, and podcasts across different subject areas. Each lesson entry lists the grade level, subject area, URL to the full lesson plan, and a brief 3-sentence description of the lesson's activities. The entries are arranged alphabetically, not by importance. The goal is to help educators find ideas for incorporating social media to promote collaboration and idea sharing among students.
The document discusses creating a website to increase collaboration among science teachers at a high school. It describes developing the website using Dreamweaver and Photoshop based on teacher feedback. A survey found that teachers want to upload and download resources but have fewer interested in discussions. The website aims to share ideas and evolve the curriculum without increasing teacher workload. It will include file sharing, discussions, and controlled student/parent access to materials. The website will continue developing as a living resource for teacher collaboration.
The document provides an overview of the economic and credit conditions in several European countries in 2014 and forecasts for 2015 based on a survey conducted by Lindorff. Some key points:
- Economic growth was mixed across Europe in 2014, with some countries showing signs of optimism while unemployment remained high in places like Spain.
- The credit management market also showed mixed development, with increasing debt collection cases in Norway and Sweden despite good economic conditions.
- The survey found that 14% of respondents expected to allocate more resources to debt collection in 2015, with over 30% of French respondents expecting this. Over half of French respondents also expected to tighten their credit policies.
- Respondents from several countries including Finland
This document provides 34 ideas for using a classroom blog, including:
1) Choosing a blogging platform like Edublogs or Blogger.
2) Customizing the blog with a header, about section, and class photo.
3) Adding widgets, curriculum, photos of projects, videos, and resources.
4) Engaging students by having them write blog posts, record podcasts, and document class activities and projects.
5) Connecting with other teachers by making blog friends and following education technology blogs.
Blogging Scholl for English teachers syllabus, 2015-2016Olga Morozan
This document describes an EFL blogging course for Moldovan regional teachers. The 4-month course aims to equip teachers with skills for using blogs and online tools to enhance English language teaching. During the course, participants will learn how to create and manage a class or school blog, incorporate multimedia like videos and graphics, engage students in blog activities and online projects, and integrate blogging into their English lessons. By the end of the course, participants will be able to present their blog and share their experiences at a final event, and train other teachers in their regions.
The K-5 Training on June 22nd aimed to teach participants basic Schoology features like navigation, adding materials, and saving items. By the end of the training, participants would learn to create and modify a Parent Homework Folder and save work to Personal Resources for the upcoming school year in order to develop their course. Learning targets included completing self-paced lessons on Schoology features and creating/modifying a Parent Homework Folder while saving work to Personal Resources.
This document summarizes a presentation about teaching in the age of collaboration. The presenter, Fiona Beal, is a passionate educator who has incorporated technology into her teaching. She provides examples of collaborative projects she has done with her students using tools like blogs, wikis, Skype and Google docs. These projects connected her students with classrooms around the world. She also describes projects done by other educators to provide ideas for ways to collaborate using tools she has not yet tried like Google sites and SchoolTube.
A classroom blog AND a classroom wiki? Show me!_bealFiona Beal
Fiona Beal presented on using blogs and wikis in the classroom. She discussed how blogs allow a classroom to connect with the outside world and share experiences. Blogs can feature class news, resources, photos and videos. Wikis are collaborative websites that allow easy editing. She provided many examples of inspiring classroom blogs and wiki projects. The presentation covered how to set up blogs and wikis, add widgets, and use them for class projects and keeping resources organized. The goal was to inspire educators to integrate these tools into teaching and learning.
The document provides an overview of online teaching methods and resources, including their benefits and disadvantages. It discusses using online tools like wikis and blogs to enhance student learning. Wikis allow collaborative creation and editing of web pages, while blogs promote critical thinking and reflection. Overall, the document examines how technology has changed education by enabling convenient online distribution of course materials and more flexible scheduling for students.
Valerie Burton presented on tools for integrating technology into lessons at the LCTE Fall Conference. She introduced Google Docs for collaboration and gathering information through forms. Weebly was presented for ePortfolios and websites. Wordle was shown for avatars, presentations, and assessments. Kidblog and Wordpress were recommended for blogs. Photopeach allows creating photomovies. Twitter is useful for updates. PBWorks creates online classrooms. Wallwisher gathers ideas. Demonstrations and explanations were provided for each tool. The goal was to help educators effectively incorporate new technologies into teaching and managing learning.
This document provides tips for maintaining an active teacher blog. It discusses the different purposes of blogs, including entertainment, communication, self-presentation, and social networking. It emphasizes motivating students and colleagues to engage with the blog by making it visually appealing and ensuring content is clear, structured, and relevant. The document also recommends incorporating multimedia like audio/video, collaborating with other teachers, and providing differentiated content and resources to meet varied student needs. Blogs can enhance and diversify learning when used as a platform for assignments, activities, and facilitating inclusive education.
The document discusses the use of social networking and Web 2.0 tools in schools. It provides statistics on student use of blogs, social media, and online profiles from various surveys. It also discusses concerns about these tools from administrators and legal issues. Finally, it promotes using social media collaboratively for projects, sharing resources, and engaging students. Specific tools mentioned include wikis, RSS feeds, blogs, YouTube, SlideShare, and Google docs.
This document provides an overview of using the Schoology learning management system for elementary classrooms. It discusses navigating and customizing courses and groups, integrating OneDrive and Office 365 tools, and creating folders, pages, assignments, and assessments. Examples of organized elementary courses are shared and the Schoology support page is recommended for additional help.
This document discusses using wikis for collaborative and project-based learning in education. It provides examples of how wikis can be used across subjects for organizing information, facilitating discussions, and engaging students in collaborative work. Specific tools like PBWorks and Wikispaces are recommended as educator-friendly wikis. A sample lesson plan is included for creating a math vocabulary wiki where students can collectively contribute and edit terms. Resources and rubrics for establishing and assessing student work on wikis are also outlined.
- The document discusses various Web 2.0 tools that can be used for learning like wikis, blogs, media sharing, Google Docs, and social bookmarking.
- It provides examples of how each tool can be used in the classroom for collaboration, organizing resources, and engaging students in project-based learning.
- The presentation also covers potential drawbacks of using these tools and how Web 2.0 supports 21st century learning frameworks.
This document lists 17 ways to use a wiki in the classroom, as presented by various educators. Some examples include creating subject-specific repositories for student-written revision materials, asking students to collaboratively respond to books or class discussions, showing off student work, allowing students to create personal pages, publishing training videos, posting podcasts, sharing teaching techniques among staff, creating a forum for students to discuss issues, and using a wiki as an interactive substitute teacher plan or classroom website. Wikis allow for collaboration between students and teachers.
The document provides an overview of the functionality of the Ultranet Release 1 for students and teachers in Victorian government schools. The Ultranet is an electronic learning environment that allows students, teachers and parents to connect and collaborate online. It will provide access to digital resources, online learning activities, and tools for students to track their learning progress and set learning goals. Key functionality for teachers includes designing learning activities and collaborating with other teachers, while students can participate in online activities and track their learning through a portfolio.
This document discusses using Web 2.0 tools to address modeling digital age technology and learning standards. It introduces wikis as a tool that can demonstrate, collaborate, communicate and model. Examples of educational wikis are provided. The facilitator demonstrates using Corkboard.me for anonymous participant responses and Google Apps for collaboration. Participants provide ideas for using tools like wikis and Google Apps in their classrooms. Resources on digital literacy and educational technology standards are referenced.
This document provides information and examples for using Ultranet spaces, wikis, and blogs in educational settings. It discusses:
1) The different types of Ultranet spaces like home spaces, express spaces, collaborative learning spaces, and design spaces and examples of how they can be used.
2) What wikis and blogs are and examples of how they can be used in classrooms for projects, organizing events, and publishing information.
3) Tips for getting started with wikis and blogs in the classroom, including starting small, seeking help from experienced teachers, and targeting tech-savvy student moderators.
Social Media for Education: in PracticeTarahHarvey1
This document provides a collection of lesson plans for using various social media platforms as learning tools in K-12 classrooms. It includes lessons using wikis, social networks, vlogs, blogs, microblogs, and podcasts across different subject areas. Each lesson entry lists the grade level, subject area, URL to the full lesson plan, and a brief 3-sentence description of the lesson's activities. The entries are arranged alphabetically, not by importance. The goal is to help educators find ideas for incorporating social media to promote collaboration and idea sharing among students.
The document discusses creating a website to increase collaboration among science teachers at a high school. It describes developing the website using Dreamweaver and Photoshop based on teacher feedback. A survey found that teachers want to upload and download resources but have fewer interested in discussions. The website aims to share ideas and evolve the curriculum without increasing teacher workload. It will include file sharing, discussions, and controlled student/parent access to materials. The website will continue developing as a living resource for teacher collaboration.
The document provides an overview of the economic and credit conditions in several European countries in 2014 and forecasts for 2015 based on a survey conducted by Lindorff. Some key points:
- Economic growth was mixed across Europe in 2014, with some countries showing signs of optimism while unemployment remained high in places like Spain.
- The credit management market also showed mixed development, with increasing debt collection cases in Norway and Sweden despite good economic conditions.
- The survey found that 14% of respondents expected to allocate more resources to debt collection in 2015, with over 30% of French respondents expecting this. Over half of French respondents also expected to tighten their credit policies.
- Respondents from several countries including Finland
This document provides a 4-step tutorial for creating a digital painting using GIMP. The steps include: 1) sketching an initial image using the Paintbrush tool, 2) selecting colors either from a sample palette or custom color palette, 3) working with layers and grouping them logically as the number increases, and 4) refining the image by smudging color into place and duplicating layers if they become too transparent from smudging. The tutorial emphasizes working with layers, naming them correctly, and merging layers once a part is finalized to improve performance.
El documento resume las principales características de la adicción al tabaco y su tratamiento. La adicción al tabaco es una enfermedad crónica que evoluciona con recidivas y produce enfermedad, discapacidad y muerte. El tratamiento efectivo incluye estrategias conductuales, farmacoterapia y apoyo social, con el objetivo de superar la adicción a la nicotina y desaprender la conducta de fumar.
The document discusses Ribbit, a voice-powered web app platform. It describes Ribbit as the first phone company in Silicon Valley and a subsidiary of BT. It outlines Ribbit's developer platform, supported languages, and how to perform basic functions like making calls and sending SMS through JavaScript code examples. Additional Ribbit products discussed include Ribbit Mobile, a conference gadget for Google Wave, and a Chrome extension. Contact information is provided at the end.
Este documento presenta una introducción a la programación de módulos en Drupal 7. Explica que Drupal es un sistema de gestión de contenidos modular que permite extender su funcionalidad a través de módulos. Detalla conceptos como entidades, bloques, menús y temas. Recomienda buscar primero soluciones mediante módulos populares antes de programar código propio y compartirlo con la comunidad. Finalmente, cubre aspectos como el desarrollo y arquitectura de módulos y temas en Drupal.
A personal learning network (PLN) allows teachers to personalize their own learning. A PLN can be used to gather classroom resources from experts, keep up to date on best practices, and learn new information. It includes various social networks, blogs, podcasts and other tools. Teachers can expand their PLN by following education feeds and groups, attending conferences, and setting up an aggregator to organize resources from around the web. Well-known sites to contribute to a PLN include TeacherShare, Teachers Connecting and PBS Teachers.
This document discusses 18 different social media platforms that can be used as educational tools: Edmodo, TedEd, Google+, Facebook, Twitter, Instagram, Vimeo, WordPress, Blogger, Skype, Pinterest, YouTube, TeacherTube, Academia.edu, LinkedIn, LabRoots, and ResearchGate. For each platform, 1-3 sentences describe how teachers can use the platform to connect with students, share educational resources and lessons, or facilitate collaboration. The document provides examples of assignments and activities that integrate various social media into classroom instruction.
A personal learning network (PLN) allows learners to take control of and manage their own learning. A PLN connects educators to content specialists, resources, lesson ideas, and new technologies. Educators can use various online tools and platforms to build their PLN, including social networks, blogs, podcasts, and groups on sites like Ning. Growing a PLN involves following education feeds and blogs, attending conferences, using aggregators, and connecting with other educators on sites made for teacher collaboration and resource sharing. The key is using online spaces where ideas and materials are shared to develop a network that supports an educator's personalized learning goals.
Engaging Students Through Social Media, Beth McGough, Internet Librarian 2013ProQuest
The document discusses engaging students through social media. It finds that students use social media to collaborate and obtain information from peers. While they may not currently interact with libraries on social media, students are open to doing so. The document recommends that libraries establish a presence on Facebook and Twitter, follow relevant accounts, and provide tools for organizing research and citations through social media. It also suggests training students on using social media for research and connecting with librarians and researchers in their fields through social platforms.
A personal learning network (PLN) allows learners to take control of and manage their own learning. A PLN connects educators to content specialists, resources, lesson ideas, new technologies, and collaborative solutions. Educators can use various tools and platforms to build their PLN, including social networks, blogs, podcasts, videos, and groups focused on specific subject areas. Growing a PLN involves following education feeds, blogs, and groups; attending conferences; and using aggregators, social media, and other online spaces where educators connect and share resources.
The Flat Classroom Projects are a fantastic way to get your students connecting, communicating and collaborating with other kids from around the world.
ICT inputs as Learning Resources discusses various digital tools that can be used as educational resources for both teachers and students. These include Facebook groups, blogs, wikis, Twitter, discussion forums, YouTube, LinkedIn, Edmodo, and Academia.edu. Facebook groups allow teachers and students to share information and posts questions. Blogs and wikis enable collaborative work. Twitter can be used to share assignments, resources, and announcements. Discussion forums promote interaction and peer learning. YouTube and TeacherTube provide instructional videos. These digital tools increase access to resources, collaboration, communication, and student engagement when used for educational purposes.
An App a Day Keeps Teacher Burn-out AwayAlycia Schoof
Introduction of several apps and programs to assist teachers with streamlining the classroom and saving valuable teacher planning and instructional time.
This document provides an overview of a workshop about modeling digital age technology and learning. It includes an introduction to the facilitator and standard being addressed. The facilitator demonstrates several Web 2.0 tools that can be used to address the standard, including Corkboard.me for anonymous participant responses and a wiki for sharing resources. Google Apps and wikis are presented as tools for collaboration, communication, and modeling technology use in the classroom. Participants provide examples of how they might use various apps and tools in their teaching.
Emergency remote teaching or online learning? LaBonte Randy
1. The document discusses the differences between remote teaching due to the pandemic and online learning, with remote teaching being a temporary emergency response and online learning involving more planning and support.
2. It addresses challenges for students, teachers, and schools during the pandemic and remote learning period. Equity issues, keeping students engaged, and supporting overall well-being are some of the key challenges discussed.
3. The document provides recommendations for remote teaching during the pandemic such as focusing on social-emotional learning, using the simplest digital tools, and emphasizing clear instructions and feedback for students. It stresses the importance of support for learners.
Computers in Libraries 2014: Engaging Students Through Social MediaProQuest
This presentation looks a recent study on how undergraduate and graduate students use social media for research and study. The presentation also incorporates ideas from recent literature on the topic.
The document summarizes the content and features of an MCM department website. It discusses the website's information, interactivity, and networking indexes. It highlights benefits like bringing diverse perspectives and allowing students to work on projects anytime. Recommendations are made to add social media pages of past students, an instant chat for help, and a personality test. Incentives are suggested to encourage student engagement with the site.
This presentation was created for a Walden University master's course. The content relates to online learning management systems (LMS) and the benefits they have.
This document discusses a blended learning project in the Sooke School District in British Columbia, Canada. It provided 10 high school teachers access to an online learning platform and pre-developed online courses. The goals were to see how teachers and students would use these new tools and change the learning experience. Results found that students appreciated increased flexibility and access to materials. Teachers also saw benefits but noted infrastructure limitations. Lessons included the need for training, flexible timelines, and ensuring blended learning supplements rather than replaces classroom time.
The document summarizes the content and features of an MCM department website. It discusses the website's information, interactivity, and networking indexes. It highlights benefits like bringing diverse perspectives, providing computer access, and allowing project-focused learning. Recommendations are made to add social media pages of past students, online chat with professors, a personality test, and incentives for student engagement and website improvements.
Curating High Quality Online Teaching Materials to Support Student LearningLucy Gray
The document outlines Lucy Gray's presentation on curating high quality online teaching materials to support student learning. The presentation covers redefining teacher and student roles as consumers, curators and creators of content. It also discusses utilizing social media and personal learning networks, as well as a set of web 2.0 tools and workflow for finding, organizing and sharing online resources. Specific tools and repositories for locating teaching materials are provided.
This professional development session taught 1st grade teachers how to use wikis. The session was 1 hour long and taught teachers what a wiki is, how to create PBworks accounts and wikis, and add pages, links, and photos. Teachers practiced setting up their own wikis to organize educational websites by subject for use in their classrooms. Formative assessments included observing teachers as they worked and a self-assessment survey. Most teachers found wikis an interesting tool and liked the idea of using one to organize classroom resources and student links by subject. Suggestions to improve included providing printed instructions in addition to the digital format.
The document provides an overview of a training session on creating high H.E.A.T. (Higher Order Thinking, Engaged Learning, Authentic Connections, Technology Use) lessons, including defining the elements of H.E.A.T. lessons and tasks for developing and sharing a lesson plan and related materials on participants' blogs. Attendees are instructed to collaborate with others during the session and develop a lesson to implement before the next meeting.
Un lugar donde profesores, estudiantes y padres de interactuar y comparten.
Fortalece los lazos de la comunidad escolar, proporcionando espacios seguros para grupos de estudiantes y profesores para interactuar fuera de las actividades normales de aula. Crea comunidades de estudiantes de clubes escolares y de aprendizaje profesional, comunidades de maestros para ayudar a desarrollar sus habilidades y promover la satisfacción en el trabajo.
Mantiene a los padres informados y motiva para participar en el desarrollo escolar de los niños viviéndolo a través de un portal para padres dedicado con actualizaciones automáticas en el progreso académico, el acceso a las asignaciones y más.
Conversations in the Cloud: Strategies for Implementing Open Reflective Writi...Michael Paskevicius
In these sessions we explore a range of ways to support students in sharing their experiences, reflections and discussions outside of class in a more open manner – through digital communication platforms and tools. As part of this series, you will redesign one course activity or assessment strategy for implementation in a course in Fall 2016.
Throughout the three part series we will engage in a simulation using a shared and collaborative WordPress blog thereby modeling approaches to implementing open reflective writing. Various models of using WordPress in education will be explored including individual student reflective writing sites, collaborative community course sites, and aggregated sites.
By the end of these sessions participants will:
-experience taking part in a collaborative reflective writing community
-plan a learning activity which makes use of this technique
-share their experiences implementing within their discipline
Similar to BBCON 2011 - Sharing Work: Independent Schools using Online Campus Community (20)
Tips You Should Know and Do Before You Open The Data Curtains To Your SchoolRachel Welsh
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BBCON 2011 - Sharing Work: Independent Schools using Online Campus Community
1. Sharing Work:
Independent Schools using
Online Campus Community
PRESENTED BY JAIME LASSMAN, REBECCA
LEIFFERT, & RACHEL WELSH
http://bit.ly/nJr9oQ
2/26/2014
Sharing Work: Independent Schools Using OCC
1
2. WHO WE ARE
• Rebecca Leifert rebecca.leifert@htes.org
- Holy Trinity Episcopal Academy, Florida
• Jaime Lassman jlassman@thelexingtonschool.org
- The Lexington School, Kentucky
• Rachel Welsh rwelsh@shipleyshool.org
- Shipley School, Pennsylvania
2/26/2014
Sharing Work: Independent Schools Using OCC
2
3. WHAT WE WILL SHOW
•
•
•
•
•
•
•
2/26/2014
Class and Team Pages
Homework Assignments
Facebook
Photo Galleries
Video
PDF’s and Presentations
Publications
Sharing Work: Independent Schools Using OCC
3
5. Did you know you can use team
pages for more than athletics?
Use them for clubs, grade level
teams, activities, etc.
CLASS PAGES
Holy Trinity Uses for all Grade Levels
• Two Templates – One Lower School & one Upper School; contain different
parts based on needs.
- Pro: Class pages have multiple editors- ie Department chairs, division dir., etc.
- Con: Difficult for Lower School enrichment teachers to manage since it’s tied to
course coding. Who wants to maintain 4 different 3rd grade art pages?
Used to upload documents like
syllabus, rubriks, field trip forms,
or any other document that may
need to be accessible online.
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Sharing Work: Independent Schools Using OCC
5
6. CLASS PAGES
Not shown on
Lower School
Class Pages
Not shown on
Lower School
Class Pages
2/26/2014
Sharing Work: Independent Schools Using OCC
6
7. Did you know team pages can
have multiple page editors? Add
the Athletic Director to each team.
CLASS PAGES
The Lexington School uses for Middle School Only.
• PS & LS grades have static pages; redirect pages access grade level
pages & have “My Kids” menu that acts like the Campus Manager.
- Con: Work around leaves incomplete data impression with parents.
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Sharing Work: Independent Schools Using OCC
7
8. Did you know team pages can
have multiple page editors? Add
the Athletic Director to each team.
CLASS PAGES
The Lexington School uses for Middle School Only.
• PS & LS grades have static pages; redirect pages access grade level
pages & have “My Kids” menu that acts like the Campus Manager.
- Con: Work around leaves incomplete data impression with parents.
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Sharing Work: Independent Schools Using OCC
8
10. Did you know you eliminate weekly
announcement emails by posting
them real-time via blog post?
HOMEWORK
http://www.htacademy.org/weeklynewsflash
Holy Trinity Uses Blog Posting
• Pro: One stop shop...in theory. Blog = Instant access
• Con: Only original post goes to reader. Major edits need new post. Blog
sometimes takes a few hours to be viewable to “reader.”
• Challenge: TRAINING. We have a test group using the dropbox.
Teachers don’t want the extra step of printing in order to grade...it’s part
of the student’s responsibility.
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Sharing Work: Independent Schools Using OCC
10
11. HOMEWORK
Holy Trinity Uses Blog Posting
• HUGE BONUS: When a parent selects his/her child from the Campus
Manager, they can see all HW from all classes at the same time!
2/26/2014
Sharing Work: Independent Schools Using OCC
11
12. HOMEWORK
• Lower School does not post homework or does so on a static web
page within our site.
• Middle School uses strictly FA Web/ Class Pages or NetClassroom
- Pro: Streamlined for teachers; Assignments are available in either Class
Pages and NC for students and parents
- Con: Space limitations in FAWeb mean teachers and students need to learn
to read and write assignments in code
- Assignments are available in Class Pages and NC
- Challenge: training parents
2/26/2014
Sharing Work: Independent Schools Using OCC
12
13. Did you know not everyone has
Word and Excel – publish PDFs
HOMEWORK
• Upper School uses shared documents, assignments and
announcements with links to other tools (Moodle, Google Sites, etc.)
• Middle School uses strictly shared documents via FA Web/
NetClassroom
- Pro: Allows teachers to create a single document with the assignments of
the week; can turn off assignments feature to help prevent confusion
- Con: Can’t display to assignments feature of NetClassroom or BBNC part
- Challenge: training parents on how to find info in NetClassroom
2/26/2014
Sharing Work: Independent Schools Using OCC
13
14. Did you know not all schedule
views include the cycle day?
HOMEWORK
Netclassroom – view schedule
2/26/2014
Sharing Work: Independent Schools Using OCC
14
15. Did you know you can turn
features on/off by each division?
HOMEWORK
Netclassroom – view schedule
2/26/2014
Sharing Work: Independent Schools Using OCC
15
16. SOCIAL MEDIA
RACHEL WELSH (SHIPLEY SCHOOL)
JAIME LASSMAN (THE LEXINGTON SCHOOL)
REBECCA LEIFERT
(HOLY TRINITY EPISCOPAL ACADEMY)
2/26/2014
Sharing Work: Independent Schools Using OCC
16
17. Did you know the medical
community follows Sutton’s Law?
SOCIAL MEDIA
2/26/2014
Sharing Work: Independent Schools Using OCC
17
18. SOCIAL MEDIA
• Shipley Options
- Facebook
• Shipley – www.facebook.com/shipleyschool
• Shipley Alumni – www.facebook.com/shipleyalumni
• Shipley Shops – www.facebook.com/shipleyshops
- FourSquare
• The Shipley School
• The Shipley School - Lower School
• Riely Theater @ The Shipley School
• Yarnall Gym @ The Shipley School
• Shipley Shops @ The Shipley School
- Vimeo
- YouTube
- SmugMug
• Considering
- Twitter
2/26/2014
Sharing Work: Independent Schools Using OCC
18
19. Did you know you can populate
your facebook feed from your
BBNC site?
SOCIAL MEDIA
Facebook
• Pro: Use RSS Graffiti to read Weblog RSS feeds
• Con: Not all community member use it
• Challenge: Policies of relationships; Balancing methods of
communication, resources and expectations (timeliness, topics of
interest, response availability)
2/26/2014
Sharing Work: Independent Schools Using OCC
19
20. Did you know you add your links
to social media as a Targeted
Content part?
SOCIAL MEDIA
• The Lexington School Options
- Facebook
• School Page – www.facebook.com/thelexingtonschool
• Alumni Page – www.facebook.com/TLSAlumni
- Ning
• Internally for PD only (planning stages)
- Twitter
• Links to social media on almost every template.
• Different templates and links for alumni social media links.
2/26/2014
Sharing Work: Independent Schools Using OCC
20
21. Did you know FB has plugins for
your webpage?
SOCIAL MEDIA
https://developers.facebook.com/docs/plugins/
• Holy Trinity Options
- Facebook
• Holy Trinity – http://www.facebook.com/HolyTrinityEpiscopalAcademy
• HT Alumni –
http://www.facebook.com/HolyTrinityEpiscopalAcademy#!/pages/HolyTrinity-Episcopal-AcademySchool-Alumni
• Various Groups – Yearbook, Newspaper, clubs, etc.
- Twitter
• School: @HTEAMelbourneFL
• Headmaster
• Head of Lower School
• IT Director
- Vimeo
2/26/2014
Sharing Work: Independent Schools Using OCC
21
22. Did you know there are third party
services that can provide you will
social media analytics?
SOCIAL MEDIA
Facebook
• Managed by Advancement/Marketing.
- Pro: Great bragging tool...Best way to brag without a full press release. Useful for
reminders, photos, events, etc. Reaches the public.
- Con: Getting people to interact & not just observe.
- Challenge: Creating use policy that’s acceptable to school, but open enough to
encourage interaction. Posting frequency & determining content.
Twitter
• Just starting School tweets, but IT Director & LS Director Frequently.
• Pro: Short & sweet. Can reach a global audience quickly.
• Con: Short & sweet. Not easily done, especially when bragging. Remember the #!
• Challenge: What info gets posted here? Is it different from FB? Who decides?
Establishing a hashtag convention before it gets out of hand.
2/26/2014
Sharing Work: Independent Schools Using OCC
22
23. SOCIAL MEDIA
Come Get Social! & Media Management
• http://www.htacademy.org/getsocial
2/26/2014
Sharing Work: Independent Schools Using OCC
23
24. SOCIAL MEDIA
Come Get Social! & Media Management
• Social Media Page
- Consolidates social media to one page so constituents don’t have to search for the
official school topics they want to follow/like & they don’t have to leave the website
to do so.
• Use a third party service when personnel/time resources are limited.
- Hootsuite & Bitly. Provides analytics; can post to FB, Twitter or both if needed; can
schedule a posting; can upload picture for the post.
- Bit.ly also has QR codes and tracking available.
2/26/2014
Sharing Work: Independent Schools Using OCC
24
26. Did you know SmugMug is free
for non-profits?
PHOTO GALLERIES
SmugMug
• Pro: Viewers can buy photos; many output/sharing options
• Challenge: Attempting to photograph each child; managing expectations
2/26/2014
Sharing Work: Independent Schools Using OCC
26
27. Did you know 3rd party slideshows
that provide an embed code can
be pasted into the HTML editing
mode of a BBNC Weblog part?
PHOTO GALLERIES
SlideshowPro
• Pro: Viewers cannot download or purchase photos
• Pro: Plays nicely with desktop and mobile devices
• Pro: Same interface for photos and video (both for user and admin)
2/26/2014
Sharing Work: Independent Schools Using OCC
27
28. Did you know there actually is a
good reason to use the built-in
Slideshow part?
PHOTO GALLERIES
BBNC Tools
• Pro: Never leave BBNC, easily allow non-admin editors
• Very: Very clunky
• We use these as a rotating part (ex. Sponsor logos for CELEBRATION)
2/26/2014
Sharing Work: Independent Schools Using OCC
28
31. DOCUMENT PRESENTATION
RACHEL WELSH (SHIPLEY SCHOOL)
JAIME LASSMAN (THE LEXINGTON SCHOOL)
2/26/2014
Sharing Work: Independent Schools Using OCC
31
32. DOCUMENT PRESENTATION
Documents and Files
Did you know iPads
cannot download Word
files from the web, but
they can download PDF’s?
• Pro: Most files can be easily uploaded through the documents
• Con: Larger files (>10 MB) need to be stored on another server
outside of BBNC or cut into separate files
• Challenges: When is it best to download the file and when is it best to
simply view it online?
2/26/2014
Sharing Work: Independent Schools Using OCC
32
33. DOCUMENT PRESENTATION
PDF
• Pro: PDF can
be embedded
via HTML
referencing the
uploaded
document on
BBNC’s server
• Con: Does not
work
consistently on
all browsers
2/26/2014
Sharing Work: Independent Schools Using OCC
33
Did you know you can
embed a presentation
and also provide a
link to download?
34. DOCUMENT PRESENTATION
SlideShare, Scribd, more
Did you know you can
export a PowerPoint as
images and play them in
a slideshow?
• Pro: Allows integration of
content layered on top of tools
offered by BBNC.
• Challenge: Remembering
which system has which
options, remembering &
sharing & managing logins,
privacy challenges.
2/26/2014
Sharing Work: Independent Schools Using OCC
34
36. Did you know QR codes work
from your website too?
PUBLICATIONS
http://www.htacademy.org/directions
Issuu & Calamèo
• http://www.htacademy.org/featuredpublications
2/26/2014
Sharing Work: Independent Schools Using OCC
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37. Did you know QR codes work
from your website too?
PUBLICATIONS
http://www.htacademy.org/directions
Issuu & Calamèo
• issuu www.issuu.com
- Pro: Looks GREAT on the page – professional and polished, customizable
display.
- Con: Only one format iPad friendly & it’s not as attractive/customizable as
the other options.
• Calemèo http://www.calameo.com/
- Pro: iPad/iPhone compatible. Has library widget to display multiple
publications in one part.
- Con: Colors aren’t as true as they should be. Not as customizable as issuu.
- Challenge: Log in has snags. Is the compatibility worth the effort/challenge?
2/26/2014
Sharing Work: Independent Schools Using OCC
37
39. Did you know you can manually
add users to roles that are query
based?
TARGETING CONTENT
• Through roles/permissions
- Can see all parts which you have permissions to see.
• Through targeted content part
- Uses and If/Then scenario based on hierarchy of parts available.
• Pro: Allows personalization of display; does not need a lot of
maintenance once set-up is complete
• Con: Time consuming to set-up
• Challenge: People compare views and get confused as to why one
person can see something and why someone else can’t
2/26/2014
Sharing Work: Independent Schools Using OCC
39
40. Did you know supervisors see all
content based on roles/rights?
TARGETING CONTENT
Through Roles/Permissions
Supervisor
sees all
grade levels
2/26/2014
Sharing Work: Independent Schools Using OCC
Parent only
sees 4th
Grade
information
40
47. Did you know you can create a
directory with no search fields?
DIRECTORIES
Alumni Event Participation
2/26/2014
Sharing Work: Independent Schools Using OCC
47
49. Did you know profile forms don’t
have to have fields be editable?
DIRECTORIES
Display Relationships via Profile Form
2/26/2014
Sharing Work: Independent Schools Using OCC
49
51. Did you know Beyond Nines can
build custom parts connecting to
your data?
DIRECTORIES
Custom Part
2/26/2014
Sharing Work: Independent Schools Using OCC
51
53. Did you know you should tell
people to only email to students in
this Academic Year?
EMAIL
FAWeb Email
• Pro: Draws form EE which is constantly updated; sends individual
emails so Shipley is not flagged as a spammer
• Con: No attachments
• Challenge: Convincing teachers to publish to use it
2/26/2014
Sharing Work: Independent Schools Using OCC
53
54. EMAIL
Newsletters vs. Email Messages within BBNC
• Shipley and The Lexington School both use BBNC email messages
heavily.
- Pro: Draws directly from EE and/or RE; can combine EE and RE lists (if data
source is none)
- Con: Confusing limitations; Time consuming to understand possibilities; Not
all RE options are EE options; No natural “view as webpage” option; If
images are inserted using insert image tool they won’t download to mobile
devices
- Challenge: Explaining to people why sending an email takes so much time
and effort
• Shipley and The Lexington School are both just getting into
newsletters
- Pro: Allow people to subscribe, Draws from database
- Con: Can’t opt people into lists so no guarantee they’re getting those
messages.
- Challenge: Having enough content to make it interesting
2/26/2014
Sharing Work: Independent Schools Using OCC
54
56. Did you know the Chapter Links
part displays all chapters in which
users are members?
CHAPTER MANAGER
• Pro: Includes a group email tool
• Con: Time-consuming to set-up
• Challenge: Keeping content fresh for each chapter; managing
exceptions
2/26/2014
Sharing Work: Independent Schools Using OCC
56
57. TAKEAWAY
Tool Name
Tool Type
HT
Shipley
TLS
Google Analytics
analytics
Yes
Yes
YES! (many codes in use most in separate FT&I
parts)
Calemeo
embedding large
multi-page
publications
http://www.htacademy.org No
/cms/pagedesign?pid=90
9
No
HTML
embedding large
PDF documents
No
http://www.thelexingtonsch
ool.org/page.aspx?pid=42
3
Issuu
embedding large
multi-page
publications
http://www.htacademy.org No
/cms/pagedesign?pid=90
9
No
Scribd
embedding
documents
No
No
Slideshare
embedding pdf &
PPT documents
http://www.htacademy.org http://www.shipleyschool. No
/page.aspx?pid=605
org/page.aspx?pid=1426
2/26/2014
Sharing Work: Independent Schools Using OCC
No
Yes
57
58. TAKEAWAY
Tool Name
Tool Type
HT
Shipley
Greater Giving
event registration
No
http://www.shipleyschool. No
org/page.aspx?pid=470
Dropbox/Filestork
filesharing
Yes
No
No
SugarSync
filesharing
Yes
No
No
Incrediflash
flash builder
No
http://www.shipleyschool. No
org/page.aspx?pid=535
Google Maps
map
Yes - with QR Code
Yes
http://www.htacademy.org
/page.aspx?pid=596
Yes
Flickr
photos
No
No
No
SmugMug
photos
No
Yes
No
SlideshowPro
Photos and Video
http://www.htacademy.org No
/page.aspx?pid=616
2/26/2014
Sharing Work: Independent Schools Using OCC
58
TLS
Yes
59. TAKEAWAY
Tool Name
Tool Type
HT
Shipley
TLS
AddThis
sharing/social
media
Facebook
social media
http://www.facebook.com/Hol http://www.facebook.com/s http://www.facebook.com/th
yTrinityEpiscopalAcademy
hipleyschool
elexingtonschool
Twitter
social media
@hteamelbournefl
No
@TLSColts
NING
social networking
No
No
Yes
RSS Graffiti
for FB
social networking
add-on
No - Turned off in favor of
Hootsuite
No
No
Hootsuite
social networking
add-on
Yes
No
No
Vimeo
video
http://www.htacademy.org/pa http://www.shipleyschool.or No
ge.aspx?pid=567
g/page.aspx?pid=1508
No
SlideshowPro Photos and Video
Not for videos
No
YouTube
No
http://www.youtube.com/the embed only
shipleyschool
2/26/2014
video
Sharing Work: Independent Schools Using OCC
59
Yes