This is the Presentation that Jim Bouché Ed.S. Principal of LAKELAND UNION HIGH SCHOOL gave to the SLATE Conference on Dec. 8 in the Wis. Dells. This presentation was given on change in the 21st Century with emphasis on the use of Cell Phones in Schools.
How e-learning has evolved and bringing change in the learning ecosystem of people with aid of technology. With advantages there are always disadvantages which come along as a package. Learn more about it in the presentation.
This is the Presentation that Jim Bouché Ed.S. Principal of LAKELAND UNION HIGH SCHOOL gave to the SLATE Conference on Dec. 8 in the Wis. Dells. This presentation was given on change in the 21st Century with emphasis on the use of Cell Phones in Schools.
How e-learning has evolved and bringing change in the learning ecosystem of people with aid of technology. With advantages there are always disadvantages which come along as a package. Learn more about it in the presentation.
Abstract
The iPad has significant potential to have a transformative effect upon teaching
and learning practices in a higher education context. As evidence of this claim, this paper presents a case study that examines the approach and resulting benefits experienced
when introducing the devices within the School of Computing and Mathematics at Plymouth University. The approach taken was a phased introduction of the devices, firstly amongst academic staff, then a subset of first year undergraduate students, leading to adoption across the whole School based upon the success of the earlier stages (with success in this case being judged on the basis of both user engagement – e.g. staff production and student use of materials – and positive user feedback). iPads have been provided to both staff and students, with a range of positive impacts upon the teaching and learning practices that can now be regarded as standard within the School (including podcasting, use of eBooks, and interactive services). The iPad has been key to supporting
and integrating the various applications, and has delivered a significant uplift in the technology enhanced learning practices of the staff, each delivering associated benefits in the resulting student experience.
Abstract
The iPad has significant potential to have a transformative effect upon teaching
and learning practices in a higher education context. As evidence of this claim, this paper presents a case study that examines the approach and resulting benefits experienced
when introducing the devices within the School of Computing and Mathematics at Plymouth University. The approach taken was a phased introduction of the devices, firstly amongst academic staff, then a subset of first year undergraduate students, leading to adoption across the whole School based upon the success of the earlier stages (with success in this case being judged on the basis of both user engagement – e.g. staff production and student use of materials – and positive user feedback). iPads have been provided to both staff and students, with a range of positive impacts upon the teaching and learning practices that can now be regarded as standard within the School (including podcasting, use of eBooks, and interactive services). The iPad has been key to supporting
and integrating the various applications, and has delivered a significant uplift in the technology enhanced learning practices of the staff, each delivering associated benefits in the resulting student experience.
The focus of this presentation was on promoting global collaboration for science teachers. We briefly described what is meant by collaboration and gave multiple reasons why it is so important to connect globally. The majority of time is spent looking at how students can effectively work together. Shared a protocol on on to initiate a project, locate teachers, and develop a task. Little time was given to show how to monitor learning--another session needed. A few effective collaborative tools were also demonstrated. A tough job as the conference does not have wi-fi!
This presentation is for a session on how to connect and communicate with others via the iPad. This is for a Project Connect PD within the SJSD for 4th-8th Grade Teachers in the SJSD.
This is an introduction to online learning spaces for instructional coaches in the SJSD. We'll use Edmodo to model key components of an online learning space: Discussions, Work flow, and Quizzes. Embedded within the professional development will be a spiral to look at a past technology skills (using Public Domain and Creative Commons Images) as well as an SJSD learning focus--annotating text for deeper comprehension. In addition, we'll expand our technology skills by creating a comic strip--iPad via Comic Life and Laptop via ToonDoo. To make this relevant learning, our "Assignment" within Edmodo involves supporting New Teachers.
Number Cube Example on writing a conclusion.Terri Sallee
We looked at a Number Cube Activity to support learning Nature of Science. This modeled what a finished product could look like when answering the question, "What's on the bottom of the cube?"
This presentation is for a session on how to connect and communicate with others via the iPad. This is for a Project Connect PD within the SJSD for 4th-8th Grade Teachers in the SJSD.
Tell a story of landforms using imagesTerri Sallee
Students are to tell a story of how a landform is created using images. This presentation walks the students through the expectations for the assignment.
This is the second of four sessions with a focus of connect and collaborate . Identify ways to foster communication using media via the iPad.
Match learning goals to specific modes of communication as well as available apps.
Maximizing Your Time with Students - Maximizing Teachable MomentsStaci Trekles
Today, there are many technologies available to help us do all sorts of things both within and beyond the classroom walls. In fact, there are so many, it can be overwhelming to explore them all, and in the meantime, your time for your students can suffer. This presentation will help you maximize your classroom time by featuring technologies that can help you: "flip" your classroom to engage students in more meaningful face-to-face activities beyond your lecture, extend learning into the online realm for blended and online instruction, and
help keep you organized all along the way!
When you select the right tools for the job, there's no end to the benefit you and your students can get from technologies like LiveBinder, Camtasia, Jing, EdModo, Google Drive, and more. This presentation will introduce you to
an accessible toolkit of tools and practices that will help you enhance learning both in and out of school for your students.
Members' Sharing Session presentation delivered by Mark Tynan and Lorraine Foster at the 2009 BBSLG Conference hosted by the Irish Management Institute, 1-3 July 2009.
Presentation to share how my adventure on National Geographic Explorer with Lindblad Expeditions is being translated into classroom activities and lesson ideas.
This is a series of photos taken on an expedition to Norway showcasing a variety of bird species. I will use this to introduce using Field Guides to classify birds. We will then look to other ways scientists classify organisms.
Just a few notes over Observations and Inferences that I used with Middle school students. There was other discussions and hands-on activities that we also used to support the learning.
This presentation was used within the Saint Joseph School District's New Teacher Orientation for brand new, never have taught, secondary educators.The focus is on preparing for the first days of school.
SJSD New Teacher Orientation Day 2 2012Terri Sallee
This is the morning session of the Saint Joseph School District's New Teacher Orientation for 2012. Focus will be on reviewing how the teachers will ensure that the 7 things students want to know are answered, developing and teaching procedures, invitational language, and specific praise to promote a growth mindset.
In Search of Deeper Understanding: Reading for details in science onlineTerri Sallee
This Session is geared toward middle school science teachers in the Saint Joseph School District. Our focus is focusing on deeper understanding of science concepts through reading online text.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
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.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
3. STUDENT REGISTRATION
• Review the Process
• Reminders
• Students Do Not Log in on Teacher Computers
• StudentsDo Use the Parent/Student Portal to
Power School
• Make sure students know their username and password
4. NEWS FROM BOBBY
• Here are common known issues in the building and fixes.
• Login loops--Take to tech
• Lost desktop folders--Restart laptop
• No sound but makes the popping sound when turning volume up and down --
Restart laptop
• Long login/logout time--Could just be the computer installing updates. DO NOT
FORCE QUIT
• Mindnode
• Other Questions/Comments
5. A LESSON
• Select
a lesson from your content
on the next slide.
• Identify
the strengths and
weaknesses of the lesson through
the lens of an experienced
educator in your content area.
6. A LESSON
• Math
• Spanish or Pick One Here
• Communication Arts
• Social Studies
• Science
11. PEDAGOGICAL KNOWLEDGE
•A Pedagogical Expert--an
experienced educator
• Understands cognitive,
social, and developmental
theories of learning and how
they apply to the students in
our classrooms.
12. CONTENT KNOWLEDGE
•Adisciplinary expert--a
mathematician or historian
• Knowledge of central facts,
concepts, theories and
procedures, explanatory
frameworks that organize
and connect ideas, and the
rules of evidence and proof.
15. PEDAGOGICAL CONTENT
KNOWLEDGE
• Best Practices
• Visual/Auditory/Kinesthetic
• MI
• Differentiation
16.
17. MEDIA THANKS
• LookingGlass by catd_mitchell at http://www.flickr.com/
photos/7295435@N02/2311757464/
• TheChemist by [martin] at http://www.flickr.com/photos/
13597419@N00/6075387388/
• TPACK image at http://tpack.org/
• upgrade
by gato-gato-gato at http://www.flickr.com/photos/
8868875@N03/3149979415
• When all hope is lost by Illetirres at http://www.flickr.com/
photos/76062070@N00/2198818132/
18. WORK CITED
• Punya Mishra’s Web at http://punya.educ.msu.edu/research/
tpck/
• TPACK-Technological Pedagogical and Content Knowledge at
http://mkoehler.educ.msu.edu/tpack/
Editor's Notes
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Technology knowledge is knowledge about standard technologies such as books and chalk and blackboard, as well as more advanced technologies such as the Internet and digital video. This would involve the skills required to operate particular technologies. In the case of digital technologies this would include knowledge of operating systems, and computer hardware, as well as the ability to use standard set of software tools such as word processors, spreadsheets, browsers, email etc. TK would include knowledge of how to install and remove peripheral devices, install and remove software programs, create and archive documents. Most standard technology workshops and tutorials tend to focus on the acquisition of such skills\n
Pedagogical Knowledge is deep knowledge about the processes and practices or methods of teaching and learning and how it encompasses (among other things) overall educational purposes, values and aims. This is a generic form of knowledge that is involved in all issues of student learning, classroom management, lesson plan development and implementation, and student evaluation. It includes knowledge about techniques or methods to be used in the classroom; the nature of the target audience; and strategies for evaluating student understanding. A teacher with deep pedagogical knowledge understands how students construct knowledge and acquire skills; develop habits of mind and positive dispositions towards learning. As such, pedagogical knowledge requires an understanding of cognitive, social and developmental theories of learning and how they apply to students in their classroom.\n
Content Knowledge is knowledge about the actual subject matter that is to be learned or taught. The content to be covered in high school social studies or algebra is very different from the content to be covered in a graduate course on computer science or art history. Clearly, teachers must know and understand the subjects they teach, including: knowledge of central facts, concepts, theories and procedures within a given field; knowledge of explanatory frameworks that organize and connect ideas; and knowledge of the rules of evidence and proof (Shulman, 1986). Teachers must also understand the nature of knowledge and inquiry in different fields. For example, how is a proof in mathematics different from a historical explanation or a literary interpretation? Teachers who do not have these understandings can misrepresent those subjects to their students (Ball, & McDiarmid, 1990).\n
Technological Pedagogical knowledge is knowledge of the existence, components and capabilities of various technologies as they are used in teaching and learning settings, and conversely, knowing how teaching might change as the result of using particular technologies. This might include an understanding that a range of tools exist for a particular task, the ability to choose a tool based on its fitness, strategies for using the tool’s affordances, and knowledge of pedagogical strategies and the ability to apply those strategies for use of technologies. This would include knowledge of tools for maintaining class records, attendance and grading, as well as knowledge of generic technology-based ideas such as WebQuests, discussion boards and chat rooms.\n
Technological content knowledge is knowledge about the manner in which Technology Knowledge (TK) and content knowledge (CK) are reciprocally related to each other. Although technology constrains the kinds of representations possible, newer technologies often afford newer and more varied representations and greater flexibility in navigating across these representations. Teachers need to know not just the subject matter they teach, but also the manner in which the subject matter can be changed by the application of technology.\nFor example, consider Geometer’s Sketchpad as a tool for teaching geometry. This allows students to play with shapes and form, making it easier to construct standard geometry proofs. In this regard, the software program merely emulates what was done earlier when learning geometry. However, the computer program does more than that. By allowing students to “play” with geometrical constructions, it also changes the nature of learning geometry itself – proofs by construction are a form of representation in mathematics that was not available prior to this technology. Similar arguments can be made for a range of other software products.\n\n
To characterize the complex ways in which teachers think about how particular content should be taught, he argued for “pedagogical content knowledge” as the content knowledge that deals with the teaching process, including the “the ways of representing and formulating the subject that make it comprehensible to others” (p. 9). If teachers were to be successful they would have to confront both issues (of content and pedagogy) simultaneously, by embodying “the aspects of content most germane to its teachability” (Shulman, 1986, p. 9). At the heart of PCK is the manner in which subject matter is transformed for teaching. This occurs when the teacher interprets the subject matter, finding different ways to represent it and make it accessible to learners.“pedagogical content knowledge is of special interest because it identifies the distinctive bodies of knowledge for teaching. It represents the blending of content and pedagogy into an understanding of how particular topics, problems, or issues are organized, represented, and adapted to the diverse interests and abilities of learners, and presented for instruction”\n