Barbara Friedman, Library Director, Erving Public Library, Erving, MA (Population served: 1,776)
Big Talk From Small Libraries 2019
February 22, 2019
http://nlcblogs.nebraska.gov/bigtalk
Tech Class Final Presentation Reflection On Goalslorrieking
The document discusses the author's experience learning new technologies including blogs, wikis, RSS feeds, webcams, podcasts, and electronic assignment notebooks. The author found that blogs were useful for writing and sharing ideas but could become overwhelming. Wikis have potential for collaboration but the author had not yet created their own. RSS feeds allow for updates but subscription options can be confusing. Webcams enable remote interactions but setting them up required assistance. Overall, the author learned that gaining new tech skills requires time, guidance, and the ability to choose tools matched to the intended learning outcomes.
This document summarizes a student's experience in an ITEC 299 class. The student initially took the class to fulfill course requirements for financial aid. He learned about his learning preferences through a survey, which identified his strengths in active, sensing, and visual learning. He chose the "Learning Sage" pathway to gain exposure to multiple technologies. Favorite technologies included the iPad, games, and smartphones. The student found apps like Evernote and educational games helpful for learning. Going forward, he plans to apply what he learned about research and technology use to future classes.
This document provides practical guidance for unconfident teachers on integrating e-learning into junior classrooms. It outlines several digital tools and strategies for their use, including:
- Using a digital camera or flip video for student projects and capturing learning moments.
- Recommending software like Comic Life and PhotoStory3 for creating multimedia works from photos.
- Suggesting online resources like Google Images, Google Earth, and educational games to enhance lessons.
- Providing examples of setting up class blogs, wikis, and using YouTube to share student work.
- Detailing tools for student questioning and inquiry like Trevor Bond's questioning levels and online wondering walls.
Kurt Killewald chose to discuss the disadvantages of overusing technology in education. As a future educator focusing on earth science and physical education, he wants to thoughtfully incorporate technology into his teaching. While technology provides useful tools, it also risks isolating students from interaction, allowing them to avoid truly understanding material, and overexposing them to inappropriate online content. As an educator, he will use technology judiciously as a tool to enhance learning rather than replace critical thinking or social engagement.
Kurt Killewald chose to discuss the disadvantages of overusing technology in education. As a future educator focusing on earth science and physical education, he wants to thoughtfully incorporate technology into his teaching. While technology provides useful tools, it also risks isolating students and allowing them to passively learn without truly understanding concepts. There is not enough research to show that technology should be the central focus of classroom instruction over developing critical thinking skills. Technology is best used as a supplemental tool under the guidance of an effective teacher.
Kurt Killewald chose to discuss the disadvantages of overusing technology in classrooms as the focus of his presentation. As a future educator obtaining a degree in secondary education, he wants to thoughtfully incorporate technology into his teachings while also being aware of its downsides. Some potential negative impacts of excessive technology use include students spending too much time passively engaged with screens instead of interacting with others, difficulties mastering necessary skills beyond just using software or the internet, and security or distraction issues from unfiltered content online. Killewald aims to utilize technology as an effective tool for students while preventing it from becoming the central focus of classroom instruction.
Tech Class Final Presentation Reflection On Goalslorrieking
The document discusses the author's experience learning new technologies including blogs, wikis, RSS feeds, webcams, podcasts, and electronic assignment notebooks. The author found that blogs were useful for writing and sharing ideas but could become overwhelming. Wikis have potential for collaboration but the author had not yet created their own. RSS feeds allow for updates but subscription options can be confusing. Webcams enable remote interactions but setting them up required assistance. Overall, the author learned that gaining new tech skills requires time, guidance, and the ability to choose tools matched to the intended learning outcomes.
This document summarizes a student's experience in an ITEC 299 class. The student initially took the class to fulfill course requirements for financial aid. He learned about his learning preferences through a survey, which identified his strengths in active, sensing, and visual learning. He chose the "Learning Sage" pathway to gain exposure to multiple technologies. Favorite technologies included the iPad, games, and smartphones. The student found apps like Evernote and educational games helpful for learning. Going forward, he plans to apply what he learned about research and technology use to future classes.
This document provides practical guidance for unconfident teachers on integrating e-learning into junior classrooms. It outlines several digital tools and strategies for their use, including:
- Using a digital camera or flip video for student projects and capturing learning moments.
- Recommending software like Comic Life and PhotoStory3 for creating multimedia works from photos.
- Suggesting online resources like Google Images, Google Earth, and educational games to enhance lessons.
- Providing examples of setting up class blogs, wikis, and using YouTube to share student work.
- Detailing tools for student questioning and inquiry like Trevor Bond's questioning levels and online wondering walls.
Kurt Killewald chose to discuss the disadvantages of overusing technology in education. As a future educator focusing on earth science and physical education, he wants to thoughtfully incorporate technology into his teaching. While technology provides useful tools, it also risks isolating students from interaction, allowing them to avoid truly understanding material, and overexposing them to inappropriate online content. As an educator, he will use technology judiciously as a tool to enhance learning rather than replace critical thinking or social engagement.
Kurt Killewald chose to discuss the disadvantages of overusing technology in education. As a future educator focusing on earth science and physical education, he wants to thoughtfully incorporate technology into his teaching. While technology provides useful tools, it also risks isolating students and allowing them to passively learn without truly understanding concepts. There is not enough research to show that technology should be the central focus of classroom instruction over developing critical thinking skills. Technology is best used as a supplemental tool under the guidance of an effective teacher.
Kurt Killewald chose to discuss the disadvantages of overusing technology in classrooms as the focus of his presentation. As a future educator obtaining a degree in secondary education, he wants to thoughtfully incorporate technology into his teachings while also being aware of its downsides. Some potential negative impacts of excessive technology use include students spending too much time passively engaged with screens instead of interacting with others, difficulties mastering necessary skills beyond just using software or the internet, and security or distraction issues from unfiltered content online. Killewald aims to utilize technology as an effective tool for students while preventing it from becoming the central focus of classroom instruction.
The document provides guidance for teachers on beginning to integrate technology into the 21st century classroom. It recommends teachers start by assessing available resources, including student and teacher technology skills and access to hardware and software. Teachers should then begin with small, simple technology integrations, such as using word processing for writing or online math games. Examples are provided of ways to incorporate technologies like Smartboards, digital cameras and video into different subject areas.
The document discusses the potential benefits of allowing mobile devices such as cell phones, iPods, and PDAs in the classroom. It argues that these devices can provide a one-to-one ratio of technology to students, and that traditional teaching methods are not effective for today's tech-savvy students. The document provides examples of how mobile devices can be used for activities both in and out of the classroom, and stresses the importance of establishing rules and guidelines for appropriate use.
The document discusses technology use in early childhood education. It notes that technology is now a normal part of children's lives and world, but that its use needs to be developmentally appropriate and carefully monitored by adults. Both benefits and cautions of technology use are outlined, emphasizing that it should be used intentionally to support hands-on learning rather than as a passive activity. Specific tools that can be useful for early education, like digital microscopes and storytelling apps, are presented along with examples.
The document discusses fair use guidelines for using digital media in education. It provides examples of fair use scenarios and surveys educators on whether certain uses are permissible or not. It also discusses factors to consider for fair use and lists some freely available image sites for educational use. Overall, the key point is that while collecting and using digital media for classroom projects is usually fair use, reposting that media on websites requires copyright permission.
1) The document describes a teacher's use of various technologies in her 5th grade classroom, including laptop computers, an Interwrite pad, document camera, Moodle, PRS clickers, and a video camera.
2) A typical school day involves using these technologies for language arts, reading, writing, math, science, and social studies lessons, as well as student presentations and assessments.
3) The teacher finds that integrating these technologies engages students and allows her to interactively teach lessons, assess comprehension, and have students share their work.
Flipped Classroom: How Videos can Turn your Classroom Upside-down by Dale Eiz...Dale Eizenga
This presentation was made at the 2012 MANS convention (Michigan Association of Nonpublic Schools)
It details how I flipped my classroom and my experiences (good & bad).
This document provides information about programs and services offered by the Salem County Special Services School District. It includes a list of 10 special education programs as well as other services. The document discusses using technology like iPads, apps, and online resources to enhance instruction for special education students. It provides examples of apps that could be used for subjects like math, literacy, and life skills as well as for different disability categories. The agenda outlines a presentation and breakout sessions about using technology and digital resources in special education classrooms.
1) The document discusses the introduction of computers and internet access into classrooms about 20 years ago, when it was a novelty, and how now technology is integrated and commonplace in most classrooms.
2) It describes teaching teachers how to use technology and helping them overcome fears of making mistakes with computers.
3) Benefits of technology in the classroom include being able to access any information needed for a lesson from the internet and integrating different skills like reading, writing, listening and speaking into one lesson using an interactive whiteboard.
This presentation is applicable for any AAC device or system. It not specific to Alexicom AAC. The focus is on educating parents, SLPs, and teachers AAC basics, roles, and strategies on how to more effectively teach children how to develop their own voices and become independent communicators.
This document discusses asynchronous vs synchronous communication and provides examples of how each type has been used in an eTwinning project. Asynchronous communication is most common, allowing students to participate in their own time through forums, blogs, etc. While this provides flexibility, it can lack immediacy and interaction. Synchronous communication like video conferencing and chat stimulates more participation but is difficult to coordinate due to scheduling and technical issues. The document provides tips for preparing students and addressing language barriers during real-time communication. Both methods have their pros and cons and appeal to different student personalities.
This document provides a list of technology resources and ideas for using technology in the classroom, including:
1. Suggestions for using flip cameras, iPods, iPads, Mimios, Livescribe pens, computers, and math/reading software programs to reinforce concepts, develop fluency, and engage students.
2. Websites for listening to reading online, blogging, project-based learning activities, and finding free/paid apps for books, math, word work and more.
3. Recommendations for starting simply with microphones, talking tools, digital picture frames, and educational Nintendo DS games if wanting to introduce technology gradually.
This document summarizes the results of a parent technology survey conducted by Ursuline Academy. It includes responses from 160 parents to 12 questions. For question 2, 159 parents said they have wireless internet access at home. The other questions addressed which devices parents would allow their daughters to bring to school, interest in participating in a technology pilot program, preferences for a roll-out approach, opinions on who should provide the devices, preferred device types, perceived importance of devices in classes, and potential concerns about introducing more technology. The responses provided a variety of perspectives on integrating more technology into the curriculum at Ursuline Academy.
The document provides tips for teachers to make their classrooms more engaging and fun for students through the use of technology. It recommends that teachers have their students blog to encourage interaction and sharing of ideas. It also suggests using digital audio like podcasts and text-to-speech software to make content more accessible. Finally, it advises using digital imagery like slideshows and videos to bring lessons to life in a visual way. The overall message is that these creative technology tools can make learning more appealing and flexible for students.
The document lists various materials and technology to bring for a professional development session on using technology in the classroom. It includes laptops, iPads, projectors, speakers, and information about the host school. Attendees will see demonstrations of using Web 2.0 tools, iPad apps, and create their own content using iMovie and Book Creator apps. USB drives can be used to obtain copies of files and presentations.
This document discusses the use of iPods and iPads in kindergarten and elementary classrooms. It found that the devices engaged students and increased collaboration. Students used apps to create videos, stories, and assess each other's work. However, relying too heavily on technology may not teach skills as effectively as traditional methods. Additionally, there is a question of whether increased device use truly improves learning when key assessments are still done with paper and pencil. More research is needed to measure the success of these projects and determine how to best allocate funds and staff training.
Technology can enhance learning in the classroom in several ways. It allows teachers to use interactive whiteboards, document cameras, and projectors to display lessons visually. It also helps students become capable users of information through tools like computers and assistive technologies that support students with disabilities. While technology provides advantages like engaging students and exploring new resources, there are also disadvantages like high costs of maintenance and upkeep as well as the risk of overuse or distractions if not implemented properly. Overall, technology is best utilized when teachers receive proper training to incorporate it in a way that supports different learning styles.
Using Technology for Hands-on Exploration - GAYC 2011Diane Bales
The document discusses using iPads to support hands-on investigation by preschoolers. It describes a study where preschoolers used iPads for activities like drawing, taking photos on field trips, playing educational games, and researching questions. Teachers observed that children quickly learned to navigate the iPads and found that introducing them for purposes beyond games was more challenging. The study aims to have children use iPads for hands-on science with microscopes, solving problems, and communicating findings. It provides suggestions for how early childhood educators can start integrating technology.
Most teachers at the school are comfortable using technology but want more training, especially on early dismissal days. While classrooms have a range of technology, many teachers want one laptop or iPad for each student to enhance lessons and engage students. A professional development on the school's Promethean boards is planned to help teachers better utilize this technology.
This document outlines the expectations and curriculum for a photography course. Students will learn to use cameras as an art tool to capture compelling photographs rather than just snapshots, and how to compose strong images. They will study famous photographers and careers in photography. Students will also learn Adobe Photoshop and spend substantial time shooting photographs for assignments. The course will cover using digital cameras, basic rules for computer and equipment use, and the first assignment of uploading a summer photograph to Instagram.
This document provides an overview of using iPads in the classroom. It discusses engaging 21st century learners through the iPad, examples of iPad apps that can develop critical thinking and problem solving skills, modeling problem solving strategies, developing creativity through apps like iMovie and Pic Collage, using apps for research and lesson creation, teacher management apps, and tips for connecting with parents. It provides pointers for teachers on using the iPad effectively in the classroom as well as warnings about setting restrictions and controls.
The I Phone Presentation (Ten Minute Teaching Experience)lmorrill
The document introduces the iPhone and discusses its potential uses in the classroom. It describes some of the iPhone's core features like the home screen, apps, and browser. It provides examples of apps for different categories like education, business, games, and news. Finally, it discusses specific ways the iPhone could be used in the classroom, such as for playing audio/visual files, class participation, grading papers, and reading assignments. While the iPhone has limitations like no flash player, it offers a convenient way to access classroom materials and take the classroom anywhere.
This presentation was created in Keynote and a version was uploaded in PowerPoint for SlideShare. iPads for Kids shows ways in which you can use the iPads in the classroom and ways to make searching for apps easier. The third slide is a YouTube video (that you can find here: http://www.youtube.com/watch?v=Q9Zyc-ntZp4) it's quite funny and worth a watch.
The document provides guidance for teachers on beginning to integrate technology into the 21st century classroom. It recommends teachers start by assessing available resources, including student and teacher technology skills and access to hardware and software. Teachers should then begin with small, simple technology integrations, such as using word processing for writing or online math games. Examples are provided of ways to incorporate technologies like Smartboards, digital cameras and video into different subject areas.
The document discusses the potential benefits of allowing mobile devices such as cell phones, iPods, and PDAs in the classroom. It argues that these devices can provide a one-to-one ratio of technology to students, and that traditional teaching methods are not effective for today's tech-savvy students. The document provides examples of how mobile devices can be used for activities both in and out of the classroom, and stresses the importance of establishing rules and guidelines for appropriate use.
The document discusses technology use in early childhood education. It notes that technology is now a normal part of children's lives and world, but that its use needs to be developmentally appropriate and carefully monitored by adults. Both benefits and cautions of technology use are outlined, emphasizing that it should be used intentionally to support hands-on learning rather than as a passive activity. Specific tools that can be useful for early education, like digital microscopes and storytelling apps, are presented along with examples.
The document discusses fair use guidelines for using digital media in education. It provides examples of fair use scenarios and surveys educators on whether certain uses are permissible or not. It also discusses factors to consider for fair use and lists some freely available image sites for educational use. Overall, the key point is that while collecting and using digital media for classroom projects is usually fair use, reposting that media on websites requires copyright permission.
1) The document describes a teacher's use of various technologies in her 5th grade classroom, including laptop computers, an Interwrite pad, document camera, Moodle, PRS clickers, and a video camera.
2) A typical school day involves using these technologies for language arts, reading, writing, math, science, and social studies lessons, as well as student presentations and assessments.
3) The teacher finds that integrating these technologies engages students and allows her to interactively teach lessons, assess comprehension, and have students share their work.
Flipped Classroom: How Videos can Turn your Classroom Upside-down by Dale Eiz...Dale Eizenga
This presentation was made at the 2012 MANS convention (Michigan Association of Nonpublic Schools)
It details how I flipped my classroom and my experiences (good & bad).
This document provides information about programs and services offered by the Salem County Special Services School District. It includes a list of 10 special education programs as well as other services. The document discusses using technology like iPads, apps, and online resources to enhance instruction for special education students. It provides examples of apps that could be used for subjects like math, literacy, and life skills as well as for different disability categories. The agenda outlines a presentation and breakout sessions about using technology and digital resources in special education classrooms.
1) The document discusses the introduction of computers and internet access into classrooms about 20 years ago, when it was a novelty, and how now technology is integrated and commonplace in most classrooms.
2) It describes teaching teachers how to use technology and helping them overcome fears of making mistakes with computers.
3) Benefits of technology in the classroom include being able to access any information needed for a lesson from the internet and integrating different skills like reading, writing, listening and speaking into one lesson using an interactive whiteboard.
This presentation is applicable for any AAC device or system. It not specific to Alexicom AAC. The focus is on educating parents, SLPs, and teachers AAC basics, roles, and strategies on how to more effectively teach children how to develop their own voices and become independent communicators.
This document discusses asynchronous vs synchronous communication and provides examples of how each type has been used in an eTwinning project. Asynchronous communication is most common, allowing students to participate in their own time through forums, blogs, etc. While this provides flexibility, it can lack immediacy and interaction. Synchronous communication like video conferencing and chat stimulates more participation but is difficult to coordinate due to scheduling and technical issues. The document provides tips for preparing students and addressing language barriers during real-time communication. Both methods have their pros and cons and appeal to different student personalities.
This document provides a list of technology resources and ideas for using technology in the classroom, including:
1. Suggestions for using flip cameras, iPods, iPads, Mimios, Livescribe pens, computers, and math/reading software programs to reinforce concepts, develop fluency, and engage students.
2. Websites for listening to reading online, blogging, project-based learning activities, and finding free/paid apps for books, math, word work and more.
3. Recommendations for starting simply with microphones, talking tools, digital picture frames, and educational Nintendo DS games if wanting to introduce technology gradually.
This document summarizes the results of a parent technology survey conducted by Ursuline Academy. It includes responses from 160 parents to 12 questions. For question 2, 159 parents said they have wireless internet access at home. The other questions addressed which devices parents would allow their daughters to bring to school, interest in participating in a technology pilot program, preferences for a roll-out approach, opinions on who should provide the devices, preferred device types, perceived importance of devices in classes, and potential concerns about introducing more technology. The responses provided a variety of perspectives on integrating more technology into the curriculum at Ursuline Academy.
The document provides tips for teachers to make their classrooms more engaging and fun for students through the use of technology. It recommends that teachers have their students blog to encourage interaction and sharing of ideas. It also suggests using digital audio like podcasts and text-to-speech software to make content more accessible. Finally, it advises using digital imagery like slideshows and videos to bring lessons to life in a visual way. The overall message is that these creative technology tools can make learning more appealing and flexible for students.
The document lists various materials and technology to bring for a professional development session on using technology in the classroom. It includes laptops, iPads, projectors, speakers, and information about the host school. Attendees will see demonstrations of using Web 2.0 tools, iPad apps, and create their own content using iMovie and Book Creator apps. USB drives can be used to obtain copies of files and presentations.
This document discusses the use of iPods and iPads in kindergarten and elementary classrooms. It found that the devices engaged students and increased collaboration. Students used apps to create videos, stories, and assess each other's work. However, relying too heavily on technology may not teach skills as effectively as traditional methods. Additionally, there is a question of whether increased device use truly improves learning when key assessments are still done with paper and pencil. More research is needed to measure the success of these projects and determine how to best allocate funds and staff training.
Technology can enhance learning in the classroom in several ways. It allows teachers to use interactive whiteboards, document cameras, and projectors to display lessons visually. It also helps students become capable users of information through tools like computers and assistive technologies that support students with disabilities. While technology provides advantages like engaging students and exploring new resources, there are also disadvantages like high costs of maintenance and upkeep as well as the risk of overuse or distractions if not implemented properly. Overall, technology is best utilized when teachers receive proper training to incorporate it in a way that supports different learning styles.
Using Technology for Hands-on Exploration - GAYC 2011Diane Bales
The document discusses using iPads to support hands-on investigation by preschoolers. It describes a study where preschoolers used iPads for activities like drawing, taking photos on field trips, playing educational games, and researching questions. Teachers observed that children quickly learned to navigate the iPads and found that introducing them for purposes beyond games was more challenging. The study aims to have children use iPads for hands-on science with microscopes, solving problems, and communicating findings. It provides suggestions for how early childhood educators can start integrating technology.
Most teachers at the school are comfortable using technology but want more training, especially on early dismissal days. While classrooms have a range of technology, many teachers want one laptop or iPad for each student to enhance lessons and engage students. A professional development on the school's Promethean boards is planned to help teachers better utilize this technology.
This document outlines the expectations and curriculum for a photography course. Students will learn to use cameras as an art tool to capture compelling photographs rather than just snapshots, and how to compose strong images. They will study famous photographers and careers in photography. Students will also learn Adobe Photoshop and spend substantial time shooting photographs for assignments. The course will cover using digital cameras, basic rules for computer and equipment use, and the first assignment of uploading a summer photograph to Instagram.
This document provides an overview of using iPads in the classroom. It discusses engaging 21st century learners through the iPad, examples of iPad apps that can develop critical thinking and problem solving skills, modeling problem solving strategies, developing creativity through apps like iMovie and Pic Collage, using apps for research and lesson creation, teacher management apps, and tips for connecting with parents. It provides pointers for teachers on using the iPad effectively in the classroom as well as warnings about setting restrictions and controls.
The I Phone Presentation (Ten Minute Teaching Experience)lmorrill
The document introduces the iPhone and discusses its potential uses in the classroom. It describes some of the iPhone's core features like the home screen, apps, and browser. It provides examples of apps for different categories like education, business, games, and news. Finally, it discusses specific ways the iPhone could be used in the classroom, such as for playing audio/visual files, class participation, grading papers, and reading assignments. While the iPhone has limitations like no flash player, it offers a convenient way to access classroom materials and take the classroom anywhere.
This presentation was created in Keynote and a version was uploaded in PowerPoint for SlideShare. iPads for Kids shows ways in which you can use the iPads in the classroom and ways to make searching for apps easier. The third slide is a YouTube video (that you can find here: http://www.youtube.com/watch?v=Q9Zyc-ntZp4) it's quite funny and worth a watch.
This document discusses using iPads in the classroom. It begins by outlining some initial questions teachers should ask themselves, such as whether their classroom has WiFi and how many iPads they will have access to. It then addresses how to set up the iPads, including how to connect them to WiFi and iTunes accounts. It provides guidance on classroom policies for iPad use, storage, and charging. It also discusses built-in iPad features and apps that can be used for educational purposes without adding additional apps. Overall, the document provides an overview of key considerations for implementing iPads in the classroom.
Mobile devices and apps can be effective tools for English language learning. Digital natives are accustomed to using technology and benefit from mobile learning opportunities that allow collaboration and learning outside the classroom. The document recommends several free apps to support language learning, including dictionaries, translators, ebooks, audiobooks, games, and blogs. It also provides ideas for incorporating mobile devices into classroom activities like taking photos for projects, creating videos, and using apps to practice vocabulary and pronunciation.
Kylie Davis from Aveley Primary School in Western Australia presented on effectively utilizing bring your own device (BYOD) in the classroom. She discussed how Aveley Primary started BYOD trials in 2017 and has expanded it to include more grades. The goal is for all upper primary classes to be BYOD starting in 2020. Some of the apps and tools used at Aveley Primary for BYOD include Seesaw, Google Drive, Mathletics, and various presentation apps. Kylie provided examples of how she uses BYOD across different subject areas and tips for implementation, including having engaged teachers, parents, and establishing classroom routines. She concluded by giving the audience a chance to try out different BYOD presentation apps.
This document discusses using iPods and iPads in the classroom to engage students and prepare them for the 21st century. It argues that traditional classrooms are like 19th century factories that taught repetitive, monotonous skills, while today's students need to be creative problem solvers. The document provides tips and examples of literacy, math, and other educational apps that can be used on iPods and iPads to individualize learning and accommodate different styles. It aims to make learning more like an iPod experience that students can customize to their interests and needs.
This document discusses various technologies that students use such as cell phones, Facebook, Skype, iPods, online translators, and virtual worlds. It argues that these technologies should not be banned from classrooms but instead used as educational tools. Specific examples are given of how each technology could be incorporated into language learning through tasks, activities, and interactions that engage students. While potential issues are acknowledged, the overall message is that technology is ubiquitous in students' lives and can be harnessed to enhance rather than detract from education if implemented appropriately.
Catechesis in 21st Century: Challenges and OpportunitiesCaroline Cerveny
1. The document discusses challenges and opportunities for catechesis in the 21st century, focusing on engaging digital native students through technology like cell phones.
2. It provides strategies for integrating cell phones into the classroom in a structured way, such as developing policies for appropriate use and getting parental permission.
3. Examples are given for how to use cell phone features like cameras, recordings and apps to create digital stories and projects around religious themes like interviews and oral histories.
This document discusses strategies for keeping teenagers safe online. It notes that teenagers today are constantly connected and use the internet for many activities. While technology changes rapidly, it is important for parents to educate themselves on their children's online activities and trends. The document provides 10 tips for parents, such as installing internet filters, monitoring social media access, having open conversations, and continuing to learn about new technologies and their risks. The goal is to empower teenagers through education about responsible online behavior and consequences.
Assistive Technology for Students with Moderate to Severe ImpairmentsSpectronics
These are the slides from the full-day Preconference Workshop presented by Amanda Hartmann, Speech Pathologist, Spectronics, for Special Educators as a part of the SPED Conference in Singapore, November 2014. It covers information on a variety of Assistive Technology to support Early Learning, Communication, Literacy, Behaviour and Social Skills.
Minarets High School presented tools and strategies for a successful one-to-one computing program in their school. They discussed the Apple Remote Desktop administration tool, free filtering options like iTalc, and email filtering services under $2 per user. They also highlighted increased reading scores since implementing a digital middle school program using Acer netbooks across various websites. The presentation concluded by envisioning what a new, student-centered high school could look like if it focused on opportunities, choices, technology, and listening to students.
This document lists three apps - Educreations, Nearpod, and Lino - that can be loaded on an iPad while waiting. It then provides an overview of an iPad training session, including introducing the presenter, polling attendees, demonstrating tips and apps for using iPads in the classroom, and discussing accessories.
The survey results from teachers showed that the majority wanted professional development time spent on apps for the classroom. Most teachers did not use iPads at home. The teachers varied in their iPad knowledge from basic use to being able to teach others. Few had used Edmodo or Google accounts. Favorite classroom apps included Class Dojo, word games, and ebooks. Teachers asked about time management, engaging iPad lessons, and using iPads with smartboards. The presenter then demonstrated reading, math, science, and other educational apps. Teachers shared systems for small group and individual iPad use including rotations and rewards. Engaging apps mentioned were for spelling, math, sight words, and creative tools like iMovie.
This document discusses catechesis and religious education in the 21st century using digital tools. It notes that today's students are immersed in digital technologies like Netflix, iTunes, texting and social media. It argues that catechesis must integrate these digital literacies and technologies to engage students. Several strategies are proposed, such as using cell phones for learning, digital storytelling, and online editing tools. The presentation concludes by envisioning future opportunities in digital catechesis through online communities and new technologies.
The document provides materials and instructions for an activity to teach students about telling a trusted adult if they see anything online that makes them feel sad, scared, or confused. Students will make megaphones to remind themselves of this rule and sing a song through their megaphones. They will then watch a video about a boy named Webster who sees something online but does not want to tell trusted adults, thinking about why he does not want to tell. The goal is to empower students to disclose inappropriate online content or interactions to an adult.
Ms. Pirtle outlines expectations and rules for her technology class, including bringing earbuds and flash drives, appropriate internet use, helping others, ergonomics, and consequences for following or breaking rules. Students will work to become good, great, and power users of computers and complete assignments posted online. Any work not finished in class must be done as homework.
The mlearning meeting and workshop teachers handoutMr Bounab Samir
The document discusses the potential benefits of using mobile phones (mlearning) in education. It provides numerous examples of how phones can be used to collaborate, communicate, create, coordinate, and curate educational content and activities. Phones allow students to research questions, access educational resources, record lessons, provide peer feedback, and engage in learning outside the classroom. When used appropriately under the guidance of teachers, mlearning can effectively support students' digital literacy and safety, help prepare them for future careers, and make learning more convenient, interactive, and up-to-date.
Similar to Big Talk From Small Libraries 2019 - Teaching iPad and iPhone to Seniors (20)
NCompass Live - June 5, 2024
http://nlc.nebraska.gov/NCompassLive/
Trying to connect and understand teenagers can be difficult and overwhelming at times. So how do you attract teens to the library and keep them engaged? This presentation will offer tips on how to connect with teens, build relationships, along with programming ideas to keep them coming back. Maybe they’ll even bring their friends!
Presenter: Mari Vasquez, Youth Services Librarian, Crete (NE) Public Library.
NCompass Live - April 10, 2024
http://nlc.nebraska.gov/ncompasslive/
Libraries have been offering programming for decades, and in many cases the model has been, "Let’s plan a program, promote it, and see who shows up." This approach hasn’t changed much, even with social and technological changes, not to mention the pandemic and streaming programs. Program planning with a marketing mindset starts with identifying your customer’s needs and wants, then developing programs and services to meet those needs and wants. We’ll discuss how to use research – quantitative and qualitative – to plan and market programs that will engage your customers. We’ll talk about "bundling" programs and services for different audience segments. We’ll also cover how this more strategic approach can save time and resources for your library.
Presenter: Cordelia Anderson, Library Marketing and Communications Consultant, Cordelia Anderson Consulting.
Katarina Spears, Library Director; Baylee Hughes, Community Engagement Librarian, James L. Hamner Public Library, Amelia Court House, VA (Population served: 13,400)
Big Talk From Small Libraries 2024
February 23, 2024
http://nlcblogs.nebraska.gov/bigtalk
Katarina Spears, Library Director; Baylee Hughes, Community Engagement Librarian, James L. Hamner Public Library, Amelia Court House, VA (Population served: 13,400)
Big Talk From Small Libraries 2024
February 23, 2024
http://nlcblogs.nebraska.gov/bigtalk
Katarina Spears, Library Director; Baylee Hughes, Community Engagement Librarian, James L. Hamner Public Library, Amelia Court House, VA (Population served: 13,400)
Big Talk From Small Libraries 2024
February 23, 2024
http://nlcblogs.nebraska.gov/bigtalk
Katarina Spears, Library Director; Baylee Hughes, Community Engagement Librarian, James L. Hamner Public Library, Amelia Court House, VA (Population served: 13,400)
Big Talk From Small Libraries 2024
February 23, 2024
http://nlcblogs.nebraska.gov/bigtalk
Katarina Spears, Library Director; Baylee Hughes, Community Engagement Librarian, James L. Hamner Public Library, Amelia Court House, VA (Population served: 13,400)
Big Talk From Small Libraries 2024
February 23, 2024
http://nlcblogs.nebraska.gov/bigtalk
Erin Crockett, Library Director, Carroll County Library, Huntingdon, TN (Population served: 4,433)
Big Talk From Small Libraries 2024
February 23, 2024
http://nlcblogs.nebraska.gov/bigtalk
Alec Staley, Branch Manager, Worcester County Library – Ocean City Branch, Ocean City, MD (Population served: 6,900)
Big Talk From Small Libraries 2024
February 23, 2024
http://nlcblogs.nebraska.gov/bigtalk
Katarina Spears, Library Director; Baylee Hughes, Community Engagement Librarian, James L. Hamner Public Library, Amelia Court House, VA (Population served: 13,400)
Big Talk From Small Libraries 2024
February 23, 2024
http://nlcblogs.nebraska.gov/bigtalk
Amber Sweetland, Director, Kimball Public Library, Kimball, NE (Population served: 2,500)
Big Talk From Small Libraries 2024
February 23, 2024
http://nlcblogs.nebraska.gov/bigtalk
Abbie Steuhm, Research & Scholarship Librarian, Karl E. Mundt Library, Dakota State University, Madison, SD (FTE: 2,000)
Big Talk From Small Libraries 2024
February 23, 2024
http://nlcblogs.nebraska.gov/bigtalk
Karen Mier, Library Director, Plattsmouth Public Library, Plattsmouth, NE (Population served: 6,620)
Big Talk From Small Libraries 2024
February 23, 2024
http://nlcblogs.nebraska.gov/bigtalk
Jennifer Chess, Communications & Marketing Librarian; Lori Mullooly, Events and Programming Librarian; Lisa Gomez, Exhibition Librarian; U.S. Military Academy Library, West Point, NY (FTE: 4,400)
Big Talk From Small Libraries 2024
February 23, 2024
http://nlcblogs.nebraska.gov/bigtalk
NCompass Live - March 13, 2024
While every library is unique, they all seem to share one thing in common: they could use more money! Grant funding might be the just thing to help buy technology for STEM programming, get a new service initiative off the ground, or complete a renovation. But applying for grants can be overwhelming – and that’s assuming you can even find one for which you qualify. This session aims to introduce you to the tools to make the grant application process more easily navigable. In this session, Kathryn will provide tips for putting your best foot forward when it comes time to submit your proposal. Handouts include a roadmap to success and descriptions of various sections of the application.
Presenter: Kathryn Brockmeier, Grant Consultant.
NCompass Live - February 14, 2024
http://nlc.nebraska.gov/ncompasslive/
Nebraska’s statewide education network, Network Nebraska, has made great strides in expanding broadband services and fostering digital equity in the state. By significantly expanding access to eduroam* in community anchor institutions, such as K-12 schools, community colleges, and libraries, ConnectEd Nebraska has made an important impact on the state’s educational landscape. In addition, ConnectEd Nebraska is piloting innovative collaborations between school districts and local ISPs to expand access to eduroam in unique ways that go beyond traditional anchor institutions, reducing barriers to broadband access and enhancing educational opportunities. Attend this session to learn what eduroam is, where it's deployed throughout the state, and how your library can get involved.
More information is available at https://connectednebraska.com/
* eduroam is a secure, world-wide roaming access service developed for the research and education community that allows students, researchers, and staff from participating institutions to obtain Internet connectivity across campus and when visiting other participating sites.
Presenter: Brett Bieber, Assistant Vice President, IT Client Services, University of Nebraska.
NCompass Live - February 7, 2024
http://nlc.nebraska.gov/ncompasslive/
Do you have WiFi questions? Sherm has the answers!
On this episode on NCompass Live, the Nebraska Library Commission's Library Technology Support Specialist, Andrew 'Sherm' Sherman, will cover:
The current standards of WiFi technology
What WiFi standards and equipment libraries should be utilizing
The pros and cons of the different WiFi configurations in a library environment
The assistance Sherm can provide to libraries with their WiFi and other technology needs
NCompass Live - January 24, 2024
http://nlc.nebraska.gov/ncompasslive/
Brief book talks and reviews of new titles recommended to school and public librarians, covering both middle and high school levels, that were published within the last year.
Presenter: Sally Snyder, Coordinator of Children and Young Adult Library Services, Nebraska Library Commission and Dana Fontaine, Librarian, Fremont High School.
NCompass Live - January 17, 2024
http://nlc.nebraska.gov/ncompasslive/
Have you wondered if your library's website needs some work? How do you decide that, without being subjective? How do you know what to measure, or how to measure it? There are many current standards for content, images, navigation, usability, and more that can be readily applied to your website, allowing for a more objective analysis of what you currently have. A website audit can provide a valuable framework, especially before beginning a full or even partial redesign of your library's site. Learn about data-based principles that can guide your future work and discover some tools that can provide concrete specifics for elements that may need attention.
Presenter: Laura Solomon, MCIW, MLS is the Library Services Manager for the Ohio Public Library Information Network (OPLIN). She has been doing web development and design for more than twenty years, in both public libraries and as an independent consultant. She specializes in developing with Drupal. She is a 2010 Library Journal Mover & Shaker. She's written three books about social media and content marketing, specifically for libraries, and speaks nationally on both these and technology-related topics. As a former children's librarian, she enjoys bringing the "fun of technology" to audiences and in giving libraries the tools they need to better serve the virtual customer.
NCompass Live - January 10, 2024
http://nlc.nebraska.gov/ncompasslive/
What is the Nebraska Library Commission? Who are we? What do we do?
To kick off 2024, we will introduce you to the people and departments of the Nebraska Library Commission.
In Part 2, you will meet Christa Porter, Library Development Director; Tessa Timperly, Communications Coordinator; Gabe Kramer, Talking Book & Braille Service Director; and Devra Dragos, Technology & Access Services Director.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
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2. During this Hour
An Outline of Five 90-Minute Classes
20 Apps Every Senior Needs to Know
Practical Advice on:
• Limiting Class Size
• Speaking to Your Audience
• Proper Pacing
• Offering Classes Inside and Outside of the Library
• Fee-based Classes
3. Why I Teach Seniors Tech
50 Years Lib-Tech Experience
I Like Logic
I Love My iPhone
I Made My Kids Buy Me an iPad
No Apple Stores Nearby
4. Questions?
I will break for questions.
Share your experiences, especially if funny
Let’s have some fun with this topic!
5. Why Seniors Need a Smart Device?
Need to Keep in Touch with Family and Friends
by using:
Text
Photos
Phone or FaceTime
Email
6. This is Only the Beginning
Seniors that use this technology in their 60s and
70s will be able to use it when mobility fails
them in their 80s and 90s.
9. Why Would You Want to Teach?
Patron Need
Time Consuming to Answer Questions at the
Reference Desk
Promotes the Library as Tech Smart, a Vital
Community Resource, and Brings in Non-
Traditional Users
10. Class Essentials if You Want to Teach
An Apple Device
A projector, a screen and computer OR a
smart television and Apple TV
An open reliable wifi connection
11. What Else Do You Need?
Experience using iPads and iPhones
Flexibility
Patience
12. I Know Some Things
I Don’t Know Everything
I Teach Anyway!
I Always Learn Something
13. If you are a senior yourself and especially if
you are female, your class may have little
confidence that you know anything about
phones, tablets or computing !@#%%
“No worries, if you don’t know the answer,
I’ll ask my 13 year old grandson!”
14. Proud of their Grandkids!
Watched them play video games for hours, they
must have learned something!
Remember Why They Say What They Do
15. I’m Working on These Responses
Smiling while biting my tongue
Tell them they have smart grandkids
Ask them to bring the solution to class next time
Do my homework. Bring the solution to the next
class
16. Wow ‘em With a Few Tricks!
Save what’s on your screen
Share a photo with someone in class using
Airdrop
Show them how to switch from photo, video,
panorama, slo-mo, etc.
17. What Physical Issues Do Seniors Face?
Touch
Speaking
Swipe
Click
Double Click
Don’t underestimate Seniors’ ability to learn and want to learn…
“We keep moving forward, opening up new doors and
doing new things, because we're curious...and curiosity
keeps leading us down new paths.” Disney
19. Don’t Bite Off More Than You Can Chew
•Limit Size
•Customize
•Minimize
20. Limit Size to 12 or Less
Seniors like to talk and share
We learn from others
Internet speed is important
Make it fun!Customize: Less is More
Adults want to learn what is useful to them
Start with a simple outline & modify often
Ask the class what they want to learn
Find the pace that’s right for the class
You don’t have to teach them everything you know (It’s not about you!)
21. Download Apps Specific to Individual Need
Bank Account
Online Shopping: Amazon, etc.
Stores Frequently Used: Kohls, Home Depot, etc.
Photos: Kodak, CVS, etc.
Airlines: Southwest, JetBlue, etc.
Food: Dunkin Donuts, McDonalds, etc.
Health App from Provider
Walking/Exercise/Weight
Games: Words with Friends, Scrabble, etc.
Transportation: Train Schedules, Parking, etc.
Devices: Alexa
22. CLASS ESSENTIALS for STUDENTS
iPad or iPhone
Apple ID and Password
A Library Card
CuriositAre Handouts Necessary?
23. Pros
People can refer back to notes
Handouts can keep the class on track
Cons
Seniors who take notes never put their hands on their devices.
We all collect notes and then lose them
28. Go Slow –
Keep ‘em Smiling
Students Will Help Each
Other – Let Them
29. Class Outline – Class 1 – Introduction
Introduce Yourself to the Students and
Let them Introduce themselves to each
other. Then make each person answer:
Ask: “Why are YOU taking this class?”
Take a Class Photo. Project on Screen=
First Introduction to iCloud
31. Taking a photo, video, square
Flash
High Dynamic Range
Video Button When Dot is
Red
Selfie Button
Main Photo Button
32. Photos are the Most Popular Use of Phones
Have Class Take Photos of You or Each Other
Delete the Photos
Have Class Take a Video of You or the Class
Delete the Video
Have Class Take a Selfie
Delete the Selfie
36. Class Outline – Class 1 – No Internet
FLIP IT UP! Are you connected?
Handy things to use with no cell
or internet connection
Airplane Mode
Cell Connection
Bluetooth Connection
Internet Connection
Locked Orientation
Flashlight
Alarm
Clock/Stopwatch
Camera
Battery
37. Connect to the Internet
Settings – Don’t Get Lost Here If their eyes haven’t glazed over
Apple ID
Payment Method
iCloud Storage
Family Sharing
Phone Version
Cell Service (iPhone)
Return to Settings During Every Session
39. Homework? Keep It Simple!
1.Take, view, and delete a photo
2.Take, view, and delete a selfie
3.Take, view, and delete a video
40.
41. CLASS OUTLINE – Class 2 – Class Specific
Answer all the Questions that you got in
Class 1 and use your top answers from your
Questionnaire to start talking about Apps
Repeat anything you taught in Class 1 that
was not understood
Repetition is learning!
42. APPS – It’s What It’s All About
At This Point, No matter how
many times you told the class
how important an APPLE ID
and Password are to this
process, several people will have
no idea what their password is…
Move on anyway
Show What the Apps
Do
Choose from the 20
suggested
Show the Class How to
Rearrange them on the
Screen
50. CLASS 3
Must learn for everyone Most people wanted to learn
X Keep a Calendar
X Find directions
X Find “how to” videos on YouTube
XX Find my iphone
XX Read a book
X Watch a movie
51. CLASS OUTLINE – Class 4 – Library Services
Online Catalogs
Looking for more than
books
CDs
DVDS
Audiobooks
Games
eBooks
Streaming Videos
Personal Library Accounts
Ordering ahead instead of
browsing
Finding out when items are
due
Renewing items
Reserving items
Paying fines
52. CLASS OUTLINE – Class 5 – Digital
Hoopla Freegal
Hoopla Digital is a web and
mobile platform that provides a
wide range of digital content
including ebooks, audiobooks,
comics, videos. Hoopla allows
library patrons to download or
stream media content free of
charge.
Freegal is a downloadable
music service from your library.
All you need is your library card
number and, if your library
requires it, a PIN. Freegal offers
access to about 3 million songs,
including Sony Music's catalog
of legendary artists.
53. Smart Devices that Work with iPhones & iPads
Smart Televisions Smart Speakers
HDMI Connection
Apple TV
Firestick
Echo (Alexa)
Echo Dot
Google